HYPHONYMY ANALYSIS ON STUDENTS’ VOCABULARY ENHANCEMENT BY JUMBLE WORD GAME
DOI:
https://doi.org/10.31851/72nqrf13Keywords:
hyponym, vocabulary, jumble, word, gameAbstract
This study investigates the use of hyponymy in vocabulary acquisition through the jumble word game. It demonstrates that enhancing students' vocabulary and understanding of word relationships can be more effectively achieved. Adopting a qualitative approach, the research analyzes all words found in the learning materials, worksheets, and textbooks authored by Ika Damayanti Lestari in 2022, titled English for Nusantara, focusing on the topics of Nature and Beauty, as studied by students at SMP Negeri 8 Padangsidimpuan. The findings show that the application of hyponymy in vocabulary enhancement can lead to a significant increase in the number of meaningful, related words, accounting for 7 to 10% of the total words. Specifically, in the Nature topic, there were 203 hyponyms linked to 21 hypernyms, while in the Beauty topic, 144 hyponyms were identified from 22 hypernyms, all belonging to their respective meaning relations. The use of hyponym subtypes specific forms of words rendered the jumbling activity more communicative and meaningful. Furthermore, the study highlighted how the teacher incorporated transitive relations of hyponyms, facilitating stronger word connections. Future research is encouraged to explore ways to further expand students' vocabulary by investigating the semantic fields of words, using a variety of learning techniques.
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