Word Ladder Game in Teaching Vocabulary:

An Experimental Study in Indonesia

Reski Ramadhani

, Siti Nuraeni Muhtar

, Anugrah Imani

, Yayan Carlian

State Islamic University of Sunan Gunung Djati Indonesia, Jl. A.H. Nasution No. 105, Indonesia

Western Sidney University, Australia

yayan.carlian@uinsgd.ac.id

Keywords: Teaching Vocabulary, Word Ladder Game, Experimental Study.

Abstract: This study is intended to know how Word Ladder game improves students’ vocabulary mastery. This study

was conducted at Junior High School in Indonesia. This experimental study employed a quantitative method

with one experimental group and one control group. Then, the samples in both groups were tested by pre-

test and post-test items. In the first meeting, it was administered 20 multiple-choices of vocabulary items as

a pre-test. In the following four meetings, the samples in the experimental group received Word Ladder

game as treatment, while the samples in the control group received conventional vocabulary practice. At the

end of the treatment, the same vocabulary test was administered to the samples of both groups as the post-

test to know the influence of the treatment. Then, the t-test was used to compare the means score of two

groups. The result indicated that there was the statistically significant difference between vocabulary which

was taught by using Word Ladder and by using the conventional method. It was concluded that the subjects

who received Word Ladder game on vocabulary significantly improved their vocabulary mastery.

1 INTRODUCTION

Vocabulary is the main aspect of a language.

Students can easily develop their idea if they have

enough vocabularies. Alqahtani (2015) states that

vocabulary is fundamental to a language.

Furthermore, Hornby (1995) mentions that

vocabulary is the word that people know to help

them in learning a new language and use in

conversation. It shows that vocabulary becomes the

part of the language that cannot be separated from

each other. In addition, vocabulary also determines

the success of communication.

Based on the explanation above, it shows that

many experts explained the importance of

vocabulary for the language learner. It means that if

students want to master a language, they have to

master the vocabulary. In fact, English as a Foreign

Language (EFL) students sometimes are less

interested to learn English because they think it is

difficult to understand. Besides, this importance of

vocabulary does not make them aware and less of

motivation to learn it. This problem occurs because

they actually lack vocabularies. Achmad (2013) says

that the phenomenon of insufficient English mastery

occurred, because of the lack English vocabularies

owned by the students, and it does not make them

understand either the oral or written English texts.

This problem happened in one of the schools in

Indonesia as the preliminary research where students

have difficulties in comprehending a text in English.

They sometimes seemed puzzled when the teacher

gave them a text in English. They tended to ask the

teacher what the meaning of the words based on the

text. It happened because they did not have enough

vocabularies. Consequently, it needed more time to

discuss because they deeply needed to understand

what they read. This problem appeared because the

teacher used to apply the traditional strategy in

teaching vocabulary to students. Students only asked

to memorize the vocabularies so that students were

bored in learning English. In addition, it can be seen

from the resulting score of students. Most of the

students only got score 60, which is less than

enough. It means that this problem needs the

solution by finding the appropriate strategies in

teaching vocabulary so that students are actively

engaged in learning English and they can

comprehend what they learn.

There are some strategies that can be used in

teaching vocabulary. One of them is a game. The

Ramadhani, R., Muhtar, S., Imani, A. and Carlian, Y.

Word Ladder Game in Teaching Vocabulary: An Experimental Study in Indonesia.

DOI: 10.5220/0008216600002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 257-264

ISBN: 978-989-758-416-9

257

game is able to encourage students to learn the

language quickly. Rohani & Pourgharib (2013) say

that students learn new vocabulary more quickly if

the process of learning is relaxed and comfortable

such as playing games. Furthermore, the game helps

students in learning the language more easily

(Derakhshan & Khatir, 2015). It means that the

game is one of the strategies that can be used to

make students more joyful and fun in learning a

language, especially the vocabularies.

One of a research by Kestha & Al-Faleet (2013)

show that the game is one of the effective strategies

for teaching vocabulary because students’

vocabulary mastery increased after the strategy has

been implemented. It means games can encourage

students to learn English and increase their

motivation. However, the writer tries to find another

strategy in teaching vocabulary by using Word

Ladder game. As Amalia (2015) investigated that

Word Ladder can improve students’ vocabulary. But

in this research, the writer applied the different

design and method of the research. Besides, it used

the different samples to know how Word Ladder can

influence a student’s ability in a different level of

students in improving their vocabulary. Rasinski

(2008a) said that Word Ladder game can motivate

students in learning English because this game

guides them how to remember the words easily.

Therefore, It is expected that the research can be

implemented in Indonesia to help students learning

English well especially in increasing their

vocabularies.

2 GAME

The game is an engaging way that can be used to

teach English in the class. The game is also used to

address student’s needs. As Rohani & Pourgharib

(2013) state that games are a great way to encourage

students in learning English in the class and it helps

them to remember and absorb some information than

if they learn with the simply studying that is usually

used in the class. It showed that games can stimulate

the students and attract them to participate in

teaching learning process and also aid the teacher to

create a context in order to make the language more

useful and meaningful. On the other hand, learning

English especially for EFL students by using

traditional technique might be provided less priority

since the process does not interest them. But, it

should be considered some factors before

implementing the game in the class in order to gain

the outcome based on students’ need, such as

choosing the game based on the number of students,

ages, abilities, durations and contents, and level of

difficulties. However, teaching English especially

vocabulary by using game is considered to aid

learners develop and use the different context of

words to make the process enjoyable. In summary,

games are useful and great ways that may be

implemented in the classroom.

2.1 The Advantages of Using Game

The game becomes one of the ways that can be

implemented to help students to learn a language

more joyful. In addition, games play the important

role in students’ development and language learning.

In addition, implementing game is a great way to

create a comfortable process of learning, increase

students’ motivation in learning, and encourage

group work in order to make teaching-learning

process more effective (Derakhshan & Khatir,

2015). Furthermore, According to Yiltanlilar (2015),

using games in the classroom is the easiest way for

the students to build their creativity, to imagine and

to contact with the object around them and they can

learn with their environment so whenever games are

used in language classes, it encourages students’

motivation. This means all the students have the

same opportunity to be active in the learning process

and encourage them to follow all the instructions

from the teachers. Besides, it also helps the teacher

to transfer the knowledge more effective.

The impact of the games is students can be

easy to learn a language because they feel

comfortable and think that learning a language is

fun. In addition, it does not need much time to

implement it because the teacher can use it in the

beginning even at the end of the meeting to make

children more relax while studying. Therefore, using

games as a strategy in teaching a language can

encourage many learners to learn target language

easily and quickly.

2.2 The Disadvantages of Using Game

There are many advantages of games that can make

teaching-learning more effective in order to help

students easier in studying language, especially

English. However, teachers have to be aware

because games have a few potential pitfalls. There

are some disadvantages of the game that have to be

considered by the teachers, Lee (2014) explains the

factors:

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2.2.1 Planning and organization time

The purpose of games is to make teaching-learning

process more relax and comfortable. But, it doesn’t

mean that all games have the pedagogical purposes.

There are some variety of games that available to be

implemented in the class. However, it is more time-

consuming if the teacher wants to choose and design

the appropriate games that can be applied in the

class. Therefore, teachers need extra workload in

preparing the games that support the materials.

2.2.2 Complexity of games can be

distracting

Games can divert students’ attention from the

pedagogical goal. It is because games are

structurally complex, they could have a dependence

on games and their focus is not on the materials but

in the games. It means the pedagogical purpose is

not achieved.

2.2.3 Games can be viewed as busywork

Using game in teaching vocabulary demands

students to do some activity that relates to informal

interactions between them and teachers. In addition,

some teachers think that it is unproductive busywork

because most of the time the students do activities

but sometimes they only focus on the games but not

on the lessons.

2.2.4 Games require resources to develop

Teachers have to find many varieties of games

which can be applied in the class. But, students can

be bored if the teachers use the same games at every

meeting. For some teachers, the availability of

resources is one of the factors that can be a

challenge. Teachers have to find many varieties of

games that relate to the materials so that students are

relaxed and they do not get bored and the

pedagogical purpose are achieved.

3 VOCABULARY

The essential component of a language is words. It is

known as “vocabulary”, it is the material to create a

language. Learning vocabulary is considered as the

first step in learning a language because it aids

students to reach the language proficiency. Kasim

(2011) states that vocabulary is the essence of

language that aid students in learning and it keeps all

the information. It can be said that to know the

information from a language, vocabulary connects it

to the brain and create the understanding of the

information. Every learner needs a hard work to

learn a new language because learning a new

language needs a long process. Vocabulary becomes

the essential part of it because it is central to

language. If the learners want to be able to connect a

language to other languages, their vocabulary must

be rich. Vocabulary supports them to comprehend

every message in a language. In the other way, the

success of learning a language depends on the

strategy or technique which is applied to help

learners learn the target language easily.

In fact, learning vocabulary is considered as one

the common obstacle for EFL students since

students may not use the word properly based on its

context. It means limited knowledge of words is

viewed as the main problem. Vocabulary consists of

the entire numbers of words in a language and their

meanings (Hornby, 1995). Learners without a strong

base of vocabulary may not be able to comprehend

and use a language properly. Furthermore, they do

not only know the words and their meaning but they

also know how to recognize words effectively, use it

in different contexts, and pronounce it correctly. It

can be summarized that vocabulary is the first step

that students must be recognized and comprehended

in order to aid them to understand to kind of

information from a language and also help them

reach the language proficiency.

3.1 The Importance of Vocabulary

Learning

Vocabulary is the central requirement that supports

students in studying the language. Language cannot

be separated from words because words link all

skills used by the students. The importance of

vocabulary can be shown from the need of

understanding all messages and information which

can only be accessed by words (Kasim, 2011). This

means that if a number of vocabularies that students

have are not adequate, they cannot comprehend all

the messages and information from a language.

As Ferreira (2007) states that students have the

ability to comprehend the message in listening,

speaking, reading even writing only if they know

the meaning of many words which are used in oral

or written texts. Furthermore, knowing the

knowledge of the words and having the ability to

comprehend many words are the essential factors

in language

learning and the keys to mastery a

language. However, having the adequate vocabulary

Word Ladder Game in Teaching Vocabulary: An Experimental Study in Indonesia

259

helps learners to learn a foreign language

properly and effectively.

3.2 Vocabulary Mastery

Vocabulary and mastery are the elements of learning

a language especially words. The term mastery can

be defined as the ability of students in

comprehending knowledge. So, vocabulary mastery

is the ability of students in comprehending the

words and their meaning and use them in a different

context. In addition, vocabulary mastery is the

fundamental knowledge of learning English.

Nihayah, Yukesty, & Pujiati (2013) investigate that

the learners can master a language if they master all

the words. This is because words determine their

success in understanding all the information from a

language.

Willis (2008) also argued that students can be

easier in developing their ability to express their

idea, knowledge, and speech effectively if they try to

build their vocabulary mastery. It means that

vocabulary mastery helps students to show their

ideas or thoughts in order to be able to understand

the message or information from others.

Learning a language cannot be done successfully

without the ability in learning the words so that the

role of vocabulary mastery is to build students’

ability in using the words that can be applied to

communicate in oral even written text. Furthermore,

after learning the vocabulary, it may result in the

vocabulary mastery.

Meierding (2005) showed some levels of

vocabulary mastery and it can be analyzed that there

are two levels of vocabulary mastery where the first

one is full mastery which provides the learners to

have the ability to use the vocabulary especially in

speaking and writing ability. The second is the

second level where learners provide the ability to

comprehend kinds of texts in reading the passage in

order to improve their reading ability. The last level

is called as the simple ability or mastery; it means

they only use the words to understand the text that

they want to read. Thus, vocabulary mastery is

considered as the ability to use the kinds of words in

different context in order to comprehend four skills

in English; those are listening, speaking, reading and

writing skills.

4 WORD LADDER GAME

Word Ladder is one of the vocabulary games that

helps engage all the learners in the learning process.

According to Rasinski (2008), Word Ladder is one

of the great games that teacher can use in building

student’s decoding, phonics, spelling, and

vocabulary skills. From that definition, it showed

that Word Ladder does not only improve a number

of words of students but also provide the

understanding of the words such as how to spell the

words and how they use the phonetic symbols. This

game is very useful for the students in order to

increase their vocabulary. As Rasinski & Zutell

(2010) say that Word Ladder is a game that focuses

on word building for students which are guided by

the teacher or on their own, begin with one word and

build the new words by changing one or more

letters. It means this game builds students’

understanding of the words and not only their

meaning but also the concept of the words.

The focus of this game is how students improve

their vocabulary effectively. This game helps the

student to learn new words and they are unnecessary

to memorize it. Besides learning the new words,

students also learn how to cooperate with each other

in finishing the games. Word Ladder can be used by

the students of any age and it also can be done

independently by the students.

According to Rasinski & Zutell (2010)

, there

are some procedures for implementing this game in

the classroom:

 Divide students into some groups by playing

the game.

 Start with choosing the words that can be

used that consist of 5-7 words.

 Draw a ladder on the board that is used for

the game.

 List all the answers for the ladder that is

the words for each rung in random order on

the board.

 Start with the first word and make some

clues that relate to the next words. The aim is

to help students to change the words.

 At each new word, students get two clues:

the kinds of changes they need to make to the

previous word (“change the first letter,”

“change the vowel,” and so on) and a

definition of or clue to the meaning of the

word.

 In helping the students, add your own clues

to give students extra help in working the

game.

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 If students are stuck on the particular rung,

you can say the word aloud and see if the

student get it or can spell it correctly by

making appropriate changes in the previous

word.

 Challenge students to come up with

alternative definitions for the same words.

 Make sure that all students work together

in finishing the game.

5 METHOD

5.1 Design

The quasi-experimental design was used in this

study, where the sample of second-grade students in

Junior High School was assigned to the experimental

and control groups with random sampling. There

were two groups that were taken for this study. First,

it was the experimental group which was teaching

vocabulary by using Word Ladder game, and the

second was the control group in which was teaching

by using the translation method.

5.2 Participants

The population of this research was the eighth-

grade students of Junior High School in Indonesia.

The selection population was narrowed by a sample.

This sample only took two classes from the four

existing classes, one as the experimental group and

one class as a control group. The classes were

chosen by using a random sampling technique in

which choosing the classes had the opportunity as

the sample with the same level of proficiency of

English consideration. The participants consisted of

seventy-six students and one class consisted of

thirty-eight students.

5.3 Instrments

5.3.1 Validity of Test

The validity of the test is guaranteed by the

validity test to know the appropriateness of the

instruments before disseminating to the real sample.

Furthermore, to know the validity of the test, it is

used the Anatest. The research instrument was

given to the same grade but different classes which

had the same level of proficiency of English

consideration.

5.3.2 Pre-test and Post-test

To make sure the validity of the tests, a validity test

is conducted. Both experimental and control

groups were administered to the pre-test and post-

test. The pre- test was conducted in both

experimental and control groups to show students’

basic of knowledge and vocabulary which was

aimed to show the uniformity in the results. In

addition, the implementation of pre- test is

conducted in class as a standardized test which

has the requirement of validity and reliability test.

Then, post-test is used to know the significant

improvement of teaching vocabulary mastery by

using Word Ladder. Besides, it determines whether

the independent variable influences the outcome or

not. This post-test is given to both of experimental

and group classes.

5.4 Research Procedure

Before conducting the research, the instrument has

been prepared. In the research, the class was divided

into two classes, experimental and control classes.

Before giving the pre-test, the writers conducted the

validity test to know the appropriateness of

instrument which is given to the real sample to

know the students’ ability and the problem that

might be faced in the real research

. The research was

conducted in three weeks where the treatment was

held in four meetings.

In the first meeting, experimental and control

classes were given pre-test with the same

instruments. There are twenty questions in a

multiple-choice item about vocabulary mastery that

must be answered by the students in the available

sheet. Then, students had thirty minutes to finish the

test. Then, after given the pre-test, the games were

implemented in teaching vocabulary for both of

classes. Meanwhile, the experimental class was

taught using a Word Ladder game while the control

class was taught by using the translation method.

The treatments are implemented for four meetings

and both of classes had the same ability before doing

the treatments.

In the last meeting, both of classes were given

the post-test. The post-test was held after four

treatments with different questions with the pre-test,

it aimed to know the differences between students

was taught by using Word Ladder game and them

who taught by using the translation method.

Word Ladder Game in Teaching Vocabulary: An Experimental Study in Indonesia

261

6 FINDINGS AND DISCUSSION

After conducting the research, it can be shown as a

result finding:

6.1 The Result of Pre-test in

Experimental Class

In the first meeting, the writer gave the students a

pre-test in order to know their ability before

conducted the treatments. The result of pre-test

showed that 9 students (24%) got good criteria, 10

students (26%) got fair criteria and 19 students

(50%) got poor criteria. The result showed that most

of the students got the poor score and only nine

students who got the good score. It means that most

of them had limited knowledge of vocabularies so

that they could not answer the questions properly.

They seemed puzzled when answered the questions.

6.2 The Result of Post-test in

Experimental Class

After giving the pre-test, the writer conducted the

treatment by using the Word Ladder game for four

meetings. They were the different topics of

vocabularies in every meeting. The writer explained

how to play the Word Ladder game correctly and

students try to implement the game by working with

groups. Based on the post-test result, 12 students

(32%) got very good criteria, 21 students (56%) got

good criteria, 3 students (7%) got fair criteria and 2

students (5%) got poor criteria. Based on the result,

it showed that most of the students got good criteria

after the implementation of Word Ladder game in

the class. It means Word Ladder influenced their

vocabulary mastery. It can be seen from the figure

below:

Figure 1: The Result of Pre-test and Post-test

From the figure, it showed that the score of students

in pre-test only fifty and after implementing the

treatment by using the Word Ladder game, their

score significantly improved.

6.3 The Result of Pre-test in Control

Class

Similar to the experimental class, students in the first

meeting were also given the pre-test in control class

with similar questions. The result of pre-test showed

that 8 students (21%) got good criteria, 12 students

(32%) got fair criteria and 18 students (47%) got

poor criteria. The result showed that most of the

students got the poor score and only eight students

who got the good score. It means that most of them

also had limited knowledge of vocabularies so that

they could not answer the questions properly. It

means the ability of students in the experimental and

control classes were equal.

6.4 The Result of Post-test in Control

Class

After giving the pre-test, the writer conducted the

treatment by translation method for also four

meetings. They were the different topics of

vocabularies in every meeting. The teacher asked

them to write the new vocabularies and find their

meaning. Then, they were asked to memorize it.

Based on the post-test result, 15 students (40%) got

good criteria, 21 students (55%) got fair criteria and

2 students (5%) got poor criteria. Based on the

result, it showed that most of the students got fair

criteria and only fifteen students who got the good

criteria after implementing the translation method in

the class. It can be seen from the figure below:

Figure 2: The Result of Pre-test and Post-test

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From the figure, it showed that the score of

students in pre-test only fifty-five and after

implementing the treatment by using the translation

method, their score improved but not significant.

6.5 The Result of Hypothesis

Table 1: The Result of Hypothesis

No As

ect Pre-test Post-test

count

table

0.46

2.93

0.23

2.93

In determining the score of hypothesis, according to

Subana (2005), the hypothesis: H

(alternative

Hypothesis) is accepted if t

table

< t

count

> t

table

, in

term H

(Null Hypothesis) is rejected. Based on the

result above, it is known that T

count

in pre-test is

smaller than T

table.

It means there are no significant

differences of mean in both of pre-test. In other

words, the hypothesis of pre-test is rejected and both

of groups have equal ability in mastering the

vocabulary before the treatment was conducted. On

the other hand, the score of T

count

in post-test is

higher than T

table

. In other words, there were

differences of mean between two groups and the

differences were significant. It means the result is

significant, the hypothesis is accepted. It can be

concluded that there is a significant difference

between students’ vocabulary mastery in

experimental and control classes. Students who are

taught vocabulary by using Word Ladder get better

scores significantly than those who are taught by

using the translation method.

6.6 The Result of Gain Score

Table 2: The Result of Gain Score

No As

ect Result

eri

ental G

Cont

ol G

0.5

0.15

From the result above, it is obtained that the gain

score of the experimental class is 0.5 and it is

considered the medium degree. It means that

students improved their vocabulary significantly. On

the other hand, it is obtained that the gain score of

control class is 0.15 and it is considered as the low

degree. It can be concluded that students improved

their vocabulary but not significant (Subana, 2005).

In summary, teaching vocabulary by using Word

Ladder is better than teaching vocabulary by using

the translation method. Students were interested to

follow the process of learning because it demanded

them to be active and creative so that they were able

to reach the learning goal.

7 CONCLUSIONS

After implementing the experiment, it showed that

Word Ladder game in teaching vocabulary can

improve students’ vocabulary mastery. It can be

seen from the difference between students’ pre-test

and post-test score. There is a significant

improvement in students’ vocabulary after

implementing the Word Ladder games. Also, in the

post-test score, students significantly increase their

score. There is a significant difference in teaching

vocabulary by using Word Ladder game and by

using the translation method. It can be seen from the

result above. In the experimental class, students who

got good score were nine students. After

implementing the Word Ladder for four meeting, a

number of students who got very good score

increased. There are twelve students who got ninety

scores and is considered as very good criteria.

While in control class, there are only eight

students who got a good score. After implementing

the translation method for four meetings, no one

who got very good criteria. Then, the students who

got good criteria of only fifteen students. It means,

by using the translation method, students did not

significantly improve their vocabulary mastery.

From the gain score, it is known that the score

in experimental class get the medium degree (0.5)

and the score in control class get the low degree

(0.15). It means that students have the significant

improvement of their vocabulary mastery after

learning by using Word Ladder games than students

who learn by using the conventional technique. In

addition, for the result of the hypothesis, there are

significant difference results.

It can be concluded that most of the students in

the class are more comfortable and motivated in

learning vocabulary by using Word Ladder game

rather than by using the translation method. This

result supports theory from Rasinski, (2008a) who

says that Word Ladder game can motivate students

in learning English because this game guides them

how to remember the words easily. It means Word

Ladder games a good way of teaching vocabulary

that can be implemented by the teacher in the

classroom and also students can independently do it

in their free time.

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263

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