Gamified Vocabulary Learning through Zep Quiz
Evidence from Indonesian Vocational EFL Students
DOI:
https://doi.org/10.24256/foster-jelt.v7i4.535Keywords:
Gamified Learning, Narrative Text, Vocabulary Mastery, Zep QuizAbstract
Mastering vocabulary is fundamental to students' success in comprehending narrative texts, yet conventional, drill-based instruction often fails to produce long-lasting lexical knowledge, particularly in vocational English as a Foreign Language (EFL) classrooms. Although gamified learning platforms such as Zep Quiz have shown promise in boosting motivation and retention, previous studies have primarily tested these tools using generic vocabulary lists in ideal conditions. This leaves their effectiveness unclear when vocabulary instruction is tied to a specific genre of text and delivered under authentic classroom constraints, such as limited contact time and scheduling at the end of the day. This study addresses this gap by examining the effect of Zep Quiz on narrative-text vocabulary mastery among tenth grade Marketing students at SMK Negeri 2 Purworejo, using a quasi-experimental non-equivalent control group design. Although hypothesis testing did not confirm a statistically significant effect of Zep Quiz relative to conventional instruction, the experimental class showed a consistent upward trend, whereas the control class declined over the same period. This suggests that there is a genuine, albeit modest, instructional benefit that may have been masked by classroom-level constraints. These findings suggest that the effectiveness of gamified vocabulary tools depends heavily on the conditions of their implementation, such as treatment duration, scheduling and baseline learner equivalence, rather than on the tools themselves. This study extends gamification research beyond generic vocabulary instruction to genre-specific learning in an authentic vocational classroom setting. It also offers teachers considering game-based platforms as part of a sustained instructional strategy a more tempered, practice-relevant perspective.
References
Aco, D., & Suwandi, E. (2025). The effect of gamified learning on students’ motivation and vocabulary retention. Journal of Research in English Language Teaching and Linguistics, 1(2), 136–152. https://doi.org/10.65431/jrell.v1i2.25
Adrefiza, A., Wulandari, K., & Haryanti, R. (2024). Habit of watching english movies in improving vocabulary: What do the students say? Langue (Journal of Language and Education), 3(1), 13–29. https://doi.org/10.22437/langue.v3i1.38146
Anggraeny, E., & Khongput, S. (2022). Teachers’ perceptions and practices of critical thinking instruction in indonesian senior high schools: A case study. TEFLIN Journal: A Publication on the Teaching and Learning of English, 33(1), 1. https://doi.org/10.15639/teflinjournal.v33i1/1-26
Bao, Z., & Peng, C. (2024). The effects of EFL wordlist and proficiency on vocabulary knowledge. Frontiers in Psychology, 15:1289106, 01–09. https://doi.org/10.3389/fpsyg.2024.1289106
Cancino, M., & Viguera, C. (2024). The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: Evidence from a chilean primary EFL school. Revista de Lingüística y Lenguas Aplicadas, 19, 33–43. https://doi.org/10.4995/rlyla.2024.19932
Cindy, C., Prawati, A., & Masyhur, M. (2025). The effect of using quizizz for vocabulary mastery of SMKN 1 Pekanbaru students. Indonesian Journal of Education and Development Research, 3(2), 1111–1116. https://doi.org/10.57235/ijedr.v3i2.6339
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Corder, G. W., & Foreman, D. I. (2014). Nonparametric statistics: A step-by-step approach (2nd ed.). Wiley.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Creswell, J. W. (2024). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Efendi, T. A., & Arijanto, A. A. (2025). Exploring teacher agency and instructional practices in implementing the Merdeka Curriculum: A qualitative study of English Language teaching in Indonesian senior high schools. Priviet Social Sciences Journal, 5(7), 32–42. https://doi.org/10.55942/pssj.v5i7.386
Erraez, V. A. C., Quizhpe, S. C. M., & García, F. A. R. (2025). The effectiveness of gamification in teaching vocabulary to young learners. Arandu UTIC, 12(1), 675–685. https://doi.org/10.69639/arandu.v12i1.635
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Prentice Hall.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nguyen, T. Q. (2025). An investigation into the effect of using Duolingo to enhance students’ vocabulary. AsiaCALL Online Journal, 16(2), 1–31. https://doi.org/10.54855/acoj.251621
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). McGraw-Hill.
Nurhayati, & Lolong, C. (2024). The correlation between vocabulary learning strategies and vocabulary mastery. Indo-MathEdu Intellectuals Journal, 5(2), 2172–2187. https://doi.org/http://doi.org/10.54373/imeij.v5i2
Putra, R. W. P., Karimullah I. W., & Mustofa, M. (2025). Zep Quiz in action: Empowering students’ vocabulary through gamified learning. IDEAS Journal on Language Teaching and Learning, Linguistics and Literature, 13(2), 5461–5473. https://doi.org/10.24256/ideas.v13i2.8057
Pranawengtias, W. (2022). Undergraduate students’ motivation on english language learning at universitas teknorat indonesia. Journal of English Language Teaching and Learning, 3(2), 27–32. https://doi.org/10.33365/jeltl.v3i2.1956
Rahayu, D. S., Irdiansyah, I., & Gusnadi. (2024). The influence of digital game-based learning on student vocabulary enrichment (Baamboozle and Wordwall implementation). Asshika: Journal of English Language Teaching & Learning, 1(2), 1–13. https://jurnal.saniya.id/asshika/article/view/396/310
Robin, S. J., & Aziz, A. (2022). The use of digital tools to improve vocabulary acquisition. International Journal of Academic Research in Business and Social Sciences, 12(1), 2472–2492. https://doi.org/10.6007/IJARBSS/v12-i1/12198
Rodjanagosol, K. (2024). Gamification’s role in enhancing vocabulary acquisition for adult english learners. Journal of Asian Language Teaching and Learning, 5(2), 58–68. https://so10.tci-thaijo.org/index.php/jote/article/view/1412/871
Rufaidah, I., & Rahmi, T. (2025). Enhancing english vocabulary acquisition in Grade 1 students: A comparison of song-based and storytelling learning strategies. Exposure: Jurnal Pendidikan Bahasa Inggris, 14(2), 346–357. https://journal.unismuh.ac.id/index.php/exposure
Sadeghi, K., Sağlık, E., Mede, E., Samur, Y., & Comert, Z. (2022). The effects of implementing gamified instruction on vocabulary gain and motivation among language learners. Heliyon, 8(11), 1–8. https://doi.org/10.1016/j.heliyon.2022.e11811
Sievertsen, H. H., Gino, F., & Piovesan, M. (2016). Cognitive fatigue influences students’ performance on standardized tests. Proceedings of the National Academy of Sciences, 113(10), 2621–2624. https://doi.org/10.1073/pnas.1516947113
Solihat, E., Aini, F. Z., Supiyani, S. P., & Arum, S. A. (2026). Gamifying multiple choice using Zep Quiz to teach vocabulary on senior high school students. Proceedings of Iconnects (International Conference on Education of Suryakancana), 3(1), 289–301. https://doi.org/10.35194/iconnects.v3i1.6068
Sudirman, S. (2020). The correlation between vocabulary mastery and reading comprehension at the second year students of SMPN 3 Gunungsari. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 4(2), 122–133. https://doi.org/10.33394/jo-elt.v4i2.2449
Sun, D., Chen, Z., & Zhu, S. (2023). What affects second language vocabulary learning? Evidence from multivariate analysis. Frontiers in Education, 8:1210640, 01–12. https://doi.org/10.3389/feduc.2023.1210640
Tafrica, D. S., Saputro, H., & Dinia, R. A. (2025). Implementation of the team games tournament (TGT) learning model assisted by Zep Quiz media in science learning to improve students’ learning motivation in Grade VIII at SMP Muhammadiyah 9 Yogyakarta. Proceedings of International Conference on Teacher Profession Education, 3(1), 820–831. https://seminar.ustjogja.ac.id/index.php/ICoTPE/article/view/3451/1949
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science
Utami, A. G. S., Swondo, A. P., Maisaroh, E., Prayoga, K., & Chaerani, I. (2025). Enhancing students’ vocabulary mastery through AI-Based Quizizz: A classroom action research at SMA Budi Agung Medan. Nusantara: Jurnal Pendidikan Indonesia, 5(4), 1035–1045. https://doi.org/10.62491/njpi.2025.v5i4-15
Waluyo, B., & Leal, J. (2021). The impact of gamified vocabulary learning using Quizlet on low-proficiency students. CALL-EJ: Computer-Assisted Language Learning Electronic Journal, 22(1), 158–179. https://www.researchgate.net/publication/348849847_The_Impact_of_Gamified_Vocabulary_Learning_Using_Quizlet_on_Low-Proficiency_Students
Wen, B. C. S., & Sulaiman, N. A. (2026). Impact of ZEP QUIZ on vocabulary acquisition and engagement among Year 3 remedial ESL learners: A quasi-experimental study. International Journal of Research and Innovation in Social Science, 10(1), 4106–4136. https://doi.org/10.47772/IJRISS.2026.10100320
Zulfah, A. A., Rohmah, L. N., & Ilmah, N. K. (2025). Implementation of problem based learning model to improve students’ critical thinking skills regarding HIV AIDS at SMK Tunas Bangsa Malang. Jp.Jok (Jurnal Pendidikan Jasmani, Olahraga Dan Kesehatan), 9(1), 1–10. https://doi.org/10.33503/jp.jok.v9i1.1763
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Eka Setya Kinasih, Puspa Dewi, Ismawati Ike Nugraeni
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the FOSTER: Journal of English Language Teaching, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with FOSTER: Journal of English Language Teaching agree to the following terms:
- Authors retain copyright and grant the FOSTER: Journal of English Language Teaching right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the FOSTER: Journal of English Language Teaching published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
.jpg)
1.jpg)
.jpg)
