The Effect of Tarsia Puzzle on Vocabulary Learning in a Primary School Setting

Wan Shafika Omar, Nur Ehsan Mohd Said

Vocabulary learning is essential in learning a particular language as its mastery will greatly affect how learners comprehend the language. Young English as Second Language (ESL) learners with limited vocabulary competence are at risk of being left behind in developing the four language skills. Thus, educators across the world play a key role to ensure pedagogical improvement in teaching vocabulary moves at a rapid pace in academia. As an alternative to a conventional vocabulary lesson, this study applied the Puzzle-Based Learning (PBL) to identify its effect on young learners’ vocabulary acquisition and their perception of the learning tool in an English as a second language (ESL) context. Tarsia Puzzle incorporates the most basic reasoning to accommodate the young learners’ English proficiency. Using a mixed methods research design, the study involved 29 Primary 5 pupils (age 10) from a Malaysian rural school in Lahad Datu, Sabah. Data collection was completed through a set of pre- and post-test as well as a semi-structured interview. Scores from the tests were analysed and compared quantitatively and emerging patterns from the participants’ interview were explored. The study suggests that Tarsia puzzle has helped to improve the learners’ vocabulary acquisition in addition to collecting positive feedback from them regarding the learning tool.

https://doi.org/10.31871/IJNTR.5.7.21