Vol. 5, No.

2; October 2021
E-ISSN 2579-7484
Pages 206- 214
DOI: http://dx.doi.org/10.29408/veles.v5i2.3873
Copyright © 2021 Anggraini

Teaching English Vocabulary for Young learners using

Electronic Word Guessing Games

*Anggraini

Universitas Bina Sarana Informatika, Indonesia

*Correspondence:
[email protected]

Submission History:
Submitted: July 31, 2021
Revised: October 14, 2021
Accepted: October 19, 2021

This article is licensed under a Creative Commons Attribution 4.0 International License.

Abstract
Teaching English in this epidemic period requires an engaging strategy, and teaching vocabulary to young
learners through educational games is a fun way to do it. The purpose of this study is to describe the use of an
electronic word guessing game, as well as students' vocabulary knowledge and accomplishment motivation
after using educational games. Observation, interviews, questionnaires, and tests were used as instruments.
The results revealed that electronic word guessing games made learning fun, engaged students actively,
integrated pronunciation and meaning, and assisted students in memorizing vocabulary. The purpose of this
study was to determine the students' vocabulary mastery before and after the use of electronic word guessing
games. The students' mean score on the pre-test was 6.00, and it improved to 7.50 on the post-test, according
to the results of the pre-test and post-test. The issues are a lack of suitable facilities and some technical
difficulties that arise during implementation, although employing games can give several benefits for both
teachers and pupils. As a result, it is reasonable to conclude that utilizing games to learn English is effective
since games are both entertaining and compatible with the qualities of children as novice learners. Playing
electronic word guessing games can help you expand your vocabulary. Most of the students are very
interested in learning vocabulary using electronic word guessing games.
Keywords: collaborative writing, soft skills, writing performance

INTRODUCTION
The importance of vocabulary in learning a foreign language in the lives of students
cannot be overstated. It is one of the factors that ties the four skills; speaking, listening,
writing, and reading Thus, students must know basic terminology to support their
vocabulary in learning English before they can master these four skills. This is due to the

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fact that vocabulary is a crucial and necessary component of language development.

Students must learn a sufficient quantity of words and know how to use them correctly in
order to communicate effectively in a foreign language (Renandya, 2002)). According to
Heibert (2005), vocabulary is defined as "understanding of the meaning of words." The
term vocabulary has a variety of connotations. Some teachers, for example, use the phrase
to refer to visual vocabulary, which refers to students' direct recognition of printed words;
others refer to words that are comprehended as their meaning vocabulary.
Rider (2003) stated that increasing pupils' vocabulary is crucial since they would
feel smarter as a result of doing so. This is because they will be able to comprehend what
they read and hear more easily. Furthermore, because they have a greater command of the
language, they will find it simpler to express themselves. Furthermore, according to
Thornbury (2002), a person needs to acquire a minimum of 2,000 words in order to
converse naturally in a language. It is clear from this explanation that vocabulary plays an
important role in the process of learning a language.
The importance of vocabulary in language learning cannot be overstated.
Thornbury, according to linguist David Wilkins (2002), nothing can be communicated
without grammar, yet nothing can be communicated without vocabulary. This remark
implies that a learner's vocabulary is the first and most important thing he has to know if
he wants to use the target language he is studying. Students' language development will be
aided by expanding their vocabulary.
One of the most important aspects of displaying English as an unknown dialect is
age. According to Harmer (2007), EFL students can be divided into three categories based
on their ages: youth, immaturity, and mature students. An English teacher should prepare
himself for varied teaching methods when teaching those three different students. It is
based on the fact that those three types of students have different needs, abilities, and
mental capacities. For example, younger students may benefit from playing a game to learn
a new dialect, whereas older students may benefit from enhancing their theoretical
thinking (Harmer, 2007).
McKay (2007) defines young pupils as those who acquire English as an unfamiliar
dialect or second language for the first six or seven years of the traditional educational
system, which is typically at the grade school level. English is taught in Indonesia starting in
elementary school. According to McKay's definition, primary school pupils in Indonesia
who are between the ages of 7 and 13 can be classified as youthful students.
Teaching English to young learners is a difficult task. This is due to the fact that a
young pupil has a short attention span, enjoys playing, and gets bored rapidly. Because of
these traits, English teachers must be inventive in their instruction design in order to keep
students engaged. One approach for motivating young pupils to learn is to play a game.
Experts feel that games can assist students to maintain their interests and working with
English teachers to create circumstances in which language is helpful and relevant, and;
provide a chance for learners to experience rather than merely learn the language. Scott

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(2000) holds a similar viewpoint, stating that young learners prefer to play and learn best
when they are having fun. Teachers must provide material in engaging ways for students to
enjoy the teaching-learning process. According to Nation Linse (2006), teachers should
make vocabulary learning easier for students by teaching them use words and assisting
them in finding their meaning. Additionally, learners are children that enjoy playing and
learn best when they are having a good time. They do not always realize they are learning a
language.
There are a variety of strategies and tactics that may be used to make teaching and
learning English enjoyable and engaging. Using the game is one of them. Furthermore, the
presence of technology today has a number of beneficial implications for the development
of games for the teaching of English to young learners. Computers can run graphics, audio,
and video, assisting English teachers in developing unique games for use in teaching young
learners. As a result, the authors developed an Electronic Guessing Game as an innovative
strategy to teach vocabulary to young learners, taking into account the characteristics of
young learners, the role of games in teaching English to young learners, and the benefits of
using computers in teaching English to young learners.
Playing games is something that children and young learners enjoy doing. The
guessing game is a brand-new concept. The major task in this game is guessing the word
based on some of the clues provided, as the name suggests. According to Gordon (2007),
guessing games can provide language learners with comprehensive input at the
preproduction and low-emergent developmental levels. Because of its unique structure, the
game is successful. While it provides a wealth of information, it also limits the learner's
projected output. In language guessing games, the teacher explains an object, a person, or a
phenomenon, and the students try to figure out what it is. Gordon is a man of many talents
(Gordon, 2007).
The pupils in my English for children sessions at English Easy Course were tired of
the old method of teaching vocabulary. Furthermore, according to Brown (2001), a
vocabulary item is a list of dull words that students must know and memorize, the lexical
form is seen in its essential function in contextualized and meaningful language; therefore
the researcher utilized an electronic word guessing game. The researcher employs an
electronic guessing word game that corresponds to the vocabulary material to be
generated in this study. According to Gordon (2007), guessing games in the form of games
give numerous benefits that can be acquired through integrating technology for the
learning of young learners. The advantages include using technology to motivate and
encourage young learners to develop positive attitudes toward learning, technology
assisting teachers in creating meaningful contexts for communicative activities, and
engaging students in authentic and realistic experiences that add to the learning process'
excitement, and the various combinations of text, images, and sounds. Text, images, and
sounds provided by various technologies can be utilized to improve receptive language

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skills, spark class debate, help individual learners acquire target language, and create
varied learning styles while engaging students.
METHOD
Observation, interviews, tests, and questionnaires were used to gather information.
Observations were done to gather information regarding the situation during the
introduction of computerized guessing word games in the classroom. Interviews were
performed to verify the observational data and learn more about the benefits and
challenges of integrating electronic games from the perspective of students and teachers.
There are two sorts of tests employed in this study: pre-test and post-test. The pre-test was
used to establish vocabulary knowledge before the electronic guessing game was
implemented, and the post-test was used to determine vocabulary mastery after the
electronic guessing game was implemented. After using the electronic guessing word
games, questionnaires were used to collect data on achievement motivation. A 12-item
accomplishment motivation questionnaire is used to assess motivation for achievement.
After being trained to utilize computerized guessing games, 32 students from English for
children class at Easy English Course (EEC) were given questionnaires.
The purpose of this study was to determine vocabulary mastery before and after the
use of electronic guessing games. As a result, the writer administered a pre-test before the
implementation of the electronic guessing game and a post-test following the
implementation of the electronic guessing game. This study enlisted the participation of 32
students. As previously stated, a guessing word game is one in which the main objective is
to guess particular words based on a set of clues. There are four activities involved in
applying for vocabulary teaching in general.
Small groups were formed from the pupils. The next step is to go over the game's
rules. The game's rules should be explained by the English teacher. The rules are as follows:
(1) multiple clues will be displayed one at a time; (2) when the clue is displayed, the
opportunity to guess the word after it has been indicated by the clue will be given; (3) the
group that raises their hand first will be given the first chance to guess; (4) the group that
has answered, but the answer is not good, will lose the opportunity in the next opportunity;
(4) the group with the highest score will be the winner.
The teacher begins the game by displaying each item one at a time and allowing the
group to guess by following the rules that have been presented. When all of the words have
been guessed by the pupils, the teacher declares the game-winner, which is the group with
the highest score.

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Figure 1. Sample of an electronic word guessing game

RESULTS AND DISCUSSION

The researcher was interested in learning two things in order to explore two key
objectives: first, pupils' vocabulary mastery, and second, the benefits and drawbacks of
electronic word guessing games.
Students' Vocabulary Mastery
Because vocabulary mastery will help students master all language skills —
speaking, listening, writing, and reading – vocabulary education plays a vital part in
language acquisition. Students will be able to practice the framework more easily if they
have a good vocabulary. It will help students communicate in everyday situations and will
reinforce their conviction that English can be used to express the same ideas or sentiments
as their mother tongue (Finocchiaro, 1974). When it comes to language instruction, it is
assumed that young kids have basic English skills.
The purpose of this study was to compare vocabulary mastery before and after
using electronic guessing games. As a result, the writer administered a pre-test before the
implementation of the electronic guessing game and a post-test following the
implementation of the electronic guessing game. This research involved 32 students. The
average score of the students in the pre-test was 6.00 and increased to 7.50 in the post-test,
according to the findings of the pre-test and post-test. Table 1 shows a summary of the
findings of the pre-test and post-test. The findings of the study are consistent with those of
Alemi's research (2010). Azar (2012) conducted a similar study and discovered that games
were particularly successful in helping students increase their vocabulary mastery.
Muhanna (2012) conducted another study that found that games can help children increase
their vocabulary.
Table 1.The result of Pre-Test and Post Test
Test Mean Median SS Minimum Maximum
Pre-Test 6.00 5.50 0.82733 5.00 7.00
Post-Test 7.50 7.70 0.70711 6.00 8.00

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The Benefits of Implementing Electronic Word Guessing Games

In real life, games are a collection of language learning tools (Misirli, 2007). As a
result, games can be a useful tool for learning new languages that are based on our daily
lives. The major reasons why games are used as learning tools are that they increase
student motivation and are effective in competitive play; also, students attempt harder in
games than in other courses (Deesri, 2002).
Furthermore, the game has demonstrated several benefits and efficacy in teaching
and acquiring vocabulary in a variety of ways. For starters, students use games as a way to
unwind and have fun. As a result, the teacher should assist children in readily acquiring and
memorizing new terms. Then there are games, which usually include friendly competition
and keep pupils engaged. This atmosphere encourages children to engage in and
participate actively in learning activities. Third, games help students use English more
flexibly and communicatively by bringing real-world context into the classroom (Nguyen
2003).
Even if different games do not work because students have different learning styles
and preferences, as well as a variety of other factors such as the timing of events, the nature
of the game itself, and even the nature of the teacher, it is still worthwhile to try them out in
the classroom because they provide students with some valuable benefits. A game can help
you learn a language in a variety of ways. It provides a fun and comfortable learning
environment. Students get the opportunity to use the language in a non-stressful manner
after learning and practicing new terminology (Uberman,1998). Students' attention is
drawn to the message rather than the language when they play games. Rather than
focusing on the correctness of the linguistic form, the majority of participants will do all
possible to win. This produces a fear of bad assessments and public judgments, which is
one of the primary motivators for language learners to use the target language in public.
The writers used observations and interviews to learn about the benefits and
drawbacks of implementing an electronic word guessing game. Based on observations and
interviews, the learning process becomes enjoyable due to the game's enjoyable nature,
and the use of electronic word guessing games can help students enjoy the class. The
participants' laughter and passion during the game's implementation demonstrate this. The
class grew extremely boisterous during the implementation, but this was due to the kids'
desire to guess the words. They make mistakes from time to time, yet they still smile and
laugh at each other. That they are having a good time in class. This is backed up by
comments from students and teachers who said the class was enjoyable.
This encourages kids to become active in observing the noise, which represents
their attempts to guess words. As a result, electronic word guessing games have the
potential to engage pupils in the teaching and learning process. Students were practically
unafraid to make mistakes when guessing words, according to the observations. Students
respond confidently to pictures from electronic word guessing games.

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The findings of this study support Lee's (2012) assertion that games encourage
introverted individuals to communicate with other students and participate in the teaching
and learning process. It combines spelling, pronunciation, and meaning into one. Learners
learn the spelling, pronunciation, and meaning of words simultaneously when they utilize
electronic word guessing games. Because it includes audio to help you pronounce the word
and images to help you understand what it means. Pim (2013) believes that using ICT that
can produce audio and video into the teaching of English to young people will aid students
in practicing the language, particularly in spoken English.
It assists students in memorizing terminology. Because electronic guessing games
integrate graphics, sounds, and clues, they aid in the memorization of new words. This is in
keeping with Thornbury's (2002) opinion, which suggests that visualizing is one method
teachers can use to help students remember the terminology they're learning in the long
run.
The writers also performed observations and interviews to uncover issues with the
application. The findings of the observations and, first and foremost, suitable facilities are
required. A computer or laptop is required to carry out the teaching and learning process
using Electronic word guessing games, however, an LCD projector and pointer would be
preferable. The LCD will allow students to view the slides more clearly, and the pointer will
allow the teacher to operate it while moving around the room, making the class more
exciting. The second reason is that some technical issues arise. Due to the fact that it is an
electronic medium, several issues may arise during installation. The most typical difficulty,
based on observations, is when the electronic word guessing game stops operating and the
teacher has to restart it.
The average score of the students in the pre-test was 6.00 and increased to 7.50 in
the post-test, according to the findings of the pre-test and post-test. The findings of the
study are consistent with those of Alemi (2010). Azar (2012) conducted a similar study and
concluded that games were very beneficial in assisting students in improving their
vocabulary mastery. Muhanna (2012) conducted another study that found that games can
help children increase their vocabulary.
CONCLUSION
Based on the previous research findings, it can be concluded that electronic word
guessing games are effective in teaching vocabulary to young pupils. This may be observed
in the study's findings, which revealed that students' vocabulary knowledge improved after
using electronic word guessing games and that the majority of students were highly
acquainted with acquiring vocabulary via electronic word guessing games. There are
numerous advantages to using an electronic word guessing game, one of which is that the
learning process becomes enjoyable due to the game's enjoyable character, and so the
usage of electronic word guessing games can make students love the class. The
participants' laughter and passion during the game's implementation demonstrate this. The

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class grew extremely boisterous during the implementation, but this was due to the kids'
desire to guess the words. They make mistakes from time to time, yet they still smile and
laugh at each other. From this expression, it can be concluded that they are having a good
time in class. This is backed up by comments from students and teachers who said the class
was enjoyable. Appropriate facilities are required. A computer or laptop is required to
carry out the teaching and learning process utilizing electronic word guessing games,
although an LCD projector and pointer would be preferable. The LCD will allow students to
view the slides more clearly, and the pointer will allow the teacher to operate it while
moving around the room, making the class more exciting. However, English teachers who
want to use it in their classrooms should be aware of the potential issues.
Acknowledgment
I would like to thank Allah SWT, for His blessings and health given to me so that I
can complete this research, and I also want to thank the students, owners, and teachers
who teach at the Easy English Course (EEC) who have provided the opportunity and helped
me in completing this research carried out this research to completion.
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