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All Journal Esteem Journal of English Study Programme English Education: English Journal for Teaching and Learning
Nurun Najiah
UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Education Social Sciences

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A Textbook Evaluation of 500 Vocabulary Words Kids Need to Know Nurun Najiah; Sokhira Linda Vinde Rambe; Ida Royani
English Education : English Journal for Teaching and Learning Vol 14, No 1 (2026): VOLUME 14 NO 01 JUNE 2026
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v14i1.19052

Abstract

This study evaluates the 500 Vocabulary Words Kids Need to Know English vocabulary book, used at Maahad Tahfiz Baitul Ehsan Maluri, Kuala Lumpur. The aim is to assess its content based on textbook evaluation criteria by McDonough, Shaw, and Tomlinson. The research identifies the book’s strengths and weaknesses using a qualitative content analysis approach. The primary data source is a bilingual (English-Malay) vocabulary book for beginner learners, evaluated using 18 criteria. Results show the book meets 14 criteria, featuring clear vocabulary organization, relevant visuals, and a neat layout. The content progresses from simple to complex, supporting gradual vocabulary acquisition. However, the book lacks an explanation of the author’s methodology and does not provide a teacher’s guide, limiting its effectiveness as a standalone teaching resource. The findings aim to help educators select materials that better suit students’ needs and offer a reference for evaluating similar textbooks in future educational settings.
MODELLING TEACHING VOCABULARY MASTERY BY GAME- BASED LEARNING APPROACH Ida Royani; Sojuangon Rambe; Nurun Najiah; Khoirunnisa Khoirunnisa; Sopiah Nuriani Siagian; Bunga Rizky Nauli Rangkuti
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/v4dk2w58

Abstract

This study investigates the effectiveness of game-based learning strategies in enhancing the vocabulary proficiency of eighth-grade junior high school students. Specifically, it examines and compares the impact of the Word Chain Game, Mnemonic Technique, and Jumble Word Game on students’ vocabulary acquisition and retention. A quantitative methodology was employed, utilizing experimental and quasi-experimental designs across three junior high schools. Participants were selected through random sampling in three separate studies. The Word Chain Game study involved 61 students, the Mnemonic Technique study included 56 students, and the Jumble Word Game study consisted of 60 students, each divided into experimental and control groups. Data were gathered through multiple-choice pre-tests and post-tests and analyzed using t-tests with SPSS software. The findings revealed that all three instructional approaches significantly improved students’ vocabulary mastery. The Word Chain Game demonstrated the strongest effect (t = 6.463), followed by the Mnemonic Technique (t = 5.667) and the Jumble Word Game (t = 3.020). These results indicate that game-based learning promotes greater engagement and strengthens vocabulary retention. The novelty of this study lies in its integrative analysis of three distinct vocabulary-learning interventions, providing comprehensive evidence that interactive and game-oriented strategies effectively support vocabulary development among junior high school learners.
Co-Authors Bunga Rizky Nauli Rangkuti Ida Royani Khoirunnisa Khoirunnisa Sojuangon Rambe Sokhira Linda Vinde Rambe Sopiah Nuriani Siagian