TEACHERS EXPERIENCE IN APPLYING A TABOO GAME FOR INTRODUCING VOCABULARIES TO YOUNG EFL LEARNERS

Edwarsyah, Edo (2026) TEACHERS EXPERIENCE IN APPLYING A TABOO GAME FOR INTRODUCING VOCABULARIES TO YOUNG EFL LEARNERS. Undergraduate Thesis thesis, UIN K.H bdurrahman Wahid Pekalongan.

	Text 2519043_Cover_Bab I & Bab V.pdf Download (2MB)
	Text 2519043_Fulltext.pdf Restricted to Registered users only Download (3MB)
	Text 2519043_Lampiran.pdf Restricted to Repository staff only Download (333kB)

Abstract

This study aims to explore teachers’ experiences in applying the Taboo Game to introduce vocabulary to young EFL learners. Vocabulary plays an essential role in language learning because it supports the development of the four language skills: listening, speaking, reading, and writing. However, young learners often face difficulties in learning vocabulary due to their limited attention span and the need for engaging learning activities. Therefore, the use of interactive learning strategies such as language games is considered important. One of the games that can be used in vocabulary learning is the Taboo Game, which encourages students to describe and guess words without mentioning certain related words.This research employed a qualitative method using a narrative inquiry design. The study was conducted in an elementary school in Batang, Central Java, Indonesia. The participants of this research were two English teachers who had experience using the Taboo Game in their classroom. Data were collected through interviews and observations, and the data were analyzed using thematic analysis following the framework of Braun and Clarke (2006). The findings of this study show that teachers’ experiences in implementing the Taboo Game contribute positively to the vocabulary learning process. The game creates an interactive and enjoyable learning environment, encourages students to actively participate, and increases their confidence in speaking English. In addition, the results indicate that the Taboo Game helps students remember vocabulary more easily and motivates them to use new words in context. Teachers also reported that the game improves classroom interaction and stimulates students’ creativity in describing words.In conclusion, the Taboo Game can be considered an effective strategy for introducing vocabulary to young learners. The use of this game not only improves students’ vocabulary mastery but also enhances their engagement and confidence in using English in the classroom.

Actions (login required)

View Item