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Indonesian Grade 11 learners often face difficulties with environmental terminology because of limited exposure and traditional teacher-centered instruction. This pre-experimental one-group pretest–posttest study examined a multi-game intervention using Crossword Puzzles, Vocabulary Bingo, Word Chain, and Kahoot. After 17 students completed a 20-item vocabulary test, mean scores rose from 9.82 to 17.59, and 70.59% reached advanced mastery; a paired t-test showed a significant improvement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-environmental-vocabulary-mastery-of-grade-11-students-through-multi-game-intervention-article/580048/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-environmental-vocabulary-mastery-of-grade-11-students-through-multi-game-intervention-article/580048.png","ImageObject",300,407,{"name":92,"@type":93},"Theodore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about environmental vocabulary?","Question",{"text":112,"@type":113},"The study addresses that Grade 11 EFL learners often struggle with environmental terminology due to limited exposure and traditional teacher-centered instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which games were used in the multi-game intervention?",{"text":117,"@type":113},"Crossword Puzzles, Vocabulary Bingo, Word Chain, and Kahoot were used to improve environmental vocabulary mastery.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the improvement measured and what were the results?",{"text":121,"@type":113},"A one-group pretest–posttest design with a 20-item vocabulary test measured performance changes. Mean scores increased from 9.82 to 17.59, and a paired sample t-test indicated a significant difference (p = .000).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580048,1792231096,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},7971461740886,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Journal of English Teaching e-ISSN: 2622-4224 | p-ISSN: 2087-9628  \n[http://ejournal.uki.ac.id/index.php/jet](http://ejournal.uki.ac.id/index.php/jet)  \nVolume 12. Number 1 , February 2026, pp. 84-95  \nImproving Environmental Vocabulary Mastery of Grade 11 Students through Multi-game Intervention  \nEmiliana Uge, 1 Priscilla Maria Assis Hornay2 *  \nArticle History:  \nReceived: 04/01/2026  \nRevised : 18/01/2026  \nAccepted: 23/01/2026  \nAvailable Online: 19/02/2026  \nKeywords:  \nEnvironmental Vocabulary, Game-Based Learning, EFL Classroom, Vocabulary Mastery  \n.  \nABSTRACT  \nEnvironmental vocabulary is a fundamental component of EFL learning, enabling students to understand texts and communicate effectively about sustainability issues. However, Indonesian learners often struggle with environmental terminology due to limited exposure and traditional teacher-centered instruction. This pre-experimental study investigated the effectiveness of a multigame intervention—Crossword Puzzles, Vocabulary Bingo, Word Chain, and Kahoot—in improving Grade 11 students’environmental vocabulary mastery. Using a one-group pretest– posttest design involving 17 grade 11 students, a 20-item environmental vocabulary test measured changes in performance. Results showed a substantial gain: mean scores increased from 9.82 (49. 10%) to 17.59 (87 . 95%), with 70. 59% of students achieving the Advanced mastery level after the intervention. A paired sample t-test confirmed a significant difference between pretest and posttest scores (p = .000) . The findings align with prior research demonstrating that game-based learning enhances motivation, strengthens vocabulary recall, and supports deeper lexical processing. This study recommends integrating diverse games into vocabulary teaching, especially for thematic domains such as environmental education.  \n1 Universitas Katolik Widya Mandira, [Indonesia. Email: mylanduge@gmail.com](Indonesia. Email: mylanduge@gmail.com)  \n2 Universitas Katolik Widya Mandira, Indonesia. Email: [priscillaassishornay@unwira.ac.id](priscillaassishornay@unwira.ac.id)  \n [http://orcid.org/0000-0003-3887-6422](http://orcid.org/0000-0003-3887-6422) *Corresponding author  \nUge & Hornay (2026) Improving Environmental Vocabulary …  \nINTRODUCTION  \nVocabulary underpins all communicative competence and serves as the foundation for expressing meaning, interpreting messages, and interacting in spoken or written English (Dakhi & Fitria, 2019) . Without adequate vocabulary, learners struggle to communicate effectively, even when they possess knowledge of grammar and structure (Christopley, 2017) . In EFL contexts such as Indonesia, vocabulary mastery becomes even more critical due to learners’ limited exposure to English outside of school. As Harmer (2007) explains, vocabulary strongly influences the accuracy and clarity with which learners express ideas, which positions vocabulary learning as essential to academic and communicative success.  \nEnvironmental themes have become increasingly central within national curricula because of growing global concerns regarding pollution, climate change, biodiversity loss, and sustainable living. To understand environmental texts and participate meaningfully in discussions, students must learn specialized vocabulary. However, research indicates that environmental vocabulary is particularly challenging because such terms are often abstract and unfamiliar to learners (Nasution, 2023; Rahmi & Risa, 2020) . Students may not intuitively connect these terms to concrete experiences, making memorization difficult and limiting their ability to apply vocabulary in context.  \nTraditional vocabulary instruction emphasizes memorization, translation, and decontextualized drills. Although such strategies may introduce new words, they often fail to foster long-term retention or meaningful use. Students frequently express disengagement or anxiety when required to memorize long lists of vocabulary, resulting in minimal progress","cbCain5wpvm5cATd","https://ap.wps.com/l/cbCain5wpvm5cATd","pdf",474724,12,"English","# Abstract\n# Introduction\n## Vocabulary as a foundation for EFL communication\n## Environmental vocabulary challenges in EFL contexts\n## Limitations of traditional vocabulary instruction\n## Game-Based Learning as an intervention\n## Theoretical foundation for GBL","[{\"question\":\"What problem does the study address about environmental vocabulary?\",\"answer\":\"The study addresses that Grade 11 EFL learners often struggle with environmental terminology due to limited exposure and traditional teacher-centered instruction.\"},{\"question\":\"Which games were used in the multi-game intervention?\",\"answer\":\"Crossword Puzzles, Vocabulary Bingo, Word Chain, and Kahoot were used to improve environmental vocabulary mastery.\"},{\"question\":\"How was the improvement measured and what were the results?\",\"answer\":\"A one-group pretest–posttest design with a 20-item vocabulary test measured performance changes. Mean scores increased from 9.82 to 17.59, and a paired sample t-test indicated a significant difference (p = .000).\"}]","Improving Environmental Vocabulary Mastery of Grade 11 Students through Multi-game Intervention - Article | PDF",1792036835]