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All Journal Tekila: Journal of Language Teaching and Literature
Rizqi Claudia Wardani.H
Universitas Pendidikan Muhammadiyah Sorong

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Busy Book Media and Vocabulary Mastery: An Experimental Study with Fifth Graders in Rural Area Amelia Safuf; Rizqi Claudia Wardani.H
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 1 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigates the effectiveness of educational games in enhancing vocabulary mastery and learning engagement among young English as a Foreign Language (EFL) learners in a rural context. The research was conducted at SD Negeri 14 Kabupaten Sorong over a two-week period and involved eight fifth-grade students, selected through purposive sampling. Employing a pre-experimental design with a one-group pre-test and post-test model, the study aimed to determine whether the use of tactile and interactive educational media—specifically Busy Book games—could significantly improve students’ English vocabulary acquisition and classroom activeness. Data were gathered using vocabulary tests and structured observation checklists, with results analyzed through SPSS version 20 and descriptive percentage analysis. The vocabulary test scores showed a marked improvement, with the average score rising from 32.50 in the pre-test to 81.25 in the post-test. A paired sample t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant difference in students’ vocabulary mastery after the intervention. Observation data also demonstrated a high level of student activeness, with 75% of participants categorized as “very active” during the learning sessions. These findings suggest that the Busy Book, as a low-cost and reusable educational game, is highly effective in fostering vocabulary development and classroom engagement in under-resourced learning environments. Although the study's small sample size limits the generalizability of the results, the outcomes offer valuable insights into the practical application of game-based, multisensory learning tools for improving English instruction at the primary level. The study highlights the potential of contextually appropriate, student-centered strategies for supporting equitable language education in rural Indonesian schools
The Implementation of Explicit Instruction with Hyponymy Game in Teaching Vocabulary Jenifer Niske Sangkek; Rizqi Claudia Wardani.H
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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The objective of this research was to determine whether the implementation of explicit instruction combined with the hyponymy game has an impact on students’ vocabulary at the eighth grade of SMPN I Aitinyo. This study applied a pre-experimental quantitative research design using a one-group pretest–posttest design. The sample consisted of 20 eighth-grade students in one class. Data were collected using a vocabulary test consisting of 20 items (15 multiple choice and 5 matching items). The data were analyzed using SPSS 31. The findings showed that the P-value (0.001) was lower than 0.05, meaning that H₀ was rejected and Hₐ was accepted. This indicates that there was a significant impact of teaching vocabulary using explicit instruction combined with the hyponymy game between the pretest and posttest. The mean score increased from 49.25 in the pretest to 71.5 in the posttest. The results imply that explicit instruction supports clear word understanding, while the hyponymy game makes learning more engaging. This study suggests that creative approaches can enhance vocabulary teaching. However, this research has several limitations: it involved only one class without a comparison group, focused only on noun vocabulary, and observed students only during classroom activities without examining learning outside the classroom.
The Influence of Papuan Folklore to Improve Speaking and Self-Confidence With Show and Tell Method in SMK Modellink Sorong Janet Marlon Yoseph Marisan; Rizqi Claudia Wardani.H; Agus Setiawan
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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The purpose of this study was to determine whether the integration of Papuan folklore could improve students’ speaking skills and self-confidence through the show and tell method at SMK Modellink Sorong. Speaking is widely recognized as one of the most challenging skills for EFL learners because it requires the simultaneous use of vocabulary, grammar, pronunciation, and fluency (Rizky & Suharmoko, 2019). In addition, affective factors such as self-confidence strongly influence students’ willingness to communicate (Akbari & Sahibzada, 2020). Preliminary classroom observations revealed that many students experienced hesitation, anxiety, and limited vocabulary when asked to speak in English. To address this issue, this study implemented culturally responsive instruction by integrating Papuan folklore into the show and tell learning method. The research employed a quantitative pre-experimental design using a one-group pretest–posttest model. The participants were 20 students of class X TKJ. Data were collected through speaking tests, self-confidence questionnaires, and classroom observations. Speaking performance was assessed based on comprehension, vocabulary, grammar, pronunciation, and fluency. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired sample t-test with SPSS version 31. The findings showed that the significance value was 0.000 < 0.05, indicating a significant difference between pretest and posttest scores. The mean score increased from 49.15 to 68.70. Questionnaire results also showed that most students reached the confident category after the treatment. These findings suggest that Papuan folklore combined with the show and tell method is effective in improving both speaking performance and self-confidence among vocational high school students, although future studies with control groups are recommended.
Analysis of Code-Mixing Patterns in English Students Daily Conversation Apriani Sarce Mince Kalasuat; Rizqi Claudia Wardani.H; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigated the patterns of code-mixing used by students of the UNIMUDA English Department in daily conversational interactions and the factors influencing its use. A descriptive qualitative design was applied. The data were collected through naturalistic observation, questionnaires, and interviews involving five active students. The conversational data were analyzed using thematic analysis and categorized based on Muysken’s (2000) code-mixing theory.The findings showed that three patterns of code-mixing occurred: intra- sentential code-mixing, inter-sentential code-switching, and tag switching. Intra- sentential code-mixing was the most dominant pattern, as participants frequently inserted English lexical items into Indonesian sentence structures to maintain fluency and efficiency. Inter-sentential switching was used to clarify meaning and emphasize ideas, while tag switching functioned as a pragmatic marker in interaction. The study also revealed that code-mixing was influenced by internal factors, namely language identity and language proficiency, and external factors, including social situation and communicative purpose. Among these factors, communicative purpose was the most dominant, as code-mixing helped participants achieve clarity, emphasis, and smooth communication. Overall, code- mixing functioned as a strategic communicative practice rather than merely a linguistic habit.
Game-Based Learning for Vocabulary Acquisition: Snake and Ladder and Spelling Bee Leoni Marlina Fadimpo; Rizqi Claudia Wardani.H
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 3 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study examines the effectiveness of combining Snakes and Ladders and Spelling Bee games to improve students’ English vocabulary learning at SMP Muhammadiyah Aimas, Sorong Regency. The study aims to determine whether the integration of these game-based activities can enhance students’ vocabulary mastery, pronunciation, and learning engagement. A quantitative approach was employed using a pre-experimental one-group pre-test and post-test design involving 23 eighth-grade students. Vocabulary mastery was measured using a multiple-choice test administered before and after the treatment. The collected data were analyzed using SPSS version 22 to calculate descriptive statistics and the normalized gain (N-gain) score. The results indicate that students’ vocabulary achievement improved after the implementation of the game-based learning activities. The mean score increased from 76.09 in the pre-test to 83.70 in the post-test, showing a positive change in students’ vocabulary mastery. The N-gain score of 0.31 falls into the moderate improvement category, indicating that the treatment had a meaningful effect on students’ vocabulary learning. These findings suggest that the integration of Snakes and Ladders and Spelling Bee games can support vocabulary acquisition by providing students with opportunities to practice vocabulary in an interactive and engaging learning environment. The Snakes and Ladders game encouraged students’ participation, collaboration, and motivation during classroom activities, while the Spelling Bee activity helped students improve their spelling accuracy and pronunciation. The use of these game-based strategies created a more active and enjoyable learning atmosphere, which contributed to increased student engagement and participation in vocabulary learning. Based on these findings, the study concludes that integrating Snakes and Ladders and Spelling Bee games can be an effective instructional strategy for teaching English vocabulary. Therefore, English teachers are encouraged to incorporate interactive game-based activities into their teaching practices to support vocabulary development and create more engaging language learning experiences.
Co-Authors Agus Setiawan Amelia Safuf Apriani Sarce Mince Kalasuat Janet Marlon Yoseph Marisan Jenifer Niske Sangkek Leoni Marlina Fadimpo Nurteteng