Exploring junior high school students’ experiences in learning vocabulary through pictionary game

Supriyanti, Supriyanti (2026) Exploring junior high school students’ experiences in learning vocabulary through pictionary game. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Since language provides the primary means of interaction, communication, and idea sharing in a variety of social environments, it is essential to human existence. People may communicate ideas, feelings, and facts through language, which helps them develop bonds with others and contribute to society. This study aims to explore junior high school students’ experiences in learning vocabulary through the Pictionary game in an English as a Foreign Language (EFL) context. Using a qualitative approach with a narrative inquiry design, the research involves three eighth-grade students from a public junior high school in Pekalongan. Data are collected through observation and interviews and analyzed using thematic analysis to identify patterns in students’ experiences. The findings revealed that the use of the Pictionary game provided positive learning experiences for eighthgrade students in learning vocabulary. In terms of emotional experience (affect), students felt more joyful, comfortable, and motivated during the learning process, which increased their participation and confidence in English classes. From the social experience (judgment) perspective, the game promoted collaboration, communication, and peer support, creating a more interactive learning environment. Regarding procedural experience (appreciation), students perceived that Pictionary helped them understand and remember vocabulary more effectively through visual representation, despite some challenges related to drawing and guessing activities. Overall, the findings indicate that the Pictionary game is an engaging and effective strategy for enhancing students’ vocabulary learning experiences.

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