Observing Students' Engagement in Rural Indonesian EFL Classrooms Through The “Word of the Day” Strategy
DOI:
https://doi.org/10.33394/jp.v12i4.17835Keywords:
Classroom observation, EFL strategy, rural education, vocabulary learning, Word of the DayAbstract
This study aimed to investigate the effectiveness of the Word of the Day (WotD) strategy in enhancing vocabulary learning and student engagement in a rural EFL context. A quasi-experimental control class (CC) design was employed, involving two ninth-grade classes from SMP Negeri 2 Samaturu. Class 9A received instruction using the WotD-based approach, while Class 9E was taught using traditional methods. Data were collected through pre- and post-tests, classroom observations, semi-structured interviews, and open-ended questionnaires. The WotD strategy was implemented in several stages, including a pre-test, strategy application through contextual texts and games, and a post-test. Quantitative data were analyzed by comparing mean scores between groups, whereas qualitative data were analyzed thematically. The results indicated that vocabulary scores significantly improved in Class 9A (mean gain = 23.3) compared to Class 9E (mean gain = 9.2), along with higher levels of classroom participation. These findings suggest that low-stakes vocabulary strategies such as WotD can effectively promote vocabulary acquisition and active participation in under-resourced rural classrooms. Complementary qualitative findings further highlighted the roles of family support, student motivation, and peer collaboration in enhancing classroom engagement beyond test performance.
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