http://journal.imla.or.id/index.php/arabi
Arabi : Journal of Arabic Studies, 8 (1), 2023, 11-21 DOI: http://dx.doi.org/10.24865/ajas.v8i1.500
Learning Memorize Arabic Vocabulary with Hangman Games
Candra Wijaya1, Murdiono2, Renat Sarimov31 2 Universitas Muhammadiyah Malang, Indonesia
3 Russian Islamic University, Russia
Corresponding E-mail: [email protected] Abstract
The use of Hangman game media is based on the lack of Arabic language game media.
This condition causes students to become bored and pay less attention to learning. The lack of game media supporting Arabic as the main language makes researchers use the Hangman game media. This study aims to see how efficiently the Hangman interactive game improves vocabulary memorization XI grade students. The pre-experimental method was adopted, in which the researcher conducted a pre- and post-test. The researcher utilized a simple random sampling procedure using a sample of 28 students in her study. The data gathering strategy employed observation and tests to determine the student knowledge level. The T Test is a method of data analysis. In this case, students' scores improved after they played the Hangman game. After playing the Hangman game, students can memorize 5-6 new vocabulary words on average. Which was possible to say that using Hangman games to improve students' vocabulary memorization is effective. The Hangman game can be used as the main medium of learning or inserted in making learning materials on powerpoint to make learning conditions more enjoyable.
Keywords: Arabic vocabulary, hangman game, interactive learning, media Abstrak
Penggunaan media permainan Hangman dilatarbelakangi oleh kurangnya media permainan berbahasa Arab. Kondisi ini menyebabkan siswa menjadi bosan dan kurang memperhatikan pembelajaran. Minimnya media permainan yang mendukung bahasa Arab sebagai bahasa utama membuat peneliti menggunakan media permainan Hangman.
Penelitian ini bertujuan untuk melihat seberapa efisien permainan interaktif Hangman meningkatkan hafalan kosakata siswa kelas XI. Metode pra-eksperimen diadopsi, di mana peneliti melakukan pre-test dan post-test. Peneliti menggunakan prosedur simple random sampling dengan menggunakan sampel 28 siswa dalam penelitiannya. Strategi pengumpulan data menggunakan observasi dan tes untuk mengetahui tingkat pengetahuan siswa. Uji T digunakan dalam teknik analisis data. Hasil penelitian menunjukkan bahwa nilai siswa meningkat setelah mereka memainkan permainan Hangman. Setelah memainkan permainan Hangman, rata-rata siswa dapat menghafal 5- 6 kosakata baru. Penggunaan permainan Hangman untuk meningkatkan hafalan kosa kata siswa terbilang efektif. Permainan Hangman dapat digunakan sebagai media utama pembelajaran atau disisipkan dalam pembuatan materi pembelajaran pada powerpoint agar suasana pembelajaran menjadi lebih menyenangkan.
Kata Kunci: kosakata Arab, permainan Hangman, pembelajaran interaktif, media
Introduction
Arabic learning, which is currently being shocked by the Covid-19 outbreak, has shifted to online learning. This reduces the effectiveness of the learning process by requiring teachers to take a more active role in producing the material that must be presented to students, as well as affecting student learning activities because students must independently understand the material provided by the teacher. Because of the differences in learning circumstances, teachers must be more creative in planning engaging lessons.
Students are bored and bored because to a lack of Arabic learning media compared to the media used in English (Tresnawati & Rizqi, 2017). During online study, students in class IX at MTs Hasyim Asy'ari Batu City encountered this issue. Learning Arabic starts with remembering vocabulary as a prerequisite for understanding Arabic texts (Abdul Munip, 2017). Students lack competency of Arabic abilities from istima>', qira>ah, kita>bah, and kala>m, resulting in a lack of knowledge of Arabic material.
Many Students at MTs Hasyim Asy'ari Batu City, where the students are a mix of graduates, are new to Arabic. This has an impact on the Arabic learning process. According to the researchers ' first observations, the lack of student memorization connected to Arabic language was a factor in students' difficulty in understanding the four maha>rah. This agrees with Nugrawiyati's (2015) statement that learning vocabulary is a key part of achieving these skills. In order to achieve this goal, students' vocabulary memorization will benefit greatly from the utilization of learning media.
Technology is also required to assemble instructional resources to support online learning activities. One way for overcoming the difficulties in learning Arabic is to use interactive media in the classroom (Ilmiani et al, 2020). To improve language comprehension, a variety of interactive media can be used. The game Hangman is one of them. The game's format can be used to create an instructional game to help students improve their Arabic skills. Basically, this game has been created in various online and offline programs and on internet sites to let people create their own Hangman games. However, most of these apps and websites do not allow Arabic usage. Making games using Microsoft PowerPoint in this situation, because this software permits the usage of Arabic and may be used to create PowerPoint-based animated videos.
Game Hangman is a simple to learn and play word game with simple rules. This game can be used alone or in conjunction with other learning tools. The usage of Hangman games as a learning tool was very popular at the time. According to Pavita (2022), using Hangman games in the classroom can benefit students, specifically in terms of learning vocabulary. This Hangman game is extensively used, particularly in English language learners. According to Suyunovna & Umarjon o'g'li (2022), the Hangman game is a delightful game and one of the most popular games teachers use. This is because the Hangman game is simple to create and use as a learning tool.
According to Christian and Denissa (2022), the Hangman game is a novel medium that can assist students learn Mandarin by expanding their vocabulary. The Hangman game can be used to teach a variety of topics. In this situation, the Hangman game's format makes the offered material easier to comprehend and produces a pleasant learning environment for students. According to Hasbi et al. (2022), students easily comprehend and memorize the material delivered, allowing them to participate enthusiastically.
According to Munikasari et al. (2021), the Hangman game is a good way for young kids to develop their vocabulary. This is like the subjects in this study, who were students in class IX MTs.
This is because using games as a learning medium might help students become less bored during learning exercises. Hangman is a fantastic medium since it may refresh the mind after a long day of thinking (Harma et al, 2021).
In this study, the development of education is examined, particularly in the area of foreign language learning. According to Nabilah (2021), the Hangman game can help students master vocabulary. This Hangman game can also be used with various types of media that support it, including videos, animated videos, images, and powerpoint slides. Video clips paired with the
Hangman game, following Hawa & Nihayah (2021), can help students master writing abilities. The use of this Hangman game adds to the fun of learning with videos. The simple game model makes it simple to adapt this game to other media, making it more efficient.
The Hangman game was utilized to boost students' vocabulary memorization in Arabic learning in this study (Lasmawati, 2022). Speaking, listening, reading, and writing are the skills that students must master in English, and various components can improve these abilities, namely vocabulary. These skills, especially Arabic, must be mastered by students. The quantity of mufrada>t mastered in Arabic has an impact on later mastery of istima>', qira>'ah, kita>bah, and kala>m abilities.
Learning vocabulary is critical in enhancing students' language skills, according to Holidazia &
Rodliyah (2020).
According to previous research, the Hangman game is linked to increased vocabulary. This is because the Hangman game is a wonderful way to boost vocabulary because it allows pupils to refresh their thoughts with fun games after learning the information (Harma et al, 2021). Learning developed models using Hangman game media may also be transformed into image models, which is one of the benefits of using PowerPoint software to create Hangman games. Image media is a visual medium that allows students to explore the world around them and can aid in boosting vocabulary memorization by stimulating students' attention (Kartum, 2020). In this case, using an image-based learning approach to boost student memorization can be applied to the Hangman game.
Urban vocabulary is the main capital in verbal or textual communication, according to Isnaini
& Huda (2020). Learning vocabulary is not just understanding the definition of a word, but also remembering it as a means of communication (Isnaini & Huda, 2020). This correlates with Astuti (2016), who believes that having a little vocabulary will make it difficult for students to communicate. Therefore experts are concentrating their efforts on improving students' Arabic vocabulary using new media.
To create an effective learning environment, learning Arabic vocabulary must be accompanied by supporting methods and media. Turohmah et al. (2020) argue that for students to be able to speak Arabic, they require media that can help them learn and understand the language. The restricted availability of Arabic media makes it harder for students to memorize words. This agrees with Sekarini's viewpoint (2018). The dearth of engaging learning media, particularly in Arabic vocabulary. As a result, the researchers turned to the Hangman game as a new way to learn Arabic.
The importance of studying terminology will help you learn Arabic and support the four maha>rah.
When it comes to enhancing language skills, vocabulary is important (Fansury & Januarty, 2017).
The Hangman game was also used to boost vocabulary, particularly English vocabulary, on multiple occasions. Several studies have shown that using hangman games to increase vocabulary is helpful. When it comes to acquiring vocabulary, students enjoy themselves more when they learn to use Hangman gaming media (Julaiha, 2019). There has been no research into using Hangman games in Arabic learning until now. This is due to several issues with the Hangman game, which does not support Arabic. As a result, the researcher devised a solution by using Microsoft PowerPoint to create a Hangman game. Because most students were still learning Arabic at the basic level, researchers conducted research at MTs Hasyim Asy'ari Batu City. The main benefit of this study is that it aids students in improving their Arabic language memorization.
This study is unique in that it focuses on the use of Hangman games in learning Arabic, specifically to improve students' memorization of Arabic vocabulary, something that has never been done before. This study aims to: (1) describe how Hangman games are used in Arabic learning activities, and (2) determine how effective Hangman games are at increasing students' vocabulary memorization. This study is expected to help students overcome the challenges of learning, turning what was once a complicated task into a fun experience.
In the end, this study aims to reduce the limitations of game media that support Arabic as the main language. The idea of making this game with Microsoft Power Point software can contribute
to a way for other game media that do not support Arabic to be remake so the other game media can support Arabic and using as learning media for Arabic Language
Method
This research uses quantitative approaches based on field phenomena, and suitable data support it (Suliyanto, 2017). The students in class IX at MTs Hasyim Asy'ari Batu City are the focus of this study, which employs a basic random sampling technique with a sample size of 28 students.
The data was gathered through an initial observation, followed by a pre-test and a post-test. The paired t test was applied to analyze the data, which had previously been checked for normality using the Shapiro Wilk normality test. The One Group Pretest-Posttest model, which comprised of a pre- test and post-test research class, was employed in this study as a pre-experimental method. Eight Arabic vocabulary terms must be translated into Indonesian and seven Indonesian vocabulary words must be translated into Arabic in the pre-test and post-test questions. The research model for the pre-test and post-test classes can be seen in table 1:
Table 1: Pre-test and Post-test Class Models
No Aspects Time
1 Pre-test Meeting 1
2 Learning using Hangman game media related to mufrada>t on the theme ناديعلاونآرقلالوزن
Meeting 2 3 Learning using Hangman game media related to
mufrada>t on the theme ناديعلاونآرقلالوزن
Meeting 3 4 Learning using Hangman game media with the
theme ناديعلاو نآرقلالوزن through Arabic reading
Meeting 4
5 Post-test Meeting 5
This study's learning scenario was broken down into four stages. The first step is to choose a sample by focusing on one class. The class that will be studied will proceed to the second step, where the sample will be pre-tested for its starting ability. This pre-test is designed to assess their knowledge of Arabic concerning their memorized vocabulary. In the third level, the sample will use Hangman game media to learn how to increase their memorization of Arabic words. The final step is to conduct a post-test. The purpose of this post-test is to determine their level of memorization after playing the Hangman game.
The normality test was used to examine if the pre-test and post-test findings were regularly distributed. The data will be evaluated using the normality test formula, and the findings will be submitted to a sample t-test.
Game Procedure
This interactive Hangman game was created using PowerPoint software, which allows researchers to take advantage of the versatility of the software to create Hangman games that support Arabic. First, the researcher created a PowerPoint slide with the information to be presented.
In addition, a Hangman game is included towards the end of the lesson, which involves selecting words that will be used later.
Making the game continues with the creation of little boxes fashioned like a keyboard, which will eventually be filled with alphabet letters. Then, using the animation feature, generate word-by- word meanings that can later be activated by the release of the word using a keyboard that has been built so that the game can be played. This Hangman game is a word game in which the player's life or limit of defeat is reached when the player makes too many mistakes, causing the Hangman to pop up. The researcher only used the word game model in this study because there was no life limitation or defeat limit, allowing students to take turns guessing the meaning of the mufrada>t.
The first meeting included a pre-test activity in which participants were given eight Arabic mufrada>t to translate into Indonesian and seven Indonesian vocabulary terms to translate into Arabic with the topic. The students then completed the pre-test questions for 45 minutes before returning the pre-test question sheets to the researcher. This pre-test is developed to evaluate students' early Arabic comprehension and memorization.
Figure 1. Learning Materials
It was continued at the second meeting, where the researcher presented a PowerPoint slide with an interactive Hangman game that had been produced in preparation by the researcher at the end of the content. The researcher goes over the previous lessons on fi'il ma>dhi and fi'il mudha>ri' again, then reads the new mufrada>t and its meaning in relation to the theme of. After the researcher finished presenting the material, the students were called one by one to participate in a Hangman game in which they were presented with the mufrada>t they had just learned and had to guess the meaning of the mufrada>t by guessing the letters one by one as an icebreaking and to conclude the lesson at the second meeting.
Figure 2. Hangman Game Model Using Powerpoint
The third and fourth meetings reinforced learning by playing the Hangman game. The researcher offered Arabic reading text with the theme as the major material at the third meeting, which was the same as the second meeting. At the fourth meeting, the researcher provided Arabic reading text with the theme as the main material. The researcher introduces the reading text, then gives students time to ask whether there are any new mufrada>t they haven't understood. Like the first meeting, the researcher gave students an icebreaking in the form of a Hangman game at the end of the material to wrap up the learning exercise.
Result
Students become more active and pleased during learning activities as a result of the researcher's games, and their progress can be witnessed at each meeting. The researcher organized a post-test exercise for the students at the last meeting, giving them eight Arabic mufrada>t to translate into Indonesian and seven Indonesian vocabularies to translate into Arabic. The results from the pre- test and post-test of MTs Hasyim Asy'ari students in Batu City class IX E can be seen in table 2:
Table 2. Pre-test and Post-test scores
Pre-test Value Frequency Post-test Value Frequency
21-30 2 21-30 0
31-40 4 31-40 1
41-50 11 41-50 8
51-60 3 51-60 6
61-70 3 61-70 3
71-80 4 71-80 4
81-90 1 81-90 5
91-100 0 91-100 1
Table 2 shows that the highest pre-test score was 83, achieved by one student, while the lowest pre-test score was 25, achieved by two students. The KKM that was used was 75. According to the description, roughly 20 students scored below the KKM and eight kids scored above the KKM. After the pre-test, the students will learn with the Hangman game to strengthen their memorization of mufrada>t over the course of three meetings. After the students had completed the learning, the researcher administered a post-test to determine whether they had developed mufrada>t memorization. This test is administered after students complete the Hangman game as part of their coursework. The post-test findings can be found in.
Table 2 shows that the best score was 91, which one student achieved, while the lowest score was 33, which was achieved by another student. Based on the description, it is clear that students' recollection of mufrada>t improves when they participate in learning using the Hangman game. A description of the outcomes may be found in table 3 to see the pre-test and post-test scores in greater detail. The pre-test and post-test scores, as shown in table 3, were quantitatively described in this section.
Table 3. Statistical Description of Pre-test and Post-test Scores No Statistical Results Score
1 Pre-test Average 51
2 Post-test average 63
3 Std. Deviation Pre-test 16,4 4 Std. Deviation Post-test 15,7 5 Minimum Pre-test Score 25 6 Minimum Post-test Score 33 7 Maximum Pre-test Score 83 8 Post-test Maximum Score 91
Table 3 shows that the average pre-test score is 51, with a standard deviation of 16.4. The pre- test has a minimum score of 25 points and a maximum score of 83 points. The average post-test score was 63, with a standard deviation of 15.7 in the post-test score. The minimum and highest scores on the post-test are 33 and 91, respectively. According to the data description, the average score in the post-test has increased. The pre-test and post-test values must be examined with a statistical test for normality to see whether the data acquired are regularly distributed. SPSS 26 was used to perform the normalcy test, where the significance level was 0.05 using the normality test from Shapiro Wilk. The criteria for this test are 𝐻0 is rejected if the value of sig < 0.05 and 𝐻0 is accepted if the value of sig 0.05. The following are the results of the Shapiro Wilk normality test, which can be seen in table 4.
Table 4. Pre-test and Post-test Normality Test Results
𝐻0 is
approved if the significant value for the pre-test is 0.17 or greater than 0.05, as determined by the results of the normalcy test in table 3. The data from the sample pre-test values can be determined to be regularly distributed. 𝐻0is approved if the significance value for the post-test is 0.16 or more than 0.05. The data from the sample post-test scores can be determined to be regularly distributed.
Because the two variables are regularly distributed, a t-test may be used to determine the effectiveness of utilizing Hangman games to promote mufrada>t memorizing among students at MTs Hasyim Asy'ari Batu City, as shown in table 5.
Table 5. Paired t-Test Sample Paired Samples Test Paired Differences
t Df
Sig. (2- tailed) Mean
Std.
Devia tion
Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair
1
PreTest - PostTest
- 11.2857 1
10.63 836
2.0104 6
- 15.4108 4
- 7.16059
- 5.6 13
27 .000
The mean (average) of the pre-test and post-test is 11.28, according to table 5. After that, Std.
According to the data, the standard deviation of the pre-test and post-test differential scores is 10.63.
The standard error of the difference between the pre-test and post-test scores of 2.01 is displayed in the Error Mean. The degree of freedom from the pre-test and post-test is shown the degree of freedom from the pre- and post-test is shown by df, which is 27. 𝐻0 is rejected if the two-tailed significance is 0.00 or less than 0.05. It can be determined that average scores differ before and after playing the Hangman game. If the t count in table 5 is 5.613 or higher than the t table 2.048, 𝐻0 is rejected. After studying with the Hangman game, it may be inferred that there is a difference in the average value. The data from both the pre-test and post-test are regularly distributed, implying that the data from both values has a normal distribution. The results of the t-test comparing pre-test and post-test scores show that 𝐻0is rejected, and 𝐻1 is accepted, indicating that there is an average difference after playing the Hangman interactive game.
In this scenario, it can be assumed that learning Arabic using this Hangman game can help students memorize Arabic vocabulary. It can be noted in this study that the average value of the pre-test and post-test has increased. This is in line with what academics have discovered about the usage of Hangman games in Arabic learning activities. The frequency of increasing student vocabulary memorizing in table 6 reflects this improvement in memorization.
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk Statistic
s Df Sig.
Statistic
s Df Sig.
PreTest .143 28 .146 .948 28 .174
PostTest .155 28 .084 .946 28 .161
a. Lilliefors Significance Correction
Table 6. Frequency of Increased Student Roteness Improved Memorian
Mufrada>t Frequency
1-2 4
3-4 10
5-6 12
7-8 2
Table 6 shows that the students who improved their memorizing of mufrada>t 7-8 mufrada>t increased by two, while the students who improved the least, namely 1-2 mufrodat, increased by two. The largest increase in memorizing was 5-6 mufrada>t, which 12 students achieved, while a 3-4 mufrada>t increase was achieved by 10 students. Based on the increased data, it can be inferred that employing the Hangman game makes it easier for students to memorize the mufrada>t presented.
Teachers can learn more effectively by involving media into their lessons (Fauzi et al, 2020).
Discussion
Because the Hangman game is a new concept in Arabic learning, it can be an excellent way to learn. Because of the rapid advancement of technology, Arabic learning requires innovation. As a result, learning approaches are changing as well. According to Blândul (2015), innovation in education is a crucial component where schools can provide new knowledge and approaches to make learning more exciting and understandable.
According to Degner et al. (2021), digital media can convey information in the form of text, graphics, audio, video, or a combination of forms of information as a way of learning renewal. This kind of information presentation can be combined with the use of Hangman interactive games developed by researchers to make material presentation more understandable and enjoyable.
Students get a different learning experience when they use games as a learning medium (Wardoyo et al, 2021).
The subject discussed at the start of learning becomes more interesting and interactive for students. This occurs because students are happy to listen to the material offered as end-of-lesson entertainment. This Hangman game also improves students' reading skills by requiring them to guess the meaning of the provided mufrada>t. This is good for kids who want to study Arabic using Hangman gaming media.
Hangman games make Arabic learning more interesting and dynamic, encouraging students to be more engaged in asking and answering questions. According to the findings of the researchers, students might be more confident in memorizing their mufrada>t while using the Hangman game as an icebreaker in learning Arabic because it can create a joyful learning environment. Students grow familiar with the new mufrada>t contained in the content as part of the learning process, making it easier to memorize.
Students who struggle to understand Arabic have a harder time memorizing mufradāt. This agrees with Manan (2016), who believes that kids can acquire letters and words by establishing a pleasant learning environment. This occurs because of the learning environment, which makes students more confidence in their ability to learn Arabic. Students who are passive in learning are pushed to play and be active in learning by playing this Hangman game so that they may understand the mufrada>t they have just learned in the offered material.
Idhayani et al. (2021) claims that a pleasant learning environment can aid in the achievement of targeted learning objectives. The goal of employing the Hangman game in the research was to improve students' memorization of mufrada>t so that they could better grasp texts or regulations in Arabic. With the various mufrada>t they memorize, it also helps students to strengthen their basic
skills in istima>', qira>'ah, kita>bah, and student's kala>m. The Hangman game can assist individuals who are still learning Arabic at MTs Hasyim Asy'ari Batu City, where the students are varied.
This aligns with Hasma's (2017) belief that providing a comfortable learning environment helps improve and enjoy learning. Students' ability to learn Arabic through games improves because of the usage of entertaining learning tactics. According to Kusuma et al. (2021), using games as a learning medium can boost student motivation, which can affect student learning results. The rise in student scores and memorization as measured by the pre- and post-tests demonstrates this effect.
Learning activities are effective if they do not cause students to become depressed during the learning process, according to Wahyudi & Azizah (2016). Students who are initially bored and find Arabic lectures tough will learn by playing this Hangman game, making them happier and simpler to understand. This is because studying using the Hangman game is a more active and enjoyable experience than earlier learning at MTs Hasyim Asy'ari Batu City.
According to Putra and Nasrullah (2017), students who engage in active, creative, and joyful learning can improve their skills, attitudes, and comprehension. Using Hangman game media is one way to boost student memorization by providing an enjoyable learning environment. At MTs Hasyim Asy'ari Batu City, the use of Hangman game media creates unique learning experiences for students who have studied or are learning Arabic.
Conclusion
The use of the Hangman game in Arabic learning has proven to be effective, with students becoming more engaged and learning sessions being more enjoyable. After using the Hangman game to learn, post-test scores improved. This is supported by an increase in mufrada>t memorization, indicating that the outcomes of study into the use of Hangman games in Arabic learning are successful. When students' pre-test and post-test results are compared, it can be observed that their scores have improved. The average pre-test score is 51, with a post-test score of 63 after learning to play the Hangman game. Of course, this research is far from ideal, therefore the researchers welcome constructive suggestions for future research. The research's limitation is developing a Hangman game using Microsoft PowerPoint. Making this game is simple with the help of various features available in Microsoft PowerPoint, but it will be tough for teachers who are unfamiliar with using technology in their teaching methods. Suggestions for future study that focuses more on the development of Hangman games to make it easier for Arabic teachers to implement Hangman interactive games into their teaching materials.[]
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