<![CDATA[The English Club program at Songsermsasana Vitaya School, Hat Yai, Thailand, provides Grade 4 to 6 students with extracurricular practice in English, yet most participants remain beginners who communicate daily in Thai with limited vocabulary exposure. This community service activity applies a Service-Learning (SL) approach integrated into the Kuliah Kerja Nyata (KKN) program, an approach that directly integrates academic knowledge from the English Education study program into practice at the partner school, to assist students in learning basic English vocabulary through the scramble words game during a single 50-minute session on Tuesday, 14 July 2026. Fifteen students were divided into three small groups guided by an accompanying teacher, using a descriptive qualitative approach through participatory observation, since the planned three weekly sessions could not be fully realized due to scheduling constraints with the school. Results show that all fifteen students actively participated and displayed strong enthusiasm despite a significant language barrier, with visual demonstration and teacher-mediated translation bridging the gap between English instructions and beginner-level proficiency. This article recommends that future service-providers strengthen the reciprocity and reflection principles of Service-Learning, among others by assessing students’ vocabulary needs from the preparation stage, developing a simple vocabulary module the partner teacher can use independently, and preparing structured evaluation instruments so the impact of scramble words activities can be measured and sustainably replicated.
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