ENHANCING ENGLISH VOCABULARY THROUGH TOY THEATER: GAMIFICATION AND CULTURE IN INDONESIAN CLASSROOMS
Abstract
This study addresses the persistent challenge of low student motivation and engagement in English language learning in Indonesia by examining an innovative instructional approach. It evaluates the effectiveness of Toy Theater, a gamified learning platform integrated with local cultural content, in improving English vocabulary acquisition among secondary school students. The intervention embedded vocabulary learning within familiar cultural narratives, aiming to support cognitive development, socio-emotional engagement, and cultural relevance in language education.
Using a mixed-methods design, the study combined quantitative data from pre- and post-tests with qualitative data from classroom observations and interviews. The participants included sixty students and three teachers at a secondary school in Semarang, Indonesia, who took part in an eight-week implementation. Toy Theater offered interactive, game-based activities aligned with the national curriculum and enriched with traditional arts and folklore to increase student engagement.
Findings revealed a statistically significant improvement in students’ vocabulary proficiency, as reflected in higher post-test scores. Students reported increased motivation and enjoyment, largely due to the gamified features and culturally relevant content. Teachers also noted improved classroom dynamics, with greater participation and collaboration. Overall, the study demonstrates the potential of gamified, culturally responsive tools to enhance English language learning, emphasizing the value of integrating technology with local cultural contexts to improve educational outcomes.
Downloads
References
Abad-Segura, E., González-Zamar, M. D., Luque de la Rosa, A., & Morales, M. E. (2020). Gamification in education: A bibliometric analysis. Sustainability, 12(1), 401. https://doi.org/10.3390/su12010401
Alfianto, C. N., & Ambarini, R. (2020). The implementation of Word Cookies apps to improve vocabulary mastery of students at Semarang 2: Literature review. Edelweiss : Journal Of Innovation In Educational Research, 1(3), 1–8. https://doi.org/https://doi.org/10.62462/edelweiss.v1i3.9
Ali, N., Farooq, S., & Malik, Z. (2023). Multicultural approaches in language teaching: Lessons from gamified platforms. Journal of Applied Linguistics and Language Research, 10(1), 33–50. https://journals.ala.ac.uk/jal/vol10no1/ali2023
Ambarini, R., & Sumardiyani, L. (2018). PACA ( Predicting And Confirming Activity ) Reading Strategies to Promote Students ’ Teaching Strategy in TEFL 1 Class. Celt: A Journal of Culture, English Language Teaching & Literature, 18(1), 2–4. https://doi.org/https://journal.unika.ac.id/index.php/celt/article/view/893
Anggraini, R., Derin, T., Warman, J. S., Putri, N. S., & Nursafira, M. S. (2022). Local cultures folklore grounded from English textbooks for secondary high school Indonesia. Elsya: Journal of English Language Studies, 4(3), 267–279. https://doi.org/10.31849/elsya.v4i3.10582
Arif, Y. M. (2024). A Systematic Literature Review of Serious Games for Physical Education: Technologies, Implementations, and Evaluations. In Global Innovations in Physical Education and Health (pp. 1–36). https://doi.org/10.4018/979-8-3693-3952-7.ch001
Artaninda, P. S., Setyaji, A., & Ambarini, R. (2025). Integrating the ‘ Snakes and Ladders ’ Board Game with Collaborative Learning to Enhance Young Learners ’ Vocabulary. English Learning Innovation (Englie), 6(1), 124–133. https://doi.org/https://doi.org/10.22219/englie.v6i1.39372
Chen, M.-Y., Tsai, Y.-C., & Chen, C.-Y. (2023). The effects of gamified learning systems on vocabulary acquisition and motivation: A systematic review. Educational Technology Research and Development, 71(2), 311–332. https://doi.org/10.1007/s11423-020-09807-z
Deci EL, Ryan RM. The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychol Inq. 2000;11(4):227–68.
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 9. https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0042-5
Dwi, S., Setyaningrum, H., & Ambarini, R. (2024). The Use of Mondly Applications as a Media to Increase Vocabulary and Grammar of The Seventh Grade Student at Semarang. Edelweiss: Journal of Current Innovation in Educational Research, 02(0), 10–20. https://doi.org/https://doi.org/10.62462/edelweiss.v2i2.22
Evans, N. (2022). Narratives of teaching in outdoor and environmental education: what can we learn from a case study of outdoor education pedagogy? Journal of Adventure Education and Outdoor Learning, 22(3), 214–227. https://doi.org/10.1080/14729679.2021.1902828
Figueroa, J. F. (2015). Using gamification to enhance second language learning. Digital Education Review, (27), 32-54. https://files.eric.ed.gov/fulltext/EJ1065005.pdf
Gardner, R. C., Masgoret, A.-M., & Tremblay, P. F. (2020). Cultural influences in language learning. Language, Culture and Curriculum, 33(3), 303–319. https://doi.org/10.1080/07908318.2020.1726809
Green, M. (2022). School ground pedagogies for enriching children’s outdoor learning. Education 3 13, 50(2), 238–251. https://doi.org/10.1080/03004279.2020.1846578
Hasanah, A. U., Ambarini, R., & Shiang, G. Y. (2023). An analysis of learning activities for problem-based learning in the procedure text lesson plan. PRIMER: Jurnal Ilmiah Multidisiplin, 1(5), 503–513. https://doi.org/https://doi.org/10.55681/primer.v1i5.192
Hashim, H., Yunus, M. M., & Embi, M. A. (2022). Cultural integration in gamified English learning: A case study in Southeast Asia. Asian Journal of Language and Literature Studies, 11(2), 45–56. https://doi.org/10.11591/ajlls.v11i2.10895
Hills, D. (2021). Digital Technology in Outdoor Education. In International Explorations in Outdoor and Environmental Education (Vol. 9, pp. 147–159). https://doi.org/10.1007/978-3-030-75980-3_13
Hsu, T.-C., & Chen, H.-J. (2020). Equitable gamification: Addressing rural-urban disparities in educational technology adoption. Computers & Education, 159, 104028. https://doi.org/10.1016/j.compedu.2020.104028
Huang, C., & Hew, K. F. (2021). Gamified learning and learner motivation: A meta-analysis. Educational Research Review, 33, 100394. https://doi.org/10.1016/j.edurev.2020.100394
Hwang, G.-J., Chu, H.-C., & Lai, C.-L. (2021). Longitudinal impacts of game-based learning and cultural integration on language acquisition. Interactive Learning Environments, 29(3), 411–427. https://doi.org/10.1080/10494820.2020.1716943
Ishaq, K., Rosdi, F., Mat Zin, N. A., & Abid, A. (2022). Serious game design model for language learning in the cultural context. Education and Information Technologies, 27, 9317–9355. https://link.springer.com/article/10.1007/s10639-022-10999-5
Jong, M. S. Y. (2021). Design-based research on gamified outdoor social enquiry learning with context-aware technology: Integration of teacher facilitation for advancing the pedagogical effectiveness. International Journal of Mobile Learning and Organisation, 15(1), 107–126. https://doi.org/10.1504/IJMLO.2021.111601
Lai, Y.-H., & Zheng, L.-F. (2022). Enhancing gamified platforms with AI and AR: Implications for language education. British Journal of Educational Technology, 53(4), 1231–1248. https://doi.org/10.1111/bjet.13144
Laveresa, B., Prabowo, A., & Ambarini, R. (2024). The Improving Student’s Vocabulary through Rewriting English Song Lyric “The Shawn Mendes Foundation Playlist.” Lingua Franca: Jurnal Bahasa Dan Sastra, 3(1), 36–48. https://doi.org/ttps://doi.org/10.37680/lingua_franca.v3i1.2581
Li, X., Zhang, Y., & Wang, L. (2022). Gamified platforms and cultural pedagogy: A synergy for language learning. Journal of Educational Technology Development, 40(2), 167–184. https://doi.org/10.1007/s11423-021-10012-5
Marques, M. M. (2020). Game-Based Mobile Learning with Augmented Reality: Are Teachers Ready to Adopt It? In Smart Innovation Systems and Technologies (Vol. 158, pp. 207–218). https://doi.org/10.1007/978-981-13-9652-6_19
Marques, M. M. (2023). User Experience of a Mobile App in a City Tour Game for International Doctoral Students. Education Sciences, 13(12). https://doi.org/10.3390/educsci13121221
Merino, R. (2022). The hybridization of the pedagogical models of cooperative learning and adventure education as a didactic strategy for enhancing the coexistence and conflict management in class: A practical experience from the physical education and tutoring lessons. Retos, 43, 1037–1048. https://doi.org/10.47197/RETOS.V43I0.86289
Nguyen, H. T., & Tran, T. M. (2021). Folklore in English language classrooms: A cultural approach. Asian EFL Journal, 23(4), 89–105. Retrieved from https://www.asian-efl-journal.com
Porto, M. (2022). Undoing inequalities: inclusive and transformative language practices in rural Argentinian Patagonia. International Journal of Bilingual Education and Bilingualism, 25(10), 3597–3613. https://doi.org/10.1080/13670050.2022.2067979
Prasetyo, B., & Utami, D. P. (2023). Gamification and local culture: Enhancing vocabulary acquisition in EFL contexts. Journal of Language and Education, 12(1), 45–59. https://doi.org/10.14746/jle.2023.12.1.4
Prayogo, G., Ambarini, R., & Sukmaningrum, R. (2021). The comparison of cultural values analysis of Joker Movie and Marlina si Pembunuh dalam Empat Babak movie and its contribution in Cross-Cultural Understanding teaching. LINC-ED: Linguistics and Education Journal, 1(1), 1–29. https://doi.org/https://doi.org/10.26877/lej.v1i1.9398
Prins, A. (2020). The pedagogic moment: Enskilment as another way of being in outdoor education. Journal of Adventure Education and Outdoor Learning, 20(1), 81–91. https://doi.org/10.1080/14729679.2019.1599295
Putri, S. K., & Ambarini, R. (2025). Enhancing Vocabulary Acquisition with Fairy Tale Audio in English Lesson at SMAN 1 Mayong Jepara. Jejak Digital: Jurnal Ilmiah Multidisiplin, 1(5), 3286–3292. https://doi.org/https://doi.org/10.63822/y6jz2n36
Rahman, A. N., Suryani, T., & Wahid, H. (2023). Digital barriers in adopting gamified education in developing countries. Educational Technology Research and Development, 71(2), 245–261. https://doi.org/10.1007/s11423-022-10112-3
Rahman, F., Ahmad, R., & Kadir, A. (2023). Contextualized language learning tools: Bridging cultural and linguistic gaps. International Journal of Language Pedagogy and Technology, 15(3), 78–92. https://doi.org/10.12958/ijlp.v15n3.2023
Rahman, R. A., Ahmad, S., & Hashim, U. R. (2019). A study on gamification for higher education students’ engagement towards education 4.0. In V. Piuri, V. Balas, S. Borah, & S. Syed Ahmad (Eds.), Intelligent and interactive computing: Proceedings of IIC 2018 (pp. 491-502). https://e-journal.usd.ac.id/index.php/LLT/article/view/7037
Ryan RM, Deci EL. Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions. Contemp Educ Psychol. 2020;61:101860.
Santoso, L. A., Ambarini, R., & Widiyanto, M. W. (2025). Enhancing vocabulary and academic achievement through group learning. Linguistic, English Education and Art (LEEA) Journal, 8, 283–304. https://doi.org/https://doi.org/10.31539/leea.v8i3.15429
Sari, D., & Wahyuni, S. (2022). Promoting engagement through cultural narratives in EFL settings. Journal of Applied Linguistics, 15(1), 134–150. https://doi.org/10.17509/jal.v15i1.23456
Sari, F. P. (2020). Development of physics comic based on local wisdom: Hopscotch (engklek) game android-assisted to improve mathematical representation ability and creative thinking of high school students. Revista Mexicana De Fisica E, 17(2), 255–262. https://doi.org/10.31349/REVMEXFISE.17.255
Siregar, Y., Iskandar, I., & Dewanti, R. (2022). Teaching Indonesian speaking skills with a gamification approach. English Education Journal, 13(3), 261–270. https://jurnal.usk.ac.id/EEJ/article/view/26190
Stagg, B. C. (2022). Expanding the field: using digital to diversify learning in outdoor science. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-022-00047-0
Sumardiyani, L., & Ambarini, R. (2025). Interactive app-based games for bilingual education: Advancing English proficiency and promoting digital sustainability in physical education. World Journal of English Language, 15(7), 121–133. https://doi.org/10.5430/wjel.v15n7p121
Szabó, F., & Kopinska, M. (2023). Gamification in foreign language teaching: A conceptual introduction. Hungarian Educational Research Journal, 13(3), 418–428. https://akjournals.com/view/journals/063/13/3/article-p418.xml
Tan, X. R. (2022). Pedagogical documentation as a curriculum tool: making children’s outdoor learning visible in a childcare centre in Singapore. European Early Childhood Education Research Journal, 30(2), 281–295. https://doi.org/10.1080/1350293X.2022.2046839
Utami, H. R., Sumardiyani, L., & Zahraini, D. A. (2025). Addressing the Gap between Language Literacy and Physical Education : A Bilingual Socratic Play-Based Inquiry Model for Vocabulary and Grammar Development. 2(7), 1199–1210 https://doi.org/10.59837/jpnmb.v2i7.656
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ririn Ambarini, Listyaning Sumardiyani, Hadi Riwayati Utami, Dian Ayu Zahraini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
