Applied Linguistics – Exploring the Connection of Word-Card Games in Acquiring EFL with Islamic Perspectives
Keywords:
Permainan Kartu Kata, Perspektif Islam, KosakataAbstract
Abstract. This article explores the connection between word-card games and the acquisition of English as a Foreign Language (EFL) from an Islamic perspective. Word-card games have gained popularity as an effective tool for enhancing vocabulary acquisition, language skills, and learner interaction. Islamic education emphasizes holistic development, encompassing moral values and spiritual growth alongside intellectual pursuits. The use of word-card games in EFL instruction aligns with Islamic educational principles by creating an interactive and engaging learning environment that promotes active engagement, collaboration, ethics, and linguistic competence. This article highlights the significance of word-card games in EFL acquisition within an Islamic context, offering insights into the potential benefits and implications for educators. The integration of word-card games in EFL instruction can bridge the gap between language learning and Islamic values, empowering learners to develop language proficiency while embracing ethical conduct and character building. Further research is needed to explore the specific impacts and outcomes of word-card games within Islamic education, providing educators with valuable guidance for designing culturally and spiritually
References
Abu-Tineh, A. M. (2021). Islamic Education: Concept, Principles, and Applications. International Journal of Research in Social Sciences and Humanities.
Adolphs, S., & Schmitt, N. (2004). Vocabulary coverage according to spoken discourse context. In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: Selection, acquisition, and testing (pp. 39–49).
Al-Attas, S. N. (1980). Aims and Objectives of Islamic Education. The Muslim Education Quarterly.
Andries. et al., (2019). The Aplication of Special Self-Made Word Card for Vocabulary Teaching Particulary Irregular Verbs. Advances in Social Science, Education, and Humanities Research, 383(1), 1-3.
Apria, T., Rumiri., & Syarfi. (2021). An Analysis of The Effectiveness of Card Games on Vocabulary Mastery. JOM FKIP, 8(1), 1-7.
Aziz, M. S. A., Auyphorn, P., & Hamzah, M. S. (2019). Exploring The Use of Digital Games as a Persuasive Tool in Teaching Islamic Knowledge for Muslim Children. International Jornal of Advanced Computer Science and Application, 10(6), 1-5.
Cheng, L. (2017). Vocabulary Learning through Playing Games: A Comparison of Three Games. Language Teaching Research.
Elley, W. B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19, 53-67. doi:10.2307/747337
Ernawati, P., Raharjo. T. J., & Sugiyo. (2021). Effect of Word Card Games and Pictures Cards on The Introduction of The Concept of Beginning Reading and Writing in Early Childhood. Journal of Primary Education, 10(1), 11-17.
Fauziddin, M., & Fikriya, M. (2020). Mengenal Kosakata Bahasa Arab melalui Permainan Kartu Huruf Hijaiyah yang Dilengkapi Kosakata. Journal Of Education Research, 1(1), 46-54.
Fiantina, M. F., Gultom, E.,& Afrianto. (2020). The Effect of Using Card Games on Vocabulary Learning Achievement of Rhe First Year Students of SMPN 5 Tapung, 1-9.
Gu, Y. (2018). Gamifying Vocabulary Learning in an EFL Classroom: A Case Study. Computer Assisted Language Learning.
Hassan, R., & Ahmed, W. (2020). Communicative Competence in English Language Teaching: An Islamic Perspective. International Journal of Research in English Education.
Horst, M., Cobb, T., & Meara, P. (1998). Beyond a Clockwork Orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11, 207-223. Retrieved from http://nflrc.hawaii.edu/rfl/PastIssues/rfl112horst.pdf
Hu, M., & Nation, I. S. P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13, 403−430.
Humphrey, A. (2016). Word-cards in Action: A classroom-based study (Doctoral dissertation, Concordia University).
Jones, R. H., & Rees-Miller, J. (2018). The Routledge Handbook of Language and Professional Communication. Routledge.
Khalilullah, M. (2012). Permainan teka-teki silang sebagai media dalam pembelajaran Bahasa Arab (Mufradat). An-Nida', 37(1), 15-26.
Koln, R. (2012). An Islamic Perspective on Education for Sustainable Development. The Islamic Quarterly.
Laufer, B. (1989). What percentage of text-lexis is essential for comprehension? In Christer Lauren – Marianne Nordman (Eds.). Special language: from humans thinking to thinking machines. (pp.69-75). Clevedon: Multilingual Matters.
Laufer, B. (1992). How much lexis is necessary for reading comprehension? In H. Bejont & P. Arnaud (Eds.), Vocabulary and applied linguistics (pp. 126-132). London: MacMilla.
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian Modern Language Review/ LaRevue canadienne des langues vivantes, 59, 567-587. doi:10.3138/cmlr.59.4.567.
Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners‟ vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15-30.
Limantoro, S. W. (2018). Developing Word-Card Games to Improve English Writing. International Journal of Teaching, Education, and Learning, 2(3), 38-54.
Nakata, T. (2008). English vocabulary learning with word lists, word cards and computers: implications from cognitive psychology research for optimal spaced learning. ReCALL, 20, 3- 20. doi:10.1017/s09583440080002.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63, 59– 82.
Nation, I.S.P. (2001). Teaching vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I.S.P. (2005) Teaching and learning vocabulary. In E. Hinkel (ed.) Handbook of Research in Second Language Teaching and Learning Mahwah, N.J.: Lawrence Erlbaum: 581-595
Nur, J. (2013). Pendekatan, Landasan dan Model Pembelajaran Bahasa Arab. Al-MUNZIR, 6(2).
Schmitt, N., & Schmitt, D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. ELT Journal, 49(2), 133-143. doi:10.1093/elt/49.2.133
Sheridan, R., & Markslag, L. (2017). Effective strategies for teaching vocabulary: an introduction to engaging cooperative vocabulary card activities. PASAA: Journal of Language Teaching and Learning in Thailand, 53, 214-229.
Taylor, D. B., Mraz, M., Nichols, W. D., Rickelman, R. J., & Wood, K. D. (2009). Using explicit instruction to promote vocabulary learning for struggling readers. Reading- Writing Quarterly, 25, 1-16.
Wagiu, N. M. Enriching Learners‟ Vocabulary by Using “Word Cards”. E-CLUE, 773.
Waring, R, & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15:2, 130-163. Retrieved from http://nflrc.hawaii.edu/rfl/October2003/waring/waring.html
Waring, R. (2004). In Defence of learning words in word pairs: but only when doing it the right way! Retrieved from http://www1.harenet.ne.jp/~waring/vocab/ principles/systematic_learning.htm
Wilkinson, D. (2017). EFL Vocabulary Acquisition through Word Cards: Student Perceptions and Strategies. Tesl-Ej, 21(3), n3.
Yazit, A. R. M., & Nordin, N. M. (2015). Cooperative Learning from an Islamic Perspective: Principles and Implementation. Creative Education
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Kalayo Hasibuan, Titania Bella Putri, Risa Maharani
This work is licensed under a Creative Commons Attribution 4.0 International License.
