The Implementation Of Teaching Vocabulary Using Board-Game To The Third-Grade Students At Sdn Sambirejo 1

Abstract

This study described a game-based learning tool, board-game: Spin Mini Zoo, in vocabulary acquisition to the third grade students at SDN Sambirejo 1. Teaching vocabulary to young students is challenging, especially due to their limited attention span. This study utilized qualitative research methods, using data collection techniques such as field notes and document analysis to describe how to implement board-game Spin Mini Zoo in teaching vocabulary. Field notes played an important role in capturing the dynamics of classroom interaction during the implementation of the game. The findings showed that incorporating Spin Mini Zoo game into vocabulary teaching significantly encourages students' enthusiasm and active participation in learning activities. The students expressed excitement and showed improved retention of vocabulary related to zoo animals through the game. This article discusses the methodology of implementing the game, detailing how it was integrated into existing lesson plans and adapted to meet the diverse needs of students. By fostering a fun learning environment, Spin Mini Zoo can not only be used in vocabulary acquisition but also encourage collaboration and social interaction among students. This research contributes to the growing body of evidence supporting game-based learning as an effective pedagogical strategy in elementary education. Ultimately, this study underscores the importance of innovative teaching methods in promoting language development and creating engaging learning experiences for students.