Using games to teach vocabulary for grade 4 class at mis mambaul ulum dahu

Abstract

This study focuses on evaluating the effectiveness of two specific educational games, Word Bingo and Charades, as tools for teaching English vocabulary. The research is conducted with Grade 4 students at MIS Mambaul Ulum Dahu, an Islamic elementary school in a rural setting. Word Bingo, an interactive activity that involves matching vocabulary words to their meanings or contextual usage, is designed to enhance word recognition and recall. Charades, on the other hand, encourages students to act out vocabulary words, fostering creativity, physical engagement, and comprehension. The methodology involves a quantitative pre-test and post-test experimental design, comparing an experimental group taught using games with a control group taught using traditional methods. Data collection included tests and questionnaires to assess vocabulary mastery and student engagement. The results showed that the mean score of students’ pre-test (45.2%) increased to 78.6% in the post-test, reflecting a notable enhancement in their vocabulary skills. These improvements were observed across all aspects of vocabulary learning: grammar, vocabulary, pronunciation, and fluency. the t-score was higher than t-table both in the level of significance 5% (14,101 > 2,063). It means the Ho was rejected and the Ha was with significant level. Conclusion: The study identified notable differences in the learning process before and after the intervention. Prior to using the games, students were passive learners and often struggled with vocabulary retention. After the intervention, students became more active and demonstrated higher proficiency in vocabulary mastery. The games not only enhanced their linguistic skills but also promoted a positive learning environment and better peer interaction.