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Utilizing Game-Based Learning Baamboozle in Developing Students’ English Grammar Mastery

Paper · 2024 · Irma Halimatun Sakdiyah, Elis Homsini Maolida and Vina Nurviyani

Summary

The study addresses a familiar problem in Indonesian EFL classrooms: students often find English grammar dull and hard, partly because its rules differ so much from their first language. The authors tested whether Baamboozle, a free web tool for quiz-style classroom games, could help vocational students master grammar, with a focus on the simple present tense. They ran Classroom Action Research (Kemmis and McTaggart) over two cycles, each with planning, action, observation and reflection. The participants were 21 class X students at a vocational high school in West Java. Evidence came from classroom observation, three multiple-choice tests and student questionnaires. The data were analysed with the Miles and Huberman procedure. Average test scores rose from 45.7 on a diagnostic test to 72.8 after Cycle I and 91.9 after Cycle II. Students said the games' competitive and interactive features made them more focused, more confident and more willing to answer. The design has no comparison class, so the gains cannot be attributed to the tool alone. Still, the paper shows how gamified practice can be built into a short teaching cycle.

Key points

  • Design: Classroom Action Research with two cycles of plan → act → observe → reflect, in one class of 21 students (class X, vocational high school, West Java).
  • Instruments: observation sheets with five indicators, three 20-item multiple-choice grammar tests, and questionnaires. Analysis followed Miles & Huberman: data reduction, display, then conclusion drawing.
  • Mean scores were 45.7 on the diagnostic test before the cycles, 72.8 after Cycle I and 91.9 after Cycle II.
  • Baamboozle activities included a Fill-in-the-blank review game and a group competition called "Battle of Wits." Power-ups and point-losing traps were used to keep the competition lively.
  • Target skills drew on Brindley's aspects of grammar mastery:
    • recognising parts of speech (nouns, verbs, adjectives, adverbs) within sentences;
    • writing correct simple present sentences.

Interesting ideas

  • I1. The study set a diagnostic score before any intervention and then re-tested at the end of every cycle, so progress is read against a fixed starting point rather than in isolation.
  • I2. Each cycle's reflection step diagnosed what still went wrong, and those findings shaped the plan for the next cycle.
  • I3. Fill-in-the-blank items aimed at a single tense isolate one grammatical phenomenon for focused practice and checking.
  • I4. Grammar mastery was split into separately checkable skills: knowing part-of-speech terms, spotting them in real sentences, and producing well-formed sentences.
  • I5. The authors combined three kinds of evidence (test scores, observer checklists, self-reports) instead of relying on one measure.

For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

  • I1 (learn): Each repair or training round could report its score next to a frozen pre-change baseline on the same test set. Adding the negative control the paper lacks would show whether a gain is real.
  • I2 (learn): Self-induced repair rules could follow the same loop: plan a fix, apply it, observe the remaining errors, and reflect before choosing the next rule set.
  • I3 (tokens): Cloze-style probes that require a correctly inflected simple present verb (for example, third-person -s) would make a narrow, explainable test of the morphology and lemma layer.
  • I4 (answer): School-course grammar questions could be answered and justified straight from UPOS tags and the UD tree. Each answer would cite the token and tag that support it.
  • I5 (learn): Evaluation could likewise cross-check automatic scores against witness-parser agreement and LLM-teacher judgments. A result would be trusted only when these sources agree.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

 Institutions

Also on the byline: Universitas Suryakancana.

 Fields, topics and concepts

📚 Shelves 6The field of science this work belongs to (OpenAlex fields).Computer Science · 16,667 worksArts and Humanities · 16,039 worksLanguage and Linguistics · 15,891 worksInformation Systems · 1,437 worksPsychology · 1,552 worksDevelopmental and Educational Psychology · 499 works

🧭 Topics 1Research subjects and languages the work is about.English · 2,263 works

Cite

Cite as Irma Halimatun Sakdiyah, Elis Homsini Maolida and Vina Nurviyani. 2024. Utilizing Game-Based Learning Baamboozle in Developing Students’ English Grammar Mastery. JALL (Journal of Applied Linguistics and Literacy) 8.

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.25157/jall.v8i1.12755

@article{sakdiyah2024utilizing,
  title = {{Utilizing Game-Based Learning Baamboozle in Developing Students’ English Grammar Mastery}},
  author = {Irma Halimatun Sakdiyah, Elis Homsini Maolida and Vina Nurviyani},
  journal = {JALL (Journal of Applied Linguistics and Literacy) 8},
  year = {2024},
  doi = {10.25157/jall.v8i1.12755},
  url = {https://doi.org/10.25157/jall.v8i1.12755}
}

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