The Implementation of the Hidden Object Interactive Game Using Powerpoint in Improving Students' Vocabulary Mastery

  • Nanda Triana Universitas Negeri Makassar (ID)
  • Amra Ariyani Universitas Negeri Makassar (ID)
  • La Sunra Universitas Negeri Makassar (ID)
Keywords: game-based learning, vocabulary mastery, hidden object games, interactive games, PowerPoint, English

Viewed = 0 time(s)


This research aims to find out whether the implementation of the Hidden Object interactive game using PowerPoint can improve students' vocabulary mastery or not. A quantitative pre-experimental research type was used in this study. All seventh-grade students at SMP Negeri 1 Watansoppeng made up the population of this study. The sample was taken by selecting one class randomly as a representative of a cluster (cluster random sampling) of 25 students. The instrument used was the vocabulary test while data collection was carried out using pretest, treatment, and posttest techniques. Descriptive statistical analysis was the technique of data analysis that was applied where the average pretest score of the 25 students in this study was 72.84, and the average posttest score was 87.84. In addition, it is evident that the two-tailed significance value in the pretest and posttest results was 0.000 which denotes that the two-tailed value is less than 0.05 (significant level), and based on decision-making, this indicates that H0 is rejected while H1 is accepted. In addition, the analysis results obtained from each aspect of vocabulary, namely: meaning has a mean pretest and posttest difference of 19.40, spelling, 11.72, pronunciation 3.32, word classes, 1.52 and word use has a mean difference of 43.04. Other results also show that there were four aspects of vocabulary, namely meaning, spelling, pronunciation, and word use which can show that the two-tailed value was less than 0.05 while the value for the two-tailed aspect of word classes was more than 0.05. It is stated that the four aspects of vocabulary other than Word Classes reject H0 while H1 is accepted. This means that there is a significant difference between student scores before and after implementing the Hidden Object interactive game using PowerPoint. Thus, it can be inferred that in general the implementation of the Hidden Object interactive games using PowerPoint significantly improves students' vocabulary mastery. But for each aspect of vocabulary, only word classes had the smallest mean difference and did not have a significant improvement in students' vocabulary while the biggest mean difference was in the word use aspect.


Azar, A. S. (2012). The Effect of Games on EFL Learners’ Vocabulary Learning Strategies. International Journal of Basic and Applied Science,1(2), 252-256.
Frandsen, T. L. (2011). Microsoft Office PowerPoint. London: Bookboon.
Halimah, R. (2015). Developing Interactive Multimedia for Teaching Descriptive Text Reading to Grade VII Students at SMPN 6 Yogyakarta. (Thesis, State University of Yogyakarta). Retrieved from
Hong, S, C, C. (2022). The Impact of a Hidden Object Game on English Vocabulary Learning and Motivation. Journal of Internet Technology,23(1). 73-78.
Houghton, E., Aston, H., Featherstone, G., Perrotta, C., Houghton, E., & Aston, H. et al. (2013). Game-based learning: Latest evidence and future directions. Slough: NFER.: (NFER Research Programme: Innovation in Education). Retrieved from
Khaerunisa. (2018). The Implementation of Hidden Picture Game to Improve Students’ Vocabulary Mastery at Seventh Grade of MTS Negeri Lubuk Pakam. (thesis, State Islamic University of North Sumatera Medan). Retrieved from
Kahar, M. S. (2017). Analisis Minat Belajar Mahasiswa Terhadap Penggunaan Alat Peraga Neraca Cavendish. SEJ (Science Education Journal), 1(2), 73-83. doi:
Mayer, R. E. (2005) The Cambridge Handbook of Multimedia Learning, Cambridge University Press.
Machfudi, M. I., & Afidah, A. (2022). Students' Difficulties in Vocabulary Mastery. CREW Journal,1(1), 01-12. doi:
Miarso, Y. H. (2004). Menyemai Benih Teknologi Pendidikan. Jakarta: Kencana.
Mardianawati, L. (2012). Vocabulary Teaching Strategies Used by Teachers of Junior High School: A Descriptive Study on Private Junior High Schools in Cilacap in Academic Year 2012/2013. (Bachelor thesis, Universitas Muhammadiyah Purwokerto). Retrieved from
Oei, C. M. (2014). Cognitive Enhancement in Video Game Training: Two Separate Routes of Transfer. (Doctoral dissertation, Nanyang Technological University, Singapore). Retrieved from
Pan L., Tlili A., Li J., Jiang F., Shi G., Yu H. &Yang J. (2021). How to Implement Game-Based Learning in a Smart Classroom: A Model Based on a Systematic Literature Review and Delphi Method. Frontiers in Psychology, 12(1). 1-13. Doi: 10.3389/fpsyg.2021.749837
Richards, J.C. and Renandya, W.A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press.
Rahmawati, N. (2012) Difficulties in English Vocabulary Learning Experienced by The Eighth Grade Students of SMP Negeri I Borobudur in The Academic Year Of 2011/2012. (Undergraduate (S1) Thesis, Universitas Negeri Yogyakarta)
Sugiyono. (2014). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan R&D. Vol. II. Bandung: ALFABETA.
Sari, I. A. P. P. G. (2017). ‘Hidden Object Media’ for Teaching English at Third Grade Elementary Students in SD Laboratorium Undiksha Singaraja. International Journal of Language and Literature,1(2), 116-120.
Saputra, A. D., Septiani, L., Adriani, R., & Sundari, H. (2021). Game-based English Learning for Young Learners: A Systematic Review. Journal of English Education,1(2), 109-122.
Stæhr, L. S. (2008). Vocabulary Size and The Skills of Listening, Reading, And Writing. The Language Learning Journal,36(2), 139-152. Doi 10.1080/09571730802389975.
Widada, H. (2010). Cara Mudah Desain Presentasi dengan Presentasi dengan Powerpoint 2007. Yogyakarta: PT Raja Grafindo Persada.
Wijaya, N., & Gracia. (2015). The Use of Walk the Talk Video to Enrich the Students’ Vocabulary of The Tenth Graders of Social Program Class in SMAN 1 Bae Kudus in Academic Year 2015/2016. (Thesis, Universitas Muria Kudus). Retrieved from
How to Cite
Triana, N., Ariyani, A., & Sunra, L. (2023). The Implementation of the Hidden Object Interactive Game Using Powerpoint in Improving Students’ Vocabulary Mastery. EduLine: Journal of Education and Learning Innovation, 3(3), 359-369.