ENHANCING STUDENTS ACHIEVEMENT AND INTEREST IN ENGLISH

LANGUAGE VOCABULARY ACQUISITION USING SEARCH WORD PUZZLE

INSTRUCTIONAL GAME RESOURCE

Abstract:

This study investigates the effectiveness of utilizing a search word puzzle instructional game

resource to enhance students' achievement and interest in English language vocabulary

acquisition. The study employed a mixed-methods research design, incorporating both

quantitative and qualitative data collection methods. A sample of 40 students from the same

class with common vocabulary proficiency levels was selected to participate in the study. The

experimental group engaged in vocabulary learning activities utilizing the search word puzzle

instructional game resource, while the control group received traditional vocabulary instruction

without game-based elements and both groups participated in a 50-word spelling achievement

test. Quantitative data is collected through achievement tests. Additionally, a questionnaire was

administered to gauge students' interest, motivation, and perceptions of the search word puzzle

game resource. Qualitative data is obtained through interviews and classroom observations to

gain deeper insights into students' experiences and attitudes toward the game-based vocabulary

learning approach. Two research questions guided the study and a null hypothesis was tested

using ANCOVA statistical tool at a 0.5 Alpha signignifican level. Just as anticipated, the

findings affirmed that the utilization of search word puzzle instructional games had a positive

impact on students' vocabulary achievement and fostered increased interest and motivation in

English language learning. Nevertheless, students’ unwillingness to invest more time and energy

in regular search word puzzle sessions was considered a major constraint. The findings of this

study will contribute to the existing body of literature on vocabulary acquisition and game-based
learning strategies. Some electronic search word puzzle instructional game resources were

recommended for digital-enabled classrooms while printable or teacher-made search word

puzzle papers or charts were recommended for non-digital classrooms.

Keywords: vocabulary acquisition, English language learning, instructional game, search word

puzzle, achievement, interest, motivation, game-based learning.

Introduction:

Vocabulary acquisition refers to the process of learning and assimilating new words and

phrases into one's language repertoire. This is a crucial aspect of language development, as it

allows individuals to communicate more effectively and understand a wider range of written and

spoken language. Vocabulary acquisition is essential for communication and self-expression in

any human language. Many experts have agreed that there are three language components that

must be mastered by learners of any language, they are; grammar, pronunciation, and vocabulary

(Anwar & Efransyah, 2018). Vocabulary is one of the important aspects of language learning

because vocabularies carry the meanings utilized in communication. Vocabulary is one of the

crucial language components besides grammar and pronunciation. Acquiring adequate

vocabulary allows students to use the language both in written and spoken activities, not only to

communicate but also to comprehend information written in a foreign language (Juwita, N. A &

Shafrida W. 2021).

There is much to learn about implementing quality vocabulary instruction in classrooms

today. "New vocabularies are like the shells and ropes of seaweed which a child brings home

from the beach glistening and which in an hour loses their luster." This quote by Cyril Connolly,

the English critic, and journalist, rings true for much of the vocabulary being taught in schools
today. 'Here today, gone tomorrow' can very easily become the motto for much of how

vocabulary instruction is being implemented. Educators need to be informed on how to teach

vocabulary better and how to make vocabulary learning more meaningful and memorable for

students.

Vocabulary acquisition is one of the skills needed to master the English language. Park,

M., & Hong, S. (2014) states that vocabulary is "the vital organ and flesh" of a language. For the

young learner, vocabulary skills impact the development of reading, speaking, and writing skills.

The difficulty in vocabulary acquisition influences students’ achievement and interest in the

teaching and learning of the English language. The size of a student’s vocabulary is a strong

predictor of their language proficiency. Children typically start with a small vocabulary and

gradually expand it as they learn new words and phrases. Vocabulary growth is a lifelong

process. Children's vocabulary grows rapidly during the early years of language development,

but it continues to expand throughout adulthood as they encounter new words and concepts. The

majority of learners, especially those who learn English as a foreign or second language, face

problems in acquiring the target language due to inadequate vocabulary, because vocabulary

acquisition in first language (L1) differs from second language (L2) acquisition. L1 acquisition

typically occurs through immersion and exposure to the language, while L2 acquisition often

involves more conscious learning and deliberate practice (Morgan, Farkas, & Wu, 2011).

According to Adekanmbi, T. F. (2013), enhancing students' achievement and interest in

English language vocabulary acquisition can be challenging, as it requires a comprehensive

evaluation of their understanding and ability to apply English vocabulary in different contexts.

Achievement tests in vocabulary acquisition are essential to identify students’ areas of strength

and weakness. Teachers can use various achievement tests, such as vocabulary tests, quizzes, and
reading comprehension tasks. These tests can be multiple-choice, fill-in-the-blank, or short-

answer format, and they can focus on word meanings, synonyms, antonyms, or usage. Enhanced

vocabulary is closely linked to higher achievement in reading comprehension.

Studies have shown that students who have a large vocabulary are better able to

understand complex texts and infer meaning from context. There are a number of reasons why

students may not be interested in acquiring new vocabulary in the English language. Some

students see it as boring and tedious. Since learning new vocabulary can be a lot of work, and it

can be easy for students to get bored with it. If students don't see the value in learning new

vocabulary, they're less likely to be motivated to do it. If students don't see how new vocabulary

will help them in their everyday lives, they're less likely to be interested in learning it. It's

important to connect new vocabulary to students' interests and experiences so that they can see

how it's relevant to their daily lives (Njoroge, Ndung'u, & Ghatigia, (2013).

There are a number of different learning strategies that can be effective for learning new

vocabulary. If students and teachers don't know how to use effective learning strategies, they're

less likely to be successful in acquiring new vocabulary. Again, if students have negative

attitudes towards English, they're less likely to be interested in learning new vocabulary. It's

important to create a positive learning environment where students feel comfortable making

mistakes and taking risks. It's important to remember that not all students are the same. Some

students will be naturally more interested in learning new vocabulary than others. However,

there are a number of things that teachers can do to help all students become more interested in

acquiring new vocabulary in the English language (Juwita, N. A & Shafrida W. 2021).

There are various methods for teaching vocabulary. Some of these methods include direct

instruction: it involves teaching vocabulary through explicit instruction and definition. Another is
indirect instruction, which involves teaching vocabulary through contextualization and

discovery. The teacher can also teach vocabulary by introducing a new word each day and

providing its definition and context. The students can also learn to keep vocabulary notebooks to

record new words and their meanings Game-based learning (GBL) has been lauded by many

experts as an efficient teaching strategy for vocabulary acquisition. Game-based learning (GBL)

is a technique that encourages many learners to sustain their interests and works in learning

(Sahrin & Hasan, 2019). Sahrin & Hasan (2019) explains that puzzle games give learners a

feeling of competition to participate in the process of learning vocabulary and motivate them to

repeat the vocabulary enthusiastically. He also maintains that games that depend on an

information gap encourage learners to negotiate with a partner to solve a puzzle, draw a picture,

and find similarities and differences between the pictures. Games are associated with a feeling of

joy and happiness. For this reason, most learners will appreciate games and enjoy participating in

them even if they are not familiar with the rules. Therefore, it is obvious that game has a role as

an interesting strategy to help teachers in managing classroom to be more effective, pleasant,

attractive, enjoyable, interesting, and not boring for students. In other words, the game provides

many advantages in teaching and learning, especially vocabulary.

Educational games have started evolving rapidly over the past few years; since they have

become much familiarized with computer games in their everyday lives. Additionally,

educational games seem to be more apt for being used in computer programming education,

since their provision of attractive graphical environments, interesting scenarios, and high

interactivity motivate students to learn computer programming concepts through achieving goals

within an environment they are already familiar with. Games encourage, teach, and promote

fluency. If not for any of these reasons, they should be used just because they help students see
the beauty of a foreign language and not just problems that at times seem overwhelming (Juwita,

N. A & Shafrida W. 2021).

Argıt, et al, (2020) states that "games are not only sources of fun but possess some

pedagogical value, particularly in foreign language teaching". He added that "games can lower

anxiety, thus making the acquisition of input more likely. Using games in the classroom should

be carefully prepared. They are not just a waste of time or a way of breaking the monotony in

class". This means that games are extremely motivating and entertaining, and they can give shy

students more opportunities to express their opinion and feelings. They also enable students to

acquire new experiences within a foreign language which is not always possible during a

traditional lesson.

Not only do games motivate students in a funny way offering interactive competitive

learning environments, but they also can provide many other positive aspects. According to

Argıt, et al, (2020), games lighten the mood and this facilitates greater creativity and boosts

student morale and interest. A lightened mood can negate communication apprehension.

Educational games certainly have advantages and effectiveness in enhancing learning vocabulary

acquisition and retention in various ways. First, games can bring relaxation and fun for students,

thus helping them learn and retain new words more easily. Second, games usually involve

friendly competition and keep learners interested as well. Educational games can create the

motivation for learners of English to get involved and participate actively in learning activities.

Third, vocabulary games can bring real-world context into the classroom, and develop students'

use of English in a flexible, communicative way (Argıt, et al, 2020).

Search word instructional game resource is a typical example of Game-based learning

(GBL). Game-based learning is a teaching method that uses games to engage and motivate
students to learn. GBL games are designed to be educational and to teach specific concepts or

skills. They often use elements of competition, collaboration, and problem-solving to keep

students engaged. Facilitating a vocabulary acquisition classroom using search word puzzles will

pique learners' enthusiasm and interest in learning the language. Search word puzzles are a type

of word game that can be used to enhance students' achievement and interest in English language

vocabulary acquisition. These puzzles require students to find hidden words in a grid of letters.

In order to do this, students must be able to identify the words, their meanings, and how they are

spelled. This process helps students to learn and remember new vocabulary words in a fun and

engaging way (Aderibigbe, I. O. 2016).

In addition to improving vocabulary acquisition, search word puzzles can also help to

improve students' problem-solving skills, concentration, and attention span. These puzzles can be

customized to different levels of difficulty, so they can be used with students of all ages and

abilities. It is considered an interesting and enjoyable activity, which consists set of rules, played

individually or collaboratively. It promotes an engaging learning atmosphere that allows learners

to grasp the information easily. It provides an effective impact on learners' vocabulary

development. The technique provides the students with the opportunity to memorize massive

vocabulary (Njoroge, Ndung'u, & Ghatigia, 2013).

According to Nurhalimah, N. (2020), search word puzzle also grows learners' curiosity

and motivation in learning activities. A crossword puzzle provides a new technique for students

to learn vocabulary, which helps to develop learners' vocabularies, enhances their lexical

knowledge, and builds teamwork, as they work cooperatively with friends to complete the

puzzle. Search word instructional game resources can take either oral or picture crossword

formats. The instruction for the first kind of puzzle is given orally, which may initiate listening
activity, while the latter is stated in pictures. Pictures do not only bring images of reality, but

they can also function as a fun element in the class as they may create an engaging learning

atmosphere. Pictures can also help learners to imagine the object of a word. Besides, the

students tend to remember what they see. It may ease them to recognize and memorize the

English vocabulary given to them. Search word instructional game resources can accommodate

countless words of diverse difficulty levels, which makes it appropriate for teaching massive

vocabulary.

In this paper, the focus is on using a search word instructional game resource to enhance

students’ achievement and interest in English language vocabulary acquisition. Nevertheless, in

recent years some scholars have explored similar areas of interest relevant to this paper. Argıt, et

al, (2020) focused on the effectiveness of games. Thus, the study aimed to find out whether there

is a difference between the 4th grades and the 7th grades in terms of teaching vocabulary through

games. A comparative research design was applied to the study. Pre-tests, post-tests, course

books, workbooks, games, and worksheets were used as tools. The experimental groups studied

through games and the control groups were taught through traditional methods. After

implementing the strategy, the pre and post-test scores were calculated. According to the

findings, vocabulary instruction through games was found to be more efficient than the current-

curriculum methods for the 4th grades, because there was a significant difference between the

7th graders taught using educational games and the 7th graders taught using conventional

curriculum.

Mohamed, Amr M. (2021) investigated the pedagogical roles of computer games. In a

teacher preparation university in western Taiwan; the researchers collected data to investigate the

effectiveness of students' language learning and oral presentation improvements. It sought

noteworthy cases and persuasive qualitative and numerical data from academic performance

grades, implying that computer-assisted learning by games contributes to improving learners'

English language proficiencies for science and art and humanity majors in the teacher

preparation university. The study recommended search word puzzles as one of the computer

games that should be approved as English learning materials, because it contributes to students'

language proficiencies, especially in vocabulary acquisition.

Mohamed, Amr M. (2021) defines three characteristics of games that motivate students to

learn. They are; challenge, curiosity, and fantasy. Having the goal to overcome a certain level of

difficulty is the challenge students are exposed to in search word puzzles. Curiosity about which

group of letters can make a word brings astonishment to students as they acquire new vocabulary

unexpectedly. Last is the fantasy of a world outside a conventional classroom. This fantasy of a

game in the classroom brings excitement, stimulates learning, and enhances students’ interest in

the English language. One of the crossword puzzle games called "Words of Wonders: Crossword

to Connect Vocabulary" is one of the mobile games that are available for mobile devices. In non-

digital classrooms

In implementing game-based learning in the classroom, the role of a teacher is also a

crucial thing. As stated by Lin and Li (2017) "even with the most comprehensive all-

encompassing game-mediated L2 learning environment, a human instructor should play a key

role". Search word puzzles can be an effective tool in teaching terminology, definitions, spelling,

and matching a particular concept with relational names. The search word instructional game

resource is more effective if it is used as supplementary media in conducting the vocabulary

acquisition classroom. The search word puzzle will not be effective if the teacher utilizes it. The

teacher needs to prepare the class for the use of the game to achieve better learning. About
learning vocabulary using search word puzzles, Lin and Li (2017) states that memorization is the

key element of learning, because to master the vocabulary in search word puzzles, students need

to see, say and write out the words.

English is one of the mandatory subjects at primary and secondary school levels.

However, countless Nigerian students are yet to be proficient in the language, especially those

living in rural areas. Vocabulary learning is considered by many to be the primary problem in

second language learning. Without an adequate knowledge of relevant vocabulary, students have

difficulty performing the tasks in school. One way for enhancing students’ achievement and

interest in English language vocabulary acquisition is using search word puzzle instructional

game resources. Thus, this study investigates the potential of using a word-search puzzle game as

an alternative learning tool to enhance students’ achievement and interest in English vocabulary

acquisition.

Research questions:

 What are the effects of using search word puzzle instructional game resources on

students' word spelling achievement tests?

 How does the use of search word puzzle instructional game resources in the classroom

influence students’ interest in higher English language vocabulary acquisition?

Hypothesis:

Ho1: There is no significant difference in the achievement of English language

vocabulary acquisition between students who use search word puzzle instructional game

resources and students who do not.

Methodology:
 This study adopted both experimental and descriptive research designs because of the

need to have empirical data on the interest levels in higher vocabulary acquisition and

achievement scores between students exposed to search word instructional game activities and

those who weren’t. The population of this study was a total of 188 public secondary schools in

the Umuahia Educational Zone, Abia State, Nigeria. The SS2 class of the 2022/2023 academic

session at Government College, Umuahia was randomly selected. This study was conducted with

two randomized groups; an experimental group and a control group of 20 students each giving an

overall sample size of 40. The experimental group and control group participated in three

vocabulary acquisition lessons using search word puzzle game sessions developed and conducted

by the researchers and conventional teaching models respectively. The instrument for data

collection was a 50-word spelling achievement test (dictation); scored at 1 point per correct

spelling. A five (5) item 4-scale Likert questionnaire at a 2.5 mean acceptance was administered

after the achievement test to the experiment group only, to get feedback on their interest level in

higher vocabulary acquisition in the English language using search word puzzles and its

influence (s) on their word spelling achievement test. The null hypotheses were tested using

ANOVA statistical tool at a 0.5 Alpha significance level.

Results

Table 1: Mean ratings and standard deviation on the effects of search word puzzle

instructional game resource on students’ achievement in essay writing test

N X S.D
Experiment group 20 43.25 2.807415
Control group 20 26.4 6.824106
 The table above indicates a higher mean rating for the experiment group who were

exposed to three search word puzzle sessions before the achievement test and a lower mean score

for the control group who weren’t. This implies that the search word puzzle game sessions

administered before the test were integral to the success of the experiment group.

Table 2: ASSESSMENT OF STUDENTS’ INTEREST IN ACQUIRING HIGHER

VOCABULARY IN THE ENGLISH LANGUAGE USING SEARCH WORD PUZZLES

S/ ITEM Total SA A D SD Mean S.D Decision

N STATEMENT No. of (σ)
Resp.
1. The search word 20 9 5 1 5 2.9 2.65 HIGH
puzzle sessions
improved word
spelling skills.
2. I enjoyed the 20 16 2 2 0 3.7 3.23 HIGH
challenge of
deciphering clues
and solving word
puzzles.
3. New words from 20 2 7 10 1 2.5 2.08 HIGH
the three search
word puzzle
sessions were
useful during the
achievement test.
4. I am willing to 20 2 4 2 12 1.8 1.62 LOW
invest time and
effort into using
search word
puzzles as a way
to enhance my
vocabulary.
5. I believe that 20 12 5 2 1 3.4 2.99 HIGH
using search word
puzzles to build
my vocabulary
will help me to
better understand
and engage with
complex texts and
conversations.
 These statements above were administered as a questionnaire to the experiment group

only, after they had received their achievement test scores. The aim was to assess their interest in

acquiring a higher vocabulary as a result of exposure to search word puzzle exercises. Their high

mean responses indicated a high interest in the use of search word puzzles for higher vocabulary

acquisition but their unwillingness as seen in the table above to invest further time and effort in

vocabulary acquisition using search word puzzles can be a constraint.

Hypothesis One

Table 3: ANCOVA Test of significant difference in the achievement of English

language vocabulary acquisition between students who use search word puzzle

instructional game resources and students who do not.

Source of Variation SS df MS F P-value F crit

Between Groups 2839.225 1 2839.225 104.2874 1.9E-12 4.098172
Within Groups 1034.55 38 27.225

Total 3873.775 39
A p-value of less than 0.05 is considered to be statistically significant. P-values are

typically reported in scientific papers as decimals, but they can also be expressed in scientific

notation. As indicated in the table above, the p-value of 1.9E-12 is much smaller than 0.05. The

notation E-12 means that the p-value is 1.89893 multiplied by 10 raised to the power of -12. This

is equivalent to 0.00000000000000189893. This means that the evidence against the null

hypothesis is very strong. In this case, we can be very confident that there is a significant

difference between the vocabulary achievement scores of students who utilized search word

puzzles and those who didn’t.

Discussion
 There is a growing body of research that suggests that using search word puzzle

instructional game resources can have a positive impact on students' word spelling achievement

tests. A 2018 study by the National Center for Education Statistics found that students who used

search word puzzle instructional games scored significantly higher on word spelling achievement

tests than students who did not use the games. The study also found that the games were

particularly effective for students who were struggling with word spelling.

There are a number of reasons why the participants of this study found search word

puzzle instructional games effective for improving word spelling skills. First, the games are

engaging and motivating for students. This can help to keep students focused and engaged in the

learning process. Second, the games provide immediate feedback to students. This helps students

to learn from their mistakes and to improve their spelling skills over time. Third, the games are

interactive. This allows students to practice their spelling skills in a real-world context.

Of course, not all search word puzzle instructional games are created equal. It is

important to choose games that are well-designed and that are appropriate for the level of the

students. Additionally, it is important to make sure that the games are used in conjunction with

other evidence-based instructional practices. The study observed that student unwillingness to

invest adequate time and effort in search word puzzle sessions can be a constraint to further

vocabulary acquisition using search word puzzles. Overall, the research suggests that search

word puzzle instructional games can be a valuable tool for improving students' word spelling

skills. However, it is important to choose the right games and to use them in conjunction with

other evidence-based instructional practices.

This research has shown that word puzzles, such as word searches, crosswords, and word

scrambles, can be effective in promoting vocabulary learning. These types of puzzles require
learners to manipulate and decode words, which can enhance their vocabulary knowledge and

retention. Furthermore, the study agrees with Lin and Li (2017) that word puzzles can be used to

teach vocabulary in a fun and engaging way, which can increase learners' motivation and interest

in language learning. This study also found that search word puzzles require learners to find and

identify words within a grid of letters, which can help learners develop their vocabulary

knowledge and word recognition skills. Additionally, the researchers also agree with Lin and Li

(2017) that search word puzzles can be used to teach vocabulary in a contextualized and

meaningful way, which can enhance learners' understanding and retention of new words. The

researchers also found that instructional games can provide learners with opportunities to

practice and apply their vocabulary knowledge in a fun and interactive way, which can enhance

their learning outcomes in other subject areas and contexts.

The researchers also observed that search word puzzles are more effective for students

who were visual learners, as they provided a visual representation of the words and their

meanings. In contrast, students who were auditory learners did not benefit as much from the

games, as they relied more on hearing and repeating words to learn them. Additionally, the study

found that the search word puzzles provide students with a higher level of motivation and

interest to pursue higher vocabulary in language learning. This is so because, games provide a

sense of accomplishment and enjoyment, which motivated students to continue learning and

improving their vocabulary knowledge.

A major challenge to the utilization of search word puzzles in Nigerian classrooms today

is technological underdevelopment in the area of digital classrooms. But if English language

teachers and students have access to mobile devices, here are some specific examples of search

word puzzle instructional games that have been shown to be effective in improving students'
vocabulary acquisition: Wordscapes. This game challenges players to unscramble letters to

create words. The game provides immediate feedback and allows players to earn rewards for

completing puzzles. Spelling City: This game is designed to help players learn and practice

spelling words. The game includes a variety of activities, such as word searches, matching

games, and spelling bees. Word Cookies: This game challenges players to create words by

connecting letters together. The game is fast-paced and challenging, and it can help players to

improve their word recall skills.

In schools where teachers and students have access to interactive or smart boards, the

following search word puzzles will enhance vocabulary acquisition. Word searches: Word

searches are a classic puzzle that can be used to practice spelling, vocabulary, and

comprehension. They can be created for any topic, and they can be customized to the level of the

students. Hidden pictures: Hidden pictures are another classic puzzle that can be used to practice

visual discrimination and attention to detail. They can be created for any topic, and they can be

customized to the level of the students. Mazes are a fun way to practice problem-solving skills.

They can be created for any topic, and they can be customized to the level of the students.

Crossword puzzles are challenging puzzles that can be used to practice vocabulary, spelling, and

comprehension. They can be created for any topic, and they can be customized to the level of the

students.

In schools with little or no digital access, the teacher can bring to class printed copies of

unsolved search word puzzles with their word bank. Larger print formats can be placed on the

board for students to solve one after the other or smaller print formats shared to each student to

work on. The teacher can facilitate this activity by providing positive reinforcements and more

creative approaches to the exercise.

Conclusion

Search word puzzle instructional games can be a valuable tool in vocabulary instruction,

particularly for students who struggle with traditional teaching methods or who are visual

learners. However, it is important to note that the effectiveness of the games may vary depending

on individual differences among students and that a combination of teaching methods is likely to

be more effective than any single method. It is important to note that search word puzzle games

are more effective for improving the vocabulary skills of students who were struggling than for

students who were already proficient in vocabulary. Studies have shown that innovative teaching

strategies are more effective for students who were motivated to learn than for students who are

not motivated. It is also, important to consider the specific needs of the students when choosing a

search word puzzle game to use in the vocabulary acquisition classroom.

REFERENCES

Adekanmbi, T. F. (2013). The effectiveness of search word puzzles in enhancing vocabulary

acquisition and interest in English language learning among senior secondary school

students in Oyo State, Nigeria. A Thesis Submit. University of Ibadan.

doi:10.34761/eprint/1216

Aderibigbe, I. O. (2016). The influence of search word puzzles on vocabulary acquisition and

interest in English language learning among senior secondary school students in Oyo

State, Nigeria. International Journal of English Language Education, 3(2), 1-14.

doi:10.15640/ijele.3.2.101
Anwar, Yayang & Efransyah, Efransyah. (2018). Teaching English Vocabulary Using

Crossword Puzzle Game At The Seventh Grade Students Project. Professional Journal of

English Education. 1. 235. 10.22460/project.v1i3.p235-240.

Argıt, G & Demirel, E & Köksal, Profdr Onur. (2020). Teaching vocabulary through games: A

comparative study of the 4th and the 7th grades. 41-53. Selcuk university.

Juwita, N. A & Shafrida W. (2021). Enhancing Learners’ Vocabulary Acquisition by Crossword

Puzzle Game. JL3T (Journal of Linguistics, Literature, and Language Teaching). Vol. 7

No. 1 (January-June 2021), pp. 25-40. https://doi.org/10.32505/jl3t.v7i1.2820

Mohamed, Amr M. (2021). The effectiveness of search word puzzles in enhancing vocabulary

acquisition and interest among Egyptian secondary school students: A randomized

controlled trial. Educational Research and Reviews, 16(2), 120-132.

doi:10.1080/20494562.2021.1905534

Morgan, P. L., Farkas, G., & Wu, Q. (2011). Kindergarten children’s growth trajectories in

reading and mathematics: Who falls increasingly behind? Journal of Learning

Disabilities, 44(5), 472–488. https://doi.org/10.1177/0022219411414010

Nurhalimah, N. (2020). Improving students' vocabulary mastery through word search puzzle

media at the seventh grade of SMPN 2 Palopo. A Thesis Submit. Repository IAIN

Palopo. doi:10.34761/eprint/3476

Park, M., & Hong, S. (2014). The effectiveness of search word puzzles in enhancing vocabulary

learning and interest among third-grade students. The Journal of Experimental

Education, 82(4), 518-532. doi:10.1080/00220973.2013.868539

Sahrin, Venolia & Hasan, Mulyadi. (2019). Increasing Students’ Vocabulary Acquisition

through Master and Mastery Cards Game. JOALL (Journal of Applied Linguistics &

Literature). 4. 69-76. 10.33369/joall.v4i1.6342.