Armala, Mohammad Kurdi Wijaya

The Effect of Word Search Puzzle Games on the Vocabulary of Sixth-Grade Students

Introduction

the effect of word search puzzle games on the vocabulary of sixth-grade students . Learn how word search puzzles significantly boost vocabulary in sixth-grade students. This study confirms their effectiveness as an engaging elementary school learning tool.

Abstract

This study investigates the impact of using word search puzzle games as a learning medium on the vocabulary mastery of sixth-grade students at SDN Lantek Timur 2. The research employed a pre- experimental design with a one-group pre-test and post-test model. The results revealed a significant improvement in students’ vocabulary, as evidenced by an increase in the mean score from 54.00 in the pre- test to 82.00 in the post-test. The paired sample t-test showed a significance value of 0.000, indicating a statistically significant difference. Therefore, the word search puzzle game proves to be an effective and engaging tool for enhancing vocabulary skills among elementary school students.

Review

This study capably investigates the short-term impact of word search puzzle games on the vocabulary mastery of sixth-grade students, reporting a statistically significant improvement in mean scores following intervention. The substantial increase from 54.00 to 82.00, supported by a significant p-value of 0.000 from a paired sample t-test, strongly suggests that the word search activity was associated with an immediate enhancement in vocabulary for the participating students. This finding aligns with pedagogical interests in finding engaging and effective tools for language acquisition in elementary education, highlighting the potential utility of game-based learning. However, the methodology employed, a "pre-experimental design with a one-group pre-test and post-test model," presents notable limitations regarding the attribution of causality. While an improvement was observed, this design does not adequately control for various extraneous variables, such as maturation, history effects (unrelated events occurring during the study period), or the mere effect of repeated testing. Without a control group for comparison, it is difficult to definitively conclude that the word search puzzles *alone* caused the observed vocabulary gains, rather than other concurrent factors. Furthermore, the study's focus on a single school in a specific geographical location (SDN Lantek Timur 2) may limit the generalizability of these promising results to a broader population of sixth-grade students. To strengthen future research in this area and enhance the robustness of its conclusions, several methodological improvements are recommended. The adoption of a quasi-experimental design incorporating a control group, or ideally a true experimental design with random assignment, would significantly bolster the ability to infer a causal link between word search puzzles and vocabulary improvement. Additionally, expanding the sample size and including participants from diverse educational settings would improve the external validity and generalizability of the findings. Investigating the long-term retention of vocabulary gained through this method, beyond an immediate post-test, would also provide valuable insights into its lasting effectiveness as a learning tool.

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