Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal on English as a Foreign Language (JEFL)
Nina Sofiana
Universitas Islam Nahdlatul Ulama Jepara, Jepara, Indonesia
Languange, Linguistic, Communication & Media

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“Lingo Climb” for vocabulary learning: Developing a game-based learning tool for elementary EFL students Nina Sofiana; Aprilia Riyana Putri; Muhammad Alie Muzakki; Husni Mubarok
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9714

Abstract

Vocabulary acquisition is essential for language learning, yet many students in English as foreign language (EFL) contexts struggle with traditional, rote-based instruction that lacks engagement and contextual relevance. This study addresses this gap by developing and evaluating “Lingo Climb”, a game-based vocabulary learning tool inspired by the Snake and Ladder game, tailored for Indonesian elementary school students. Employing the ADDIE model, the study progressed through needs analysis, product development, and evaluation phases. A mixed-method approach was used, incorporating surveys, interviews, observations, and pre and post-tests during small-scale trials involving 24 students and two teachers. Results indicated significant improvements in students’ vocabulary mastery, with teachers and students praising the tool for its cultural relevance, practicality, and ability to foster engagement and collaboration. The findings highlight the potential of "Lingo Climb" as a culturally adapted, game-based learning tool that transforms vocabulary instruction into an engaging experience. While the study demonstrates the effectiveness of non-technological innovation, limitations include the small sample size and short-term trials. This study emphasizes the value of interactive and culturally relevant tools in addressing gaps in traditional vocabulary instruction and advancing gamification in education.
Bridging the digital gap: The impact of an android-based interactive digital book on integrated English language skills Husni Mubarok; Nina Sofiana; Danang Mahendra; Clementine Salaun
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.10462

Abstract

Research on mobile-assisted English learning has examined digital tools for specific skills, but curriculum-aligned interactive textbooks covering six language domains require further investigation. This study examined an android-based interactive digital book (IDB) for tenth-grade English instruction in Indonesia. A pre-test–post-test comparison involved 188 students from eight high schools in northern coastal Java: 108 in the experimental group and 80 in the control group. A 30-item multiple-choice test assessed comprehension and knowledge associated with listening, speaking, reading, viewing, writing, and presenting. Descriptive statistics and independent-samples t-tests were reported. The experimental group had higher scores at both pre-test, t(186) = −4.248, p < .001, and post-test, t(186) = −10.608, p < .001. School-level summaries indicated increasing scores in the experimental group and decreasing scores in the control group. However, baseline differences, unequal post-test variances, and school-level allocation limit causal interpretation. The findings suggest that the IDB warrants further evaluation as a curriculum-aligned instructional resource. They do not establish improvements in actual speaking, writing, or presenting performance, which require direct assessment.
Co-Authors Aprilia Riyana Putri Clementine Salaun Danang Mahendra Husni Mubarok Muhammad Alie Muzakki