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All Journal Indonesian Journal of Education Methods Development
Niko Fediyanto
Program Studi Ilmu Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sidoarjo,
Education

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Ray’s Werewolf social life deducting Card-game for learning purposes : Kartu Permainan Werewolf Ray untuk Pembelajaran Raysandi Yulianto; Niko Fediyanto
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1040

Abstract

This study presents General Background on the growing integration of game-based learning in English as a Foreign Language classrooms to support communicative competence. Specific Background highlights the need for interactive media that encourage high school students to practice speaking in authentic and low-anxiety contexts. Despite various digital and traditional game applications, Knowledge Gap remains in the development of structured social deduction card games specifically adapted to foster speaking confidence in secondary EFL settings. Aims of this study are to design and describe Ray’s Werewolf Social Life Deducting Card-Game as an interactive speaking learning media for high school students. Results indicate that the game structure, consisting of role-based cards, morning and night discussion phases, and persuasive interaction, creates opportunities for spontaneous verbal expression, collaboration, and critical thinking. Preliminary user feedback suggests increased student engagement and motivation during speaking activities. Novelty lies in the pedagogical adaptation of a social deduction card game into a structured EFL speaking medium with simplified English instructions and role-based communicative tasks. Implications suggest that this card-based learning media can serve as an alternative instructional tool to support communicative language teaching and reduce speaking anxiety in secondary education contexts. Keywords: Game-based Learning, EFL Speaking, Learning Media, Social Deduction Game, Speaking Confidence Key Findings Highlights Role-based interaction facilitates spontaneous oral communication in classroom settings. Cyclical discussion phases support collaborative reasoning and verbal argumentation. Card-based design provides structured yet flexible integration into secondary language lessons.
Short Video Media and Vocabulary Development in Young EFL Learners: Video Pendek dan Pengembangan Kosakata pada Pelajar Bahasa Inggris sebagai Bahasa Asing yang Masih Muda Muhammad Ade Setiawan; Niko Fediyanto
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1043

Abstract

General Background: Vocabulary mastery is a fundamental component of English language learning, particularly for young learners in multilingual and technology-driven educational contexts. Specific Background: The integration of short video platforms in classroom instruction has become increasingly common, offering multimodal input aligned with cognitive multimedia learning principles. Knowledge Gap: Despite growing interest in digital video use, limited empirical evidence addresses students’ perceptions and vocabulary development within structured short video–based instruction for young EFL learners. Aims: This study aims to examine students’ perceptions of short video use in vocabulary learning and to analyze its contribution to vocabulary development in an English as a Foreign Language classroom. Results: The findings indicate positive student responses toward the use of short videos, highlighting improved vocabulary recognition, contextual understanding, and learning engagement supported by quantitative data analysis. Novelty: The study provides context-specific empirical evidence on short video–mediated vocabulary instruction within young learner settings, integrating perception analysis and structured quantitative measurement. Implications: These results contribute to technology-integrated language pedagogy and offer practical guidance for English teachers seeking to incorporate short video media into vocabulary instruction. Keywords: Short Video Learning, Vocabulary Development, Young EFL Learners, Multimedia Instruction, Student Perception Key Findings Highlights Students demonstrated strong acceptance of video-based classroom activities. Quantitative data showed measurable gains in lexical recognition and contextual usage. Multimedia-supported instruction aligned with cognitive learning principles in classroom practice.
Word Guess Bouquet for Junior High School Vocabulary Learning: Permainan Tebak Kata untuk Pembelajaran Kosakata Siswa SMP Fivi Rochmawati; Niko Fediyanto
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1044

Abstract

General Background Vocabulary mastery is a fundamental component of English language learning, supporting learners’ abilities in reading, writing, listening, and speaking. Specific Background Junior high school students often experience difficulties in acquiring and retaining verbs and nouns when instruction relies on conventional memorization-based approaches. Knowledge Gap Existing studies emphasize interactive media, yet limited attention has been given to tangible, game-based visual tools that integrate categorization and contextual use of vocabulary. Aims This study aims to examine the use of Word-Guess Bouquet as an interactive medium for learning English verbs and nouns among junior high school students. Results The findings indicate that the implementation of Word-Guess Bouquet supports students’ vocabulary mastery by encouraging active participation, collaborative learning, and contextual application of words. Students demonstrated improved ability to distinguish and use verbs and nouns during learning activities. Novelty This study introduces a bouquet-shaped visual learning medium that combines guessing, classification, and contextual sentence use within a game-based format. Implications The results suggest that integrating creative, student-centered media such as Word-Guess Bouquet can support vocabulary instruction in EFL classrooms and provide practical insights for teachers seeking interactive alternatives to traditional vocabulary teaching. Keywords : Word-Guess Bouquet, Vocabulary Learning, Verbs and Nouns, Junior High School, Interactive Media Key Findings Highlights Interactive bouquet-based media supported students’ active engagement in vocabulary learning Learners demonstrated clearer differentiation between verbs and nouns during activities Game-oriented visual tools encouraged collaborative and low-anxiety classroom interaction
Co-Authors Fivi Rochmawati Muhammad Ade Setiawan Raysandi Yulianto