Magdalena Ayu Sri Pramesti, Ummi Nur Laila Sulistyani

Students’ perception of the use of “Rebus Game Puzzle” to improve speaking skills of eighth-grade students

Introduction

Students’ perception of the use of “rebus game puzzle” to improve speaking skills of eighth-grade students. Discover how Rebus Game Puzzle enhances eighth-grade students' English speaking skills. This study reveals improved vocabulary, pronunciation, confidence, and classroom engagement.

Abstract

The study aimed to determine what students think about the Rebus Game Puzzle as a medium for learning English, particularly in improving speaking skills. Common problems include students lacking confidence, having a limited vocabulary, and rarely speaking actively in class. Therefore, learning media such as Rebus Puzzle are used to help overcome these problems. This study used interviews with eighth-grade students and English teachers at a private junior high school in Central Java. The results showed that the Rebus Puzzle helps students remember vocabulary more easily and practice their pronunciation. The pictures and instructions in the puzzle make students more interested and less likely to be bored. In addition, the learning atmosphere becomes more engaging, allowing students to be more active, confident, and brave in speaking in front of the class. Therefore, it is recommended that teachers utilize game media, such as Rebus Puzzle, in the learning process, especially when teaching vocabulary and speaking. This media can make students more enthusiastic and make learning more meaningful. whether media such as Rebus Puzzle could increase students' enthusiasm, activity, and confidence while learning English.

Review

This study provides an interesting exploration into eighth-grade students’ perceptions of using the "Rebus Game Puzzle" to improve their English speaking skills. Addressing common pedagogical challenges such as student lack of confidence, limited vocabulary, and inactive participation, the research employed interviews with both students and English teachers at a private junior high school. The findings generally indicate a positive reception, suggesting that the Rebus Puzzle is perceived as an engaging and effective medium for fostering vocabulary acquisition, pronunciation practice, and a more active, confident learning environment for speaking. The study's primary strength lies in its practical relevance and the direct identification of perceived benefits by the learners themselves. By focusing on an accessible and engaging game-based approach, it offers a valuable contribution to teachers seeking innovative methods to overcome traditional speaking barriers. The reported improvements in vocabulary recall, pronunciation, and particularly in boosting student interest, confidence, and willingness to participate actively, underscore the potential of gamification in language education. The recommendation for teachers to integrate such media is well-supported by the qualitative data presented in the abstract, highlighting a pathway towards more enthusiastic and meaningful learning experiences. However, the abstract also reveals some limitations that, if addressed, could significantly enhance the study's impact and generalizability. While qualitative interviews offer rich perceptual data, the absence of quantitative measures (e.g., pre/post-tests for speaking proficiency or vocabulary retention) means the study primarily reports on perception rather than directly measuring improvement in skills. Future research could benefit from a mixed-methods approach, including a larger and more diverse sample of schools beyond a single private institution in Central Java, to provide more robust evidence of the Rebus Puzzle's efficacy. Additionally, a clearer, more concise concluding statement in the abstract would strengthen its overall presentation.

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