Level Up Vocabulary: Game-Based Learning for Seventh Graders

(A Classroom Action Research at YMJ Junior High School Ciputat)

Muthia Rahma Yati, Olivia Wulandari

ABSTRACT

This study focuses on the use of games as a strategy to improve the vocabulary mastery of
seventh-grade students at Yayasan Miftahul Janah (YMJ) Junior High School Ciputat. Vocabulary is a
fundamental component in learning English, as it enables students to understand and communicate
effectively. However, many students face difficulties in learning and remembering new English words,
which can hinder their overall language development. Traditional teaching methods, such as rote
memorization and repetitive drills, often make vocabulary learning boring and less effective. To address
these challenges, this research explores the implementation of games in the classroom as a more engaging
and interactive approach to teaching vocabulary.
The research was conducted using Classroom Action Research (CAR), which involved two
cycles of teaching interventions. Each cycle consisted of planning, action, observation, and reflection
stages. The participants were seventh-grade students who were observed closely throughout the study.
Data were collected through vocabulary tests (pre-tests and post-tests), classroom observations,
interviews with students and the English teacher, and field notes taken by the researcher.
The findings revealed that the use of games significantly increased students’ vocabulary scores.
Before the intervention, students’ average vocabulary score was relatively low, indicating difficulties in
vocabulary acquisition. After the first cycle, the scores improved noticeably, and after the second cycle,
there was a further significant increase, showing that repeated exposure to vocabulary learning through
games helped students retain and understand new words better. In addition to improved test scores,
observations and interviews indicated that students became more motivated, enthusiastic, and actively
involved in the learning process. The games created a fun and supportive learning environment, reducing
students’ anxiety and encouraging collaboration and communication among peers.
Keywords: Vocabulary Improvement, Game-Based Learning, Classroom Action Research.
 Introduction

English is one of the most important international languages and is widely used throughout the
world. This language is not only used as a means of daily communication, but also becomes the main
language in the fields of science, technology, business, and education. Therefore, English language skills
are very important for anyone, especially for students, so that they can keep up with the times, access
global information, and have better opportunities in the world of work in the future.
To master English well, students must be able to develop four main skills, namely listening,
speaking, reading, and writing. In addition, they must also understand grammar, pronunciation, and most
importantly have a fairly extensive vocabulary. Vocabulary is a collection of words that are known and
can be used by someone. Without adequate vocabulary, students will have difficulty conveying ideas,
understanding readings, or following conversations in English. This is reinforced by Scott Thornbury's
statement that without grammar, little information can be conveyed, but without vocabulary, no
information can be conveyed at all. In other words, vocabulary is the main foundation in language
learning.
However, in reality, many students have difficulty in learning new vocabulary. Some problems that
often arise include difficulty understanding the meaning of new words, confusion over words that are
similar in form or sound, and easily forgetting vocabulary that has been learned. In addition, the
vocabulary teaching methods that have been used by some teachers are still traditional, such as
memorizing a list of words without interesting context. This method often makes students feel bored and
less motivated to learn. As a result, the vocabulary learning process becomes less effective and students
cannot master vocabulary well.
Seeing these problems, a more interesting and enjoyable learning approach is needed so that students
can learn vocabulary more easily and effectively. One approach that is considered capable of overcoming
this problem is the use of games in the learning process. Games can create a fun and relaxed learning
atmosphere, so that students feel more motivated and do not feel pressured when learning. With this
positive atmosphere, it is hoped that students can more easily understand and remember new vocabulary.
This study aims to find out how the use of games can help students in learning English vocabulary.
This study also wants to identify the obstacles faced by teachers and students when using games as a
medium for learning vocabulary. With the results of this study, it is hoped that teachers can find more
effective and enjoyable vocabulary teaching methods, so that students can improve their vocabulary skills
in a more interesting and less boring way.
Overall, this research is important because it can contribute to the development of more innovative
English learning methods. In addition, this research can also help students overcome vocabulary learning
difficulties and increase their motivation to learn English more actively and enjoyably.

Methodology

Research Design
This research used a method called Classroom Action Research (CAR), which is a practical approach
that allows teachers to directly address and solve problems they find in their own classrooms. In this
study, the researcher wanted to find out if using games in English lessons could help seventh-grade
students at Yayasan Miftahul Janah (YMJ) Junior High School Ciputat improve their vocabulary. The
Classroom Action Research process was carried out in two cycles, and each cycle included four main
steps that were followed in detail. First, during the planning stage, the researcher carefully prepared
lesson plans, selected appropriate games to use in the classroom, and organized all the materials needed
for the lessons. Next, in the action stage, the researcher taught the class using the games that had been
planned, making sure to follow the lesson plan and involve all students in the activities. After that, in the
observation stage, the researcher paid close attention to how the students responded to the games, how
actively they participated, and any problems or successes that appeared during the lessons. Finally, in the
reflection stage, the researcher reviewed everything that happened during the cycle, thought about what
worked well and what did not, and made plans to improve the next cycle based on these reflections. This
cycle of planning, action, observation, and reflection was repeated to ensure that the teaching method
could be improved and adapted to best help the students learn vocabulary through games.

Participants
The participants in this study were the seventh-grade students at Yayasan Miftahul Janah (YMJ)
Junior High School Ciputat. These students were specifically chosen because they were experiencing
difficulties in learning English vocabulary, which made them the ideal group to study the effectiveness of
using games to improve vocabulary skills. The students’ struggles with vocabulary learning provided a
clear reason for conducting the research in this particular class. In addition to the students, the English
teacher at the school was also involved in the study. The teacher played an important role by helping the
researcher observe the students during the lessons and assist in collecting data. This involvement ensured
that the observations were accurate and that the data reflected the real classroom situation. By working
closely with both the students and the teacher, the researcher could better understand how the use of
games impacted vocabulary learning and student engagement.

Research Instruments
Vocabulary Test (Pre-test and Post-test)
Vocabulary test is the main instrument used to measure students' ability to master English vocabulary
before and after the application of game-based learning methods. This test consists of two stages, namely
a pre-test given before the learning cycle begins, and a post-test given after each cycle is completed. The
purpose of the pre-test is to determine the level of students' initial vocabulary mastery, so that researchers
can compare the results with students' abilities after participating in learning using games. The post-test is
used to measure the increase in vocabulary that occurs after students participate in the learning. The test
questions are arranged based on the vocabulary material contained in the textbooks used in class, so that
they are relevant to the curriculum and students' needs. In addition, this test has gone through a validation
process by lecturers and English teachers to ensure that the questions given are easy to understand and in
accordance with the students' ability levels. Before being used, the test was also tested on students in
other classes with similar characteristics to ensure the reliability and consistency of the test results. Thus,
this vocabulary test provides objective quantitative data on how much influence the use of games has on
improving students' vocabulary skills.

Observation Sheet
Observation sheets are used by researchers to systematically record student activities and behavior
during the learning process. In this sheet, researchers record various aspects such as the level of student
activity when participating in the game, their enthusiasm for the learning method used, interactions
between students during the game, and difficulties or obstacles that arise during the learning process. This
observation sheet is also used to observe students' emotional responses, such as whether they seem happy,
motivated, or bored and less interested. By using observation sheets, researchers can obtain qualitative
data that describes the classroom atmosphere and student involvement during the learning process. This is
very important to assess the effectiveness of game-based learning methods not only in terms of learning
outcomes, but also in terms of the process and student attitudes.

Interviews
Interviews were conducted with English teachers and several students selected purposively, both
before and after the implementation of the learning cycle. These interviews aimed to dig deeper into their
experiences, difficulties, and opinions about learning vocabulary conventionally and through games.
Through interviews, researchers can find out how teachers perceive the effectiveness of games as a
learning medium, as well as how students feel changes in their learning methods, motivation, and
vocabulary skills after using games. Interviews also help identify obstacles that may not be visible during
direct observation, such as technical obstacles, difficulty understanding game instructions, or
psychological factors that influence the learning process. Data from these interviews provide a qualitative
picture that enriches the research results and supports the findings from tests and observations.

Field Notes
Field notes are detailed notes made by researchers during and after each learning session. These
notes contain observations about the classroom situation, important events that occurred during the
learning process, student reactions that were not recorded in the observation sheet, and the dynamics of
interactions between teachers and students. Field notes also record technical or non-technical obstacles
that arise, such as problems with teaching aids, classroom disturbances, or changes in student mood.
These notes are very useful for complementing other data and providing a broader context to the learning
process, so that researchers can conduct deeper reflections and design appropriate improvements for the
next cycle.

Results
 This study aimed to investigate the effect of using games on the vocabulary achievement of seventh-
grade students at Yayasan Miftahul Janah (YMJ) Junior High School Ciputat. The research was
conducted through Classroom Action Research (CAR) in two cycles, and data were collected through
vocabulary tests, observations, interviews, and field notes. The results showed significant improvements
in students’ vocabulary mastery and their motivation to learn English.

Vocabulary Test Scores

Before the intervention, the students’ vocabulary scores were relatively low. The pre-test results
showed that the average score was only 52.81 out of 100, indicating that many students struggled with
understanding and remembering English words. This low score reflected the challenges students faced
with traditional vocabulary learning methods, which often involved memorization without engaging
activities.
After the first cycle of using games in vocabulary lessons, the students’ vocabulary scores improved
noticeably. The post-test score for cycle one increased to an average of 67.81. This improvement
demonstrated that the use of games helped students better understand and remember new words. The
games created a more enjoyable learning environment, which encouraged students to participate actively
and pay more attention during lessons.
Following the second cycle, the students’ vocabulary scores increased even further. The post-test
average score reached 75.71, showing a significant gain compared to the pre-test and the first cycle’s
post-test. This result confirmed that repeated exposure to vocabulary learning through games could
strengthen students’ retention and mastery of new words. The steady increase in scores across the two
cycles indicated that the game-based learning approach was effective in helping students improve their
vocabulary over time.

Observation Results
Observations during the lessons showed that students were more enthusiastic and engaged when
games were used as part of the learning process. Unlike traditional lessons, which often made students
feel bored or passive, the games encouraged active participation, collaboration, and friendly competition
among students. The observation sheets recorded that students were more willing to speak up, ask
questions, and help each other during the games.
The researcher also noted that students who were usually shy or reluctant to participate became more
confident when learning through games. The playful and interactive nature of the games reduced anxiety
and created a supportive classroom atmosphere. This positive change in behavior contributed to a better
learning experience and helped students absorb vocabulary more effectively.

Interview Findings
Interviews with the English teacher and several students provided additional insights into the impact
of using games in vocabulary learning. The teacher reported that the games made the lessons livelier and
easier to manage because students were more focused and motivated. The teacher also mentioned that
students showed more interest in learning vocabulary and were less likely to skip class or lose
concentration.
Students expressed that learning vocabulary through games was fun and different from their usual
lessons. They said that games helped them remember words better because they could see, hear, and use
the words in a playful context. Some students admitted that before using games, they found vocabulary
learning boring and difficult, but after the games were introduced, they felt more confident and excited to
learn.

Field Notes
The researcher’s field notes supported the findings from tests, observations, and interviews. The
notes recorded moments when students laughed, cheered, and encouraged each other during the games,
showing high levels of engagement. The researcher also noted improvements in classroom discipline and
cooperation, as students worked together to solve vocabulary challenges.
Some challenges were also noted, such as the need for clear instructions and time management to
ensure all students could participate fully. However, these issues were addressed in the reflection phase
and improved in the second cycle.

Discussion
 This section discusses in more depth the important findings of the research that has been conducted,
especially on how the use of games can significantly improve the vocabulary mastery of seventh grade
students at Yayasan Miftahul Janah (YMJ) Junior High School Ciputat. This discussion will also link the
research results to relevant theories and their implications in English language learning.

Improving Vocabulary Mastery Through Games

The results of this study clearly show that there is a significant increase in students' vocabulary
scores after they learn using the game. Before the intervention, the average score of students was only
52.81 , which indicates that most students still have low vocabulary mastery. This is in line with the
problems often found in many schools, where students have difficulty remembering and using new
English words due to monotonous and uninteresting learning methods.
However, after the first cycle where the game was implemented, the students' average score
increased to 67.81 . This increase already shows positive signs that the game is starting to have an impact.
Then, in the second cycle, the average score jumped even higher, reaching 75.71 . This number is not
only far above the initial score, but also exceeds the school's Minimum Completion Criteria (KKM)
which is usually around 70 or 75. This proves that the game is not just a casual activity, but an effective
learning method to help students acquire and retain new vocabulary.
This improvement occurs because the game creates a fun and stress-free learning environment. When
students feel happy, they tend to be more focused, more motivated, and less overwhelmed. This is in line
with learning theory which states that positive emotions greatly influence cognitive processes, including
memory. In the game, students not only memorize words, but also use them in various contexts, such as
finding word pairs, constructing sentences, or solving puzzles. This active use strengthens the
neurological connections associated with word memory.

Increasing Student Motivation and Participation

In addition to the increase in grades, a very prominent aspect of the results of this study was the
drastic change in student motivation and participation. Through direct observation, the researcher saw that
students who were previously passive, shy, or often unfocused, became more active and enthusiastic
when the game was used. The classroom atmosphere became more lively, with students communicating
with each other, laughing, and even helping each other in solving vocabulary problems.
 Interviews with students also confirmed this. Many students said that learning vocabulary through
games was much more fun than just reading books or memorizing word lists. They felt less bored and
remembered new words more easily because they used them in a fun context. Games break the monotony
of English learning routines, making students more courageous to speak and try using new vocabulary
without fear of making mistakes. This is in line with the learning principle that internal motivation is very
important for learning success. When students are motivated, they will try harder and enjoy the learning
process more.

Benefits of Using Games in Vocabulary Learning

This study highlights several key advantages of using games in vocabulary learning, such as Fun and
Stress-Free Learning Games that can reduce students’ anxiety about making mistakes, making them more
willing to participate and try new things. This relaxed environment is very conducive to language
acquisition. The active engagement games that can encourage students to be physically and mentally
active. They do not just sit still, but move, think, and interact, which makes the learning process more
dynamic. Then, the memory reinforcement in games, vocabulary is repeated and used in various contexts.
This enjoyable repetition helps strengthen students' long-term memory of new words. Next is social Skills
development, many games require teamwork and communication, so students learn to interact, negotiate,
and help each other, which are also important skills. Last but not least, flexibility and adaptability, as
shown in the second cycle, the researcher was able to adjust the type of game and its difficulty level based
on the students’ responses in the first cycle. This shows that the game can be very flexible and adapted to
the specific needs of the class.

Challenges and Solutions

Despite showing positive results, the study also noted some challenges. For example, in the first
cycle, there may have been students who were still shy or less adaptable to this new method. However,
through reflection, researchers were able to adjust strategies in the second cycle, such as providing clearer
instructions, ensuring all students get a turn, or choosing more inclusive games. This shows that the
"Action Research" approach is very effective, because it allows teachers to continue learning and
improving their teaching methods directly.
 Overall, the results of this study provide strong evidence that the use of games is a very effective
strategy to improve vocabulary mastery and learning the motivation of seventh grade students at YMJ
Junior High School Ciputat. This suggests that English teachers have a powerful tool to make vocabulary
learning not only more effective but also much more interesting and enjoyable for students. This study
supports the view that effective learning does not always have to be serious and formal, but can also be
through fun and interactive activities.

Conclusion

In conclusion, the results showed that the use of games as a teaching strategy significantly enhanced
the vocabulary mastery of seventh-grade students at Yayasan Miftahul Janah (YMJ) Junior High School
Ciputat. The data collected from tests, observations, interviews, and field notes consistently indicated that
students experienced notable improvements in their vocabulary scores after participating in game-based
learning activities. Beyond measurable academic progress, students also demonstrated increased
motivation, enthusiasm, and active engagement during lessons, which contributed to a more effective and
enjoyable learning process.
The incorporation of games helped create a positive and interactive classroom environment, reducing
the anxiety and boredom often associated with traditional vocabulary teaching methods. By engaging
students in playful and collaborative activities, games enabled learners to use new vocabulary in
meaningful contexts, thereby improving their retention and understanding. This interactive approach also
fostered peer cooperation and boosted students’ confidence in using English.
Moreover, the flexible nature of games allowed the researcher to adapt the teaching methods
according to students’ needs and feedback, as reflected in the cyclical process of Classroom Action
Research. This iterative refinement led to continuous improvement in students’ vocabulary mastery across
the two cycles of the study.
Overall, the findings emphasize that integrating games into vocabulary instruction is an effective
way to make learning more engaging and impactful. It is recommended that English teachers incorporate
such interactive methods to help students overcome challenges in vocabulary acquisition, promote a
positive learning atmosphere, and support their overall language development.
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