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All Journal ELT-Lectura JOLLT Journal of Languages and Language Teaching
Fitriani, Dhafiya
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Education Languange, Linguistic, Communication & Media

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Improving English Vocabulary Through Word Chain Game in an Inclusive School in Bandar Lampung Musiman, Musiman; Vernanda, Ganesa; Fitriani, Dhafiya
ELT-Lectura Vol. 12 No. 1 (2025): Vol. 12 No. 1 (2025): ELT-Lectura Studies and Perspective in English Language
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v12i1.23143

Abstract

The purpose of the study is to find out whether word chain games can improve vocabulary mastery and to find out which word chain games are effective in improving vocabulary mastery. The results of this study can be used as input in the teaching and learning process, especially in teaching vocabulary. The results of this study can also be used to improve the quality of vocabulary learning. This research uses a quasi-experiment approach. There is only an experimental class without a control class. There are 3 main stages of research, namely pre test, treatment and post test. Pre test is conducted before treatment, while post test is conducted after treatment. The pre test will be conducted several times until the research subjects experience consistent conditions. The research subjects were 19 inclusive school students at X school in Bandar Lampung city who were taken by cluster random sampling. The results revealed that there was a significant effect on the use of word chain games in mastering vocabulary in inclusive classes. This can be seen from the difference in pre-test and post-test scores which shows an increase in learning achievement in respondents. In the inclusion class, students learn side by side in diversity. Although there are some students who have special needs, they can learn side by side. Through this game they can actively together build an attractive and more fun learning atmosphere. Keywords: vocabulary, word chain game, inklusi
Enhancing Young Learners’ English Vocabulary Mastery Through Animal Quest Gamification Noviarini, Tiara; Paderan, Mark Philip Castillo; Hamdani, Zohri; Fransiska, Fini Widya; Fitriani, Dhafiya
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18045

Abstract

English language acquisition is indispensable for cultivating communication competencies and fostering intercultural understanding from an early stage. However, Indonesian elementary students frequently encounter difficulties in vocabulary mastery due to repetitive instructional approaches and a deficiency of engaging, visual media tailored to young learners’ concrete learning styles. This research examines the efficacy of the gamified media, Animal Quest, in enhancing students’ English vocabulary. Employing a quantitative quasi-experimental methodology, forty first-grade students at SD Negeri 5 Pringsewu Barat were divided into an experimental group and a control group. Data were collected through pre-tests and post-tests and subsequently analyzed using SPSS 25.0 with paired and independent t-tests. The findings reveal a statistically significant improvement within the experimental group, which demonstrated a higher mean post-test score (87.05) compared to the control group (70.20). These results imply that gamification via Animal Quest effectively enhances vocabulary acquisition, engagement, and motivation among young learners. Furthermore, the study underscores that gamified storytelling media can serve as a valuable instructional innovation within primary English education, aligning with the objectives of the Merdeka Belajar curriculum and encouraging educators to adopt more interactive, student-centered pedagogical practices.
Co-Authors Fini Widya Fransiska, Fini Widya Musiman, Musiman Paderan, Mark Philip Castillo Tiara Noviarini, Tiara Vernanda, Ganesa Zohri Hamdani, Zohri