The Effectiveness of Hyponymy Games to Enhance English Vocabulary Acquisition
Article Sidebar
Main Article Content
Abstract
Previous studies have shown that language games enhance language learning as well as vocabulary. The purpose of this study was to determine the effectiveness of hyponymy game usage to enhance vocabulary acquisition among students in Grade VIII at an Indonesian junior high school. Answers were sought to a number of questions: (a) Are there any significant differences in students’ vocabulary achievement between experimental and control groups? (b) Are there any differences in vocabulary achievement scores between male and female students in the experimental group and those who are in the control group? (c) Contrasting females with males, which group achieved a higher score?; and (d) What were students’ attitudes toward the implementation of hyponymy games; do they have a positive or negative impact? An experimental research design was adopted involving two intact random sampling groups with 70 students. The results showed there was a significant difference between students who were taught using hyponymy games and those who were not taught using them. No differences were found between males and females in the experimental group, but a significant difference was seen in the control group. Overall, hyponymy games improved the students’ ability to learn English vocabulary.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright: Asia-Pacific International University reserve exclusive rights to publish, reproduce and distribute the manuscript and all contents therein.
References
Amalia, A. (2020). Improving students’ vocabulary mastery through guess my move game gender-based. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(2), 24–37. https://doi.org/ 10.35974/acuity.v5i2.2329
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34. doi: 10.20472/TE.2015.3.3.002
Boyle, J. P. (1987). Sex differences in listening vocabulary. Language Learning, 37(2), 273–284.
Fang, W. U. (2014). A study of nominal hyponymy in Chinese and English. Journal of Southwest University of Science and Technology (Philosophy and Social Science Edition), (1), 14.
Gu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC Journal, 33(1), 35–54.
Gu, P. Y. (2003). Vocabulary learning in a second language: Person, task, context and strategies. TESL-EJ, 7(2), 1–25.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
Herdayani, M. (2019). The use of hyponymy game to improve students’ English vocabulary mastery [Master’s thesis, Institut Agama Islam Negeri, Bengkulu]. http://repository.iainbengkulu.ac.id/3787/1/MERI%20 HERDAYANI.pdf
Hiew, W. (2012). English language teaching and learning issues in Malaysia: Learner's perceptions via Facebook dialogue journal. Journal of Arts, Science & Commerce, 3(1), 11–19. http://www.researchersworld.com/ vol3/ Paper_02.pdf
Hosseini, S., & Salehi, H. (2016). Using contextualized reading task for improving incidental vocabulary retention among Iranian EFL learners. Asian Online Journal, 4(4), 127–134. https://ajouronline.com/ index.php/AJEEL/ article/view/3952/2196
Joshi, M. (2014). Hypernyms and hyponyms: Vocabulary building. CreateSpace Independent Publishing Platform.
Katemba, C., & Parilia, R. (2020). Building 10th grade students’ vocabulary through reading the newspaper at SMK 45 Lembang. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(1), 12–28. https://doi.org/10.35974/acuity.v5i1.1089
Katemba, C.V., Sianipar, E., J. (2020). Students’ vocabulary enhancement in Grade V: A comparative study using total physical response storytelling and Jigsaw IV. Human Behavior, Development and Society, 21(2), 40–50. https://so01.tci-thaijo.org/index.php/hbds/article/view/156406
Katemba, C. V., & Sitompul, N. A. (2018). A comparison of using diglot weave technique and student team achievement division on student vocabulary achievement. Catalyst, 17, 29–36.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, 440–464.
Manik, S., & Christiani, M. (2016). Teaching vocabulary using the matching word on computer assisted, language learning. International Journal of English Language Teaching, 4(7), 1–26.
McCarthy, M., & O’Dell, F. (2006). English vocabulary in use (4th ed.). Cambridge University Press.
Meara, P., Lightbown, P.M., & Halter, R.H. (1997). Classroom as lexical environments. Language Teaching Research, 1(1), 28–46. doi: https://doi.org/10.1177/136216889700100103
Nurweni, A., & Read, J. (1999). The English vocabulary knowledge of Indonesian university students. English for a specific purpose, 18(2), 161–175. https://doi: 10.1016/S08894906(98)00005-2
Oxford, R. L., Lavine, R. Z., Felkins, G., Hollaway, M. E., & Saleh, A. (1996). Telling their stories: Language students use diaries and recollective studies. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 19–34). University of Hawaii Press.
Purnamasari, R., Katemba, C., & Panjaitan, N. (2018). A comparison between word tree branch method and interactive word wall to improve student’s vocabulary. Acuity: Journal of English Language Pedagogy, Literature and Culture, 3(2), 120–142. https://doi.org/10.35974/acuity.v3i2.650
Rezaei, A., Neo, M., & Pesaranghader, A. (2013, September 4–6). Effectiveness of using English vocabulary mobile applications on ESL’s learning performance [Paper presentation]. 2013 International Conference on Informatics and Creative Multimedia. Kuala Lumpur, Malaysia. https://doi: 10.1109/ICICM.2013.27
Tang, E., Chung, E., Li, E., & Yeung, S. (2016). Online independent vocabulary learning experience of Hong Kong university students. The IAFOR Journal of Education, 4(1), 13–29. https://files.eric.ed.gov/fulltext/ EJ1100577.pdf
Taslim, F. (2016). An experimental study of teaching vocabulary by using hyponymy games on the seventh grader F of MTs Syech Ibrahim Payakumbuh, Al-Ta´Lim, 21(3), 189–197. doi: http://dx.doi.org/10.15548/ jt.v21i3. 103
Telaumbanua, S., & Sihombing, E. (2017). Semantic analysis of hyponymy in the short story “The Voyage”. International Journal of Linguistics, Literature and Culture, 4(3), 95–105.
Wang, P. (2016). The application of hyponymy in college English vocabulary teaching. [Master’s thesis, University of Wisconsin-Platteville, USA]. https://minds.wisconsin.edu/bitstream/handle/1793/75079/ WangPeng.pdf?sequence=5&isAllowed=y
Young, D. J., & Oxford, R. (1997). A gender-related analysis of strategies used to process input in the native language and a foreign language. Applied Language Learning, 8(1), 43–73.