Acting, Guessing, Learning: Communicative Games as a Strategy to Boost Vocabulary Mastery in Young EFL Learners

Ardayati Ardayati; Maria     Ramasari

doi:10.31849/ce3cd768

Authors

Ardayati Ardayati Universitas PGRI Silampari, Lubuklinggau, Indonesia
Maria Ramasari Universitas PGRI Silampari, Lubuklinggau, Indonesia

DOI:

https://doi.org/10.31849/ce3cd768

Keywords:

Communicative games, Vocabulary mastery , Young learners, Game-based learning, Classroom interaction , Learner motivation

Abstract

Vocabulary knowledge is a cornerstone of language proficiency and serves as the foundation for effective communication in English as a Foreign Language (EFL) contexts. Yet, many young learners continue to struggle with vocabulary retention when taught through conventional approaches, which are often limited to rote memorization and isolated word lists. Responding to this gap, the present study investigates the effectiveness of communicative games as an engaging instructional strategy to enhance vocabulary mastery among young EFL learners. Employing a pre-experimental design with one-group pre-test and post-test, 21 participants from Ganesha English College in Lubuklinggau were assessed through multiple-choice vocabulary tests. Data were analyzed using descriptive statistics, minimum mastery criteria comparison, and paired sample t-tests. The findings reveal a significant improvement in learners’ vocabulary scores after the treatment, confirming that communicative games foster not only better retention but also deeper word association in meaningful contexts. These results demonstrate that communicative games create an interactive and enjoyable learning environment, motivating learners to actively engage with new vocabulary. This study contributes to the growing body of literature on game-based language learning by highlighting communicative games as a practical and effective pedagogical tool in EFL classrooms. The implications extend to broader educational contexts, suggesting that integrating interactive game-based methods can support vocabulary acquisition, enhance communicative competence, and inform curriculum design for young learners in diverse EFL settings.

Author Biographies

Ardayati Ardayati, Universitas PGRI Silampari, Lubuklinggau, Indonesia

Ardayati is a lecturer in the Department of English Education at Universitas PGRI Silampari, Lubuklinggau, Indonesia. She earned her bachelor’s degree in English Education from Universitas Muhammadiyah Bengkulu and completed her graduate studies at Universitas PGRI Palembang. Her teaching and research center on English language pedagogy for young and primary learners, literacy development, and critical-thinking oriented classroom practice
Maria Ramasari, Universitas PGRI Silampari, Lubuklinggau, Indonesia

Maria Ramasari is a senior lecturer in the Department of English Education at Universitas PGRI Silampari, Lubuklinggau, Indonesia. She completed her undergraduate degree in English Education at Muhammadiyah University of Bengkulu and continued her graduate studies at Universitas PGRI Palembang. With a strong background in language education, she is passionate about developing innovative teaching practices that nurture literacy, creativity, and critical thinking among learners.

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