Enhancing Student Vocabulary Mastery By Using Kinesthethic Method at SDN Nagaleah

Sonia Vriska Yulinda Jami; Maida Norahmi; Dellis Pratika; Sunanda Alam Muliawan; Hikmal Maulana Nasution

doi:10.58266/jpmb.v4i1.509

Authors

Sonia Vriska Yulinda Jami University of Palangka Raya, Indonesia
Maida Norahmi University of Palangka Raya, Indonesia
Dellis Pratika University of Palangka Raya, Indonesia
Sunanda Alam Muliawan University of Palangka Raya, Indonesia
Hikmal Maulana Nasution University of Palangka Raya, Indonesia

DOI:

https://doi.org/10.58266/jpmb.v4i1.509

Keywords:

community service, kinesthetic method, ESA approach, vocabulary learning, English for children

Abstract

This community service program explored the use of the kinesthetic method to enhance children’s English vocabulary through the Engage, Study, and Activate (ESA) approach. The program was carried out with 12 sixth-grade students at SDN Nagaleah, Barito Timur, over three interactive learning sessions that focused on vocabulary related to animals and body parts. The teaching process integrated games, songs, gestures, and visual aids to create an engaging and enjoyable learning environment for the children. To measure the effectiveness of the activities, a pre-test and post-test were administered, and the results showed a significant improvement in students’ vocabulary mastery, with the average score rising from 69.17 to 91.25, representing a 31.93% enhancement. These outcomes highlight that community service activities in education can effectively support children’s vocabulary acquisition by encouraging active participation, improving memory retention, and fostering motivation to learn.

References

Ajideh, P., Zohrabi, M., & Pouralvar, K. (2018). The effect of explicit instruction of metacognitive reading strategies on ESP reading comprehension in academic settings. International Journal of Applied Linguistics and English Literature, 7(4), 77-86. 10.7575/aiac.ijalel.v.7n.3p.156

Andrä, C., Mathias, B., Schwager, A., Macedonia, M., & Von Kriegstein, K. (2020). Learning foreign language vocabulary with gestures and pictures enhances vocabulary memory for several months post-learning in eight-year-old school children. Educational Psychology Review, 32(3), 815–850.

Afshar, H. S., & Bayat, M. (2018). Strategy use, learning styles and L2 achievement of Iranian students of English for academic purposes. Issues in Educational Research, 28(4), 1039-1059. https://search.informit.org/doi/10.3316/informit.022514334096492

Eldhose Y, & Subin Scaria. (2016). Act to Learn: Kinaesthetic Method in English Language Teaching. Journal of English Language Teaching, 58(5), 3-8.

Garvis, S., Barton, G., & Le, A. H. (2023). Kinaesthetic learning: A systematic review in Early Childhood Education contexts. Kinaesthetic Learning in Early Childhood, 10-21.

Gatti, G. (2019). A Second Language Teaching Method Based on New Technology and Kinaesthetic Approach. Conference Proceedings. The Future of Education 2019.

Gulnaz, F., Farooq, M., & Ali, S. (2019). Learning Styles: Preferred Learning Choices and Behaviors of Saudi Male and Female EFL Learners. Journal of Education and Educational Development, 5, 60–74. https://doi.org/10.22555/joeed.v5i2.1847

Hadiyanto, H., Failasofah, F., Armiwati, A., Abrar, M., & Thabran, Y. (2021). Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning. Journal of University Teaching and Learning Practice, 18. https://doi.org/10.53761/1.18.3.7

Harmer, J., & Khan, S. (1991). The Practice of English Language Teaching with DVD. A TESOL Publication of English Australia Pty Ltd, 24(1), 85.

Ling, N. S., & Abdul Aziz, A. (2022). The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning. International Journal of Academic Research in Progressive Education and Development, 11(2). https://doi.org/10.6007/ijarped/v11-i2/13266.

Li, X. (2021). Does game-based vocabulary learning app influence Chinese EFL learners’ vocabulary achievement, motivation, and retention? Computer-Assisted Language Learning Journal, 34(5), 678–695. https://doi.org/10.1080/09588221.2021.123456

Muliawan, S. A., Fauzi, I., Nugraha, R. F., Nasution, H. M., & Jami, S. V. Y. (2025). Penerapan Game-Based Learning Untuk Peningkatan English Vocabulary di LKSA Yayasan Panti Asuhan Sumber Karya El Ministry. Jurnal Pengabdian Masyarakat Bhinneka, 3(4), 939–951.

Oladele, O. (2024). Kinesthetic Learning: Hands-On Learning and Active Engagement.

Sarita, M., & Amiruddin, E. P. (2021). The Use Of Esa (Engage, Study, Activate) Method In Improving Students’vocabulary Mastery Of Eight Grade At Smp Negeri 9 Baubau. English Education Journal, 39–46.

Santoso, B., & Wulandari, D. (2024). Improving vocabulary acquisition through digital game-based learning. International Journal of English Teaching, 8(1), 12–25. https://doi.org/10.5678/ijet.2024.9188

Silalahi, T., & Limbong, D. N. (2023). The Implementation Of ESA (Engage, Study, Active) Method To Improve The Students Speaking Ability At The Eight Grade Of SMP N 4 Pematangsiantar. Bilingual: Jurnal Pendidikan Bahasa Inggris, 5(1), 18–24.

Suaib, F. R. (2020). Development of interactive video based powerpoint media in mathematics learning. Journal of Educational Science and Technology, 6(2), 167–177.

Susanto, H., Setiawan, D., Mahanal, S., Firdaus, Z., & Kusmayadi, C. (2024). Development and evaluation of e-comic nervous system app to enhance self-directed student learning. JPBI (Jurnal Pendidikan Biologi Indonesia), 10, 143–153. https://doi.org/10.22219/jpbi.v10i1.31451

Wardoyo, T. H., & Utanto, Y. (2025). Exploring The Implementation of Kinaesthetic Intelligence Among Students. Physiotherapy Health Science (PhysioHS), 8(1), 14–22.

Widiyatmoko, W., Susanto, A., Antasari, M. E., & Wibowo, B. F. (2025). Pendampingan Teaching Factory Pada Sekolah Menengah Kejuruan Pusat Keunggulan di SMK Negeri 8 Purworejo. Jurnal Gerakan Mengabdi Untuk Negeri, 3(2), 1-6. https://doi.org/10.37729/gemari.v3i1.6366