TEACHING MODULE

CONTROL CLASS

Using Conventional Method as Comparison in

Students' Vocabulary Achievement Study

School SD IT Qur'ani Adh-Dhuhaa Pangkalpinang

Subject English Language
Grade 4th Grade (Elementary School)
Curriculum Kurikulum Merdeka
Topics Bedroom | Bathroom | Kitchen
Vocabulary Focus Noun and Verb
Total Meetings 10 Teaching Meetings + Pre-test + Post-test
Duration per Meeting 45 Minutes
Teaching Method Conventional (Flashcards, Whiteboard, Written Exercises)
📋 TABLE OF CONTENTS

Module Overview 3
Meeting 1: Pre-test 4
Meeting 2: Bedroom – Nouns 4
Meeting 3: Bedroom – Verbs 5
Meeting 4: Bedroom – Review (Nouns + Verbs) 6
Meeting 5: Bathroom – Nouns 7
Meeting 6: Bathroom – Verbs 8
Meeting 7: Bathroom – Review (Nouns + Verbs) 9
Meeting 8: Kitchen – Nouns 10
Meeting 9: Kitchen – Verbs 11
Meeting 10: Kitchen – Review (Nouns + Verbs) 12
Meeting 11: Grand Review – Bedroom, Bathroom & Kitchen 13
Meeting 12: Post-test 14
📌 MODULE OVERVIEW

Research Title The Use of Baamboozle Game as Media in Improving Students'

Vocabulary Achievement of the 4th Graders of SD IT Qur'ani
Adh-Dhuhaa Pangkalpinang
Class Type Control Class
Teaching Method Conventional Method (Teacher-Centered)
Topics Covered Bedroom, Bathroom, Kitchen
Vocabulary Types Noun (objects) and Verb (actions/activities)
Meeting Structure Pre-test → 10 Teaching Meetings → Post-test

About the Conventional Method

The Control Class uses a conventional, teacher-centered approach to vocabulary instruction.
This is the standard method typically used in the classroom, serving as a baseline
comparison against the Experiment Class which uses the Baamboozle game.

Teaching Techniques Used in This Module

• Flashcards: Physical picture cards are used to introduce and drill new vocabulary.
• Whiteboard instruction: Teacher writes vocabulary, translations, and example
sentences on the board.
• Choral repetition: Students repeat vocabulary words after the teacher.
• Written worksheets: Matching, fill-in-the-blank, and translation exercises.
• Pair work: Students quiz each other using vocabulary notebooks.
• Oral drills: Teacher-led question and answer practice.

Note on Research Design

The Control Class receives the same vocabulary content (Bedroom, Bathroom, Kitchen –
Nouns and Verbs) and the same number of meetings (12 total) as the Experiment Class.
The only difference is the teaching media: the Control Class does NOT use Baamboozle.
This ensures that any difference in post-test scores can be attributed to the use of
Baamboozle as the independent variable.

Core Vocabulary Overview

BEDROOM BATHROOM KITCHEN
Nouns: bed, pillow, blanket, lamp, Nouns: towel, soap, toothbrush, Nouns: stove, pan, pot, spoon, fork,
wardrobe, mirror, curtain, desk, toothpaste, shampoo, sink, mirror, plate, knife, refrigerator, cup, cutting
chair, bookshelf bathtub, toilet, comb board
Verbs: sleep, wake up, make the Verbs: brush teeth, wash face, Verbs: cook, boil, fry, cut, wash,
bed, read, rest, study, dream, shower, dry, comb hair, wash stir, peel, pour, serve, clean up
change clothes, turn off the lamp, hands, rinse, look in the mirror,
tidy up apply soap, flush
 MEETING 1 – PRE-TEST

Meeting 1 of 12
Type Pre-test
Duration 45 minutes
Purpose Measure students' baseline vocabulary knowledge before
treatment

Pre-test Instructions
The pre-test is administered to BOTH the Control Class and the Experiment Class before
any teaching begins. Results establish the baseline vocabulary level of each group for
comparison with post-test scores.

Pre-test Format
• Section A – Matching: Match 10 English words to their Indonesian translation.
• Section B – Fill in the Blank: Complete 10 sentences with the correct vocabulary
word.
• Section C – Identify the Picture: Write the correct English word for 10 pictures.

Note: The pre-test covers vocabulary from Bedroom, Bathroom, and Kitchen topics (nouns
and verbs) to assess prior knowledge before any treatment.
 MEETING 2 – BEDROOM – NOUNS

Meeting 2 of 12
Topic Bedroom – Nouns
Focus Vocabulary of objects found in a bedroom
Duration 45 minutes
Teaching Method Conventional (Teacher-Centered)
Materials Physical flashcards of bedroom objects, whiteboard and
markers, printed worksheets, student notebooks.

Learning Objectives
• Students can identify and name at least 8 objects found in a bedroom in English.
• Students can match English words with correct pictures of bedroom objects.
• Students can spell bedroom vocabulary words correctly.

Target Vocabulary
No. English Indonesian Type
1 bed tempat tidur Noun
2 pillow bantal Noun
3 blanket selimut Noun
4 lamp lampu Noun
5 wardrobe lemari pakaian Noun
6 mirror cermin Noun
7 curtain gorden Noun
8 desk meja belajar Noun
9 chair kursi Noun
10 bookshelf rak buku Noun

Teaching Method for This Meeting

Teacher introduces vocabulary using flashcards and whiteboard illustrations. Students copy
words and practice writing exercises.

Learning Activities
Phase Activities Duration
 Opening (5 • Teacher greets students and checks attendance. 5 minutes
min) • Teacher asks: 'What things do you have in your bedroom?' (in
Indonesian, then bridge to English).
• Teacher writes the topic 'Bedroom Vocabulary' on the
whiteboard.
Pre-Activity • Teacher shows physical flashcards of bedroom objects one 10 minutes
(10 min) by one.
• Teacher says each word clearly; students repeat chorally 3
times.
• Teacher writes all 10 words on the whiteboard with
Indonesian translations.
• Students copy the vocabulary list into their notebooks.
Main Activity • Teacher distributes a worksheet: students match pictures to 25 minutes
(25 min) English words (10 items).
• Teacher reviews answers on the whiteboard; students self-
correct.
• Teacher drills pronunciation: students read words aloud row
by row.
• Fill-in-the-blank exercise: 'There is a _____ on my bed.' (5
sentences written in notebooks).
• Teacher walks around the classroom to check student work
and give individual feedback.
Closing (5 • Teacher reviews 5 key words by pointing to flashcards and 5 minutes
min) asking individual students.
• Students write 3 bedroom objects in their notebooks as an
exit ticket.
• Teacher previews the next lesson: bedroom verbs.

Assessment
Worksheet score (matching exercise). Exit ticket: write 3 bedroom objects correctly.
 MEETING 3 – BEDROOM – VERBS

Meeting 3 of 12
Topic Bedroom – Verbs
Focus Vocabulary of actions/activities done in a bedroom
Duration 45 minutes
Teaching Method Conventional (Teacher-Centered)
Materials Action picture cards, whiteboard and markers, printed
worksheets, student notebooks.

Learning Objectives
• Students can identify and say at least 8 verbs related to bedroom activities.
• Students can match action words with correct pictures.
• Students can use bedroom verbs in simple sentences.

Target Vocabulary
No. English Indonesian Type
1 sleep tidur Verb
2 wake up bangun tidur Verb
3 make the bed merapikan tempat tidur Verb
4 read membaca Verb
5 rest beristirahat Verb
6 study belajar Verb
7 dream bermimpi Verb
8 change clothes berganti pakaian Verb
9 turn off the lamp mematikan lampu Verb
10 tidy up merapikan Verb

Teaching Method for This Meeting

Teacher introduces action words through picture cards and mime demonstrations. Students
complete written exercises using bedroom verbs in sentences.

Learning Activities
Phase Activities Duration
 Opening (5 • Teacher reviews bedroom nouns from previous meeting (5 5 minutes
min) quick questions).
• Teacher mimes an action (e.g., sleeping) and asks: 'What am
I doing?'
• Teacher introduces the topic: 'Today we learn action words
for the bedroom!'
Pre-Activity • Teacher shows action picture cards one by one and says the 10 minutes
(10 min) verb clearly.
• Students repeat each verb chorally; teacher corrects
pronunciation.
• Teacher writes all 10 verbs on the whiteboard with
translations.
• Students copy vocabulary into notebooks.
Main Activity • Teacher reads sentences aloud; students identify the correct 25 minutes
(25 min) verb (oral drill).
• Written exercise 1: Match the verb to its picture (worksheet,
10 items).
• Written exercise 2: Fill in the blank – 'Every morning I _____
at 6 AM.' (5 sentences).
• Teacher reviews all answers on the whiteboard.
• Pair work: Student A says an Indonesian verb, Student B
says the English verb.
Closing (5 • Teacher asks 5 students to say one bedroom verb each. 5 minutes
min) • Students write 3 sentences using bedroom verbs in their
notebooks.
• Preview: Bedroom review next meeting.

Assessment
Worksheet score. Exit ticket: write 3 sentences using bedroom verbs.
 MEETING 4 – BEDROOM – REVIEW (NOUNS + VERBS)

Meeting 4 of 12
Topic Bedroom – Review (Nouns + Verbs)
Focus Review and consolidation of all bedroom vocabulary
Duration 45 minutes
Teaching Method Conventional (Teacher-Centered)
Materials Flashcards, whiteboard and markers, printed review quiz,
student notebooks.

Learning Objectives
• Students can recall and use both noun and verb vocabulary from the bedroom topic.
• Students can describe bedroom activities using correct vocabulary.
• Students can demonstrate mastery through written and oral review exercises.

Target Vocabulary
No. English Indonesian Type
1 bed tempat tidur Noun
2 pillow bantal Noun
3 wardrobe lemari pakaian Noun
4 mirror cermin Noun
5 sleep tidur Verb
6 wake up bangun tidur Verb
7 make the bed merapikan tempat tidur Verb
8 read membaca Verb
9 study belajar Verb
10 tidy up merapikan Verb

Teaching Method for This Meeting

Comprehensive review using written quiz, oral drilling, and whiteboard-based class review
activities.

Learning Activities
Phase Activities Duration
 Opening (5 • Warm-up: Teacher reads Indonesian words, students call out 5 minutes
min) English words.
• Teacher writes the lesson goal: 'Review all Bedroom
vocabulary today!'
Pre-Activity • Students review vocabulary notebooks in pairs for 5 minutes. 10 minutes
(10 min) • Teacher asks 5 questions verbally to the class.
• Students identify which words they still find difficult.
Main Activity • Written review quiz: 10 words translation (5 nouns + 5 verbs) 25 minutes
(25 min) — individual work.
• Teacher reviews quiz answers on whiteboard; students self-
correct.
• Oral activity: Teacher points to a flashcard, students must use
it in a sentence.
• Class writes a short paragraph together: 'In my bedroom, I
have a ___. Every night I ___.'
Closing (5 • Teacher summarizes key bedroom vocabulary. 5 minutes
min) • Students write their 5 most confident words as a self-
assessment.
• Announce: Next topic is Bathroom!

Assessment
Written translation quiz (10 items). Teacher observation of oral participation.
 MEETING 5 – BATHROOM – NOUNS

Meeting 5 of 12
Topic Bathroom – Nouns
Focus Vocabulary of objects found in a bathroom
Duration 45 minutes
Teaching Method Conventional (Teacher-Centered)
Materials Flashcards of bathroom objects, whiteboard and markers,
printed worksheets, student notebooks.

Learning Objectives
• Students can identify and name at least 8 objects found in a bathroom in English.
• Students can match English words with correct pictures of bathroom objects.
• Students can spell bathroom vocabulary words correctly.

Target Vocabulary
No. English Indonesian Type
1 towel handuk Noun
2 soap sabun Noun
3 toothbrush sikat gigi Noun
4 toothpaste pasta gigi Noun
5 shampoo sampo Noun
6 sink wastafel Noun
7 mirror cermin Noun
8 bathtub bak mandi Noun
9 toilet toilet Noun
10 comb sisir Noun

Teaching Method for This Meeting

Teacher-led introduction using flashcards and whiteboard. Students complete picture-word
matching and spelling exercises.

Learning Activities
Phase Activities Duration
 Opening (5 • Teacher reviews 3 bedroom vocabulary words as a warm-up. 5 minutes
min) • Teacher asks: 'What things do you use when you take a
bath?'
• Teacher introduces the topic: 'Today we explore bathroom
vocabulary!'
Pre-Activity • Teacher shows flashcards of bathroom objects one by one. 10 minutes
(10 min) • Teacher pronounces each word clearly; students repeat
chorally.
• Teacher writes words and translations on the whiteboard.
• Students copy vocabulary list into notebooks.
Main Activity • Worksheet: students match 10 pictures of bathroom objects to 25 minutes
(25 min) English words.
• Spelling exercise: teacher calls out a word, students write it in
their notebooks.
• Teacher reviews all answers on the whiteboard.
• Fill-in-the-blank sentences: 'I use _____ to wash my hair.' (5
sentences).
• Teacher checks notebooks and provides individual feedback.
Closing (5 • Teacher reviews 5 key bathroom nouns. 5 minutes
min) • Exit ticket: students write 3 bathroom objects they remember
without looking at notes.
• Preview: bathroom verbs next meeting.

Assessment
Worksheet score. Exit ticket: write 3 bathroom items from memory.
 MEETING 6 – BATHROOM – VERBS

Meeting 6 of 12
Topic Bathroom – Verbs
Focus Vocabulary of actions/activities done in a bathroom
Duration 45 minutes
Teaching Method Conventional (Teacher-Centered)
Materials Action picture cards, whiteboard and markers, printed
worksheets, student notebooks.

Learning Objectives
• Students can identify and say at least 8 verbs related to bathroom activities.
• Students can match action words with correct pictures.
• Students can use bathroom verbs in simple sentences.

Target Vocabulary
No. English Indonesian Type
1 brush teeth menyikat gigi Verb
2 wash face mencuci muka Verb
3 shower mandi Verb
4 dry mengeringkan Verb
5 comb hair menyisir rambut Verb
6 wash hands mencuci tangan Verb
7 rinse membilas Verb
8 look in the mirror bercermin Verb
9 apply soap memakai sabun Verb
10 flush menyiram toilet Verb

Teaching Method for This Meeting

Teacher introduces bathroom verbs using action picture cards and mime. Students practice
through oral drills and written sentence exercises.

Learning Activities
Phase Activities Duration
 Opening (5 • Quick review: teacher holds up flashcards of bathroom nouns, 5 minutes
min) students name them.
• Teacher mimes brushing teeth: 'What am I doing?'
• Introduce topic: 'Today we learn what we DO in the
bathroom!'
Pre-Activity • Teacher shows action picture cards of daily bathroom 10 minutes
(10 min) routines.
• Teacher models pronunciation of each verb; students repeat
and mimic the action.
• Teacher writes verbs on the whiteboard with translations.
• Students copy verbs into vocabulary notebooks.
Main Activity • Oral drill: teacher shows picture, students say the correct 25 minutes
(25 min) verb.
• Worksheet: match 10 action pictures to the correct verb.
• Written exercise: complete sentences – 'Every morning I
_____ my face.' (5 sentences).
• Teacher reviews worksheet answers on the whiteboard.
• Pair work: students take turns saying one bathroom verb and
using it in a sentence.
Closing (5 • Teacher reviews 5 key bathroom verbs. 5 minutes
min) • Exit ticket: students write their morning bathroom routine in 3
sentences.
• Preview: Bathroom review next meeting.

Assessment
Worksheet score. Exit ticket: 3 sentences about bathroom activities.
 MEETING 7 – BATHROOM – REVIEW (NOUNS + VERBS)

Meeting 7 of 12
Topic Bathroom – Review (Nouns + Verbs)
Focus Review and consolidation of all bathroom vocabulary
Duration 45 minutes
Teaching Method Conventional (Teacher-Centered)
Materials Flashcards, whiteboard and markers, printed review quiz,
student notebooks.

Learning Objectives
• Students can recall all bathroom nouns and verbs from previous meetings.
• Students can describe bathroom activities using correct vocabulary.
• Students can demonstrate mastery through written and oral exercises.

Target Vocabulary
No. English Indonesian Type
1 towel handuk Noun
2 soap sabun Noun
3 toothbrush sikat gigi Noun
4 shampoo sampo Noun
5 brush teeth menyikat gigi Verb
6 wash face mencuci muka Verb
7 shower mandi Verb
8 comb hair menyisir rambut Verb
9 wash hands mencuci tangan Verb
10 flush menyiram toilet Verb

Teaching Method for This Meeting

Mixed review session using written quiz, oral drilling, and whiteboard-based activities
covering all bathroom nouns and verbs.

Learning Activities
Phase Activities Duration
 Opening (5 • Warm-up: rapid-fire oral review — teacher says Indonesian, 5 minutes
min) students respond in English.
• Teacher announces: 'Today we review all bathroom
vocabulary!'
Pre-Activity • Pair review: students quiz each other using vocabulary 10 minutes
(10 min) notebooks.
• Teacher asks 5 review questions to the class.
Main Activity • Written translation quiz: 10 words (5 nouns + 5 verbs). 25 minutes
(25 min) • Teacher reviews answers on the whiteboard.
• Oral activity: teacher describes a bathroom scenario, students
identify the vocabulary.
• Sentence-building: students write a short paragraph about
their morning bathroom routine.
Closing (5 • Teacher highlights common mistakes from the quiz. 5 minutes
min) • Students share one sentence from their paragraph.
• Preview: Kitchen vocabulary is next!

Assessment
Translation quiz (10 items). Paragraph writing for bathroom routines.
 MEETING 8 – KITCHEN – NOUNS

Meeting 8 of 12
Topic Kitchen – Nouns
Focus Vocabulary of objects found in a kitchen
Duration 45 minutes
Teaching Method Conventional (Teacher-Centered)
Materials Flashcards of kitchen objects, whiteboard and markers, printed
worksheets, student notebooks.

Learning Objectives
• Students can identify and name at least 8 objects found in a kitchen in English.
• Students can match English words with correct pictures of kitchen objects.
• Students can spell kitchen vocabulary words correctly.

Target Vocabulary
No. English Indonesian Type
1 stove kompor Noun
2 pan wajan Noun
3 pot panci Noun
4 spoon sendok Noun
5 fork garpu Noun
6 plate piring Noun
7 knife pisau Noun
8 refrigerator kulkas Noun
9 cup cangkir Noun
10 cutting board talenan Noun

Teaching Method for This Meeting

Teacher-led vocabulary introduction using flashcards, whiteboard, and written exercises.
Focus on spelling and recognition of kitchen objects.

Learning Activities
Phase Activities Duration
 Opening (5 • Brief review: 3 questions on bathroom vocabulary. 5 minutes
min) • Teacher asks: 'What do you see in your kitchen at home?'
• Introduce topic: 'Today we explore kitchen vocabulary!'
Pre-Activity • Teacher shows flashcards of kitchen objects one by one. 10 minutes
(10 min) • Teacher pronounces each word; students repeat 3 times
chorally.
• Teacher writes 10 words and translations on the whiteboard.
• Students copy the vocabulary list into notebooks.
Main Activity • Worksheet: match 10 kitchen object pictures to English 25 minutes
(25 min) words.
• Spelling drill: teacher says a word, students write it; check
together.
• Teacher reviews answers on whiteboard.
• Fill-in-the-blank: 'We use a _____ to cook rice.' (5 sentences).
• Individual feedback as teacher checks notebooks.
Closing (5 • Teacher reviews 5 key kitchen nouns. 5 minutes
min) • Exit ticket: write 3 kitchen objects from memory.
• Preview: kitchen verbs next meeting.

Assessment
Worksheet score. Exit ticket: write 3 kitchen items from memory.
 MEETING 9 – KITCHEN – VERBS

Meeting 9 of 12
Topic Kitchen – Verbs
Focus Vocabulary of actions/activities done in a kitchen
Duration 45 minutes
Teaching Method Conventional (Teacher-Centered)
Materials Action picture cards, whiteboard and markers, printed
worksheets, student notebooks.

Learning Objectives
• Students can identify and say at least 8 verbs related to kitchen activities.
• Students can match kitchen action words with correct pictures.
• Students can use kitchen verbs in simple sentences.

Target Vocabulary
No. English Indonesian Type
1 cook memasak Verb
2 boil merebus Verb
3 fry menggoreng Verb
4 cut memotong Verb
5 wash mencuci Verb
6 stir mengaduk Verb
7 peel mengupas Verb
8 pour menuangkan Verb
9 serve menyajikan Verb
10 clean up membereskan Verb

Teaching Method for This Meeting

Teacher introduces kitchen verbs through picture cards, mime, and whiteboard explanations.
Students practice through oral drills and sentence writing exercises.

Learning Activities
Phase Activities Duration
 Opening (5 • Quick review of kitchen nouns: flashcard call-and-response. 5 minutes
min) • Teacher mimes stirring a pot: 'What am I doing?'
• Introduce topic: 'Today we learn what we DO in the kitchen!'
Pre-Activity • Teacher shows action picture cards of kitchen activities. 10 minutes
(10 min) • Teacher demonstrates each verb with a physical gesture.
• Teacher writes verbs and translations on the whiteboard.
• Students copy verbs into vocabulary notebooks.
Main Activity • Oral drill: teacher shows action picture, students say the 25 minutes
(25 min) correct verb.
• Worksheet: match 10 action pictures to kitchen verbs.
• Teacher reviews worksheet on whiteboard.
• Written exercise: 'My mother _____ the vegetables every
morning.' (5 sentences).
• Pair work: Student A mimes a kitchen action, Student B
guesses the verb in English.
Closing (5 • Teacher reviews 5 key kitchen verbs. 5 minutes
min) • Exit ticket: students write 3 sentences about kitchen activities.
• Preview: Kitchen review + Grand Review coming up!

Assessment
Worksheet score. Exit ticket: 3 sentences using kitchen verbs.
 MEETING 10 – KITCHEN – REVIEW (NOUNS + VERBS)

Meeting 10 of 12
Topic Kitchen – Review (Nouns + Verbs)
Focus Review and consolidation of all kitchen vocabulary
Duration 45 minutes
Teaching Method Conventional (Teacher-Centered)
Materials Flashcards, whiteboard and markers, printed review quiz,
student notebooks.

Learning Objectives
• Students can recall all kitchen nouns and verbs from previous meetings.
• Students can describe kitchen activities using both nouns and verbs.
• Students can show mastery through written review exercises.

Target Vocabulary
No. English Indonesian Type
1 stove kompor Noun
2 pan wajan Noun
3 refrigerator kulkas Noun
4 cutting board talenan Noun
5 cook memasak Verb
6 boil merebus Verb
7 fry menggoreng Verb
8 cut memotong Verb
9 stir mengaduk Verb
10 wash mencuci Verb

Teaching Method for This Meeting

Written and oral review combining all kitchen nouns and verbs. Includes translation quiz,
sentence writing, and oral scene description.

Learning Activities
Phase Activities Duration
 Opening (5 • Vocabulary warm-up: rapid-fire oral quiz (5 questions). 5 minutes
min) • Teacher announces: 'Kitchen review day!'
Pre-Activity • Partner review: students quiz each other from vocabulary 10 minutes
(10 min) notebooks.
• Teacher-led review of 5 commonly-confused words.
Main Activity • Written translation quiz: 10 items (5 nouns + 5 verbs). 25 minutes
(25 min) • Teacher reviews answers on whiteboard; class corrects
mistakes together.
• Oral activity: teacher describes a kitchen scenario, students
name the vocabulary.
• Paragraph writing: 'In my kitchen, there is a ___. My mother
usually ___.' (5–7 sentences).
Closing (5 • Teacher highlights common mistakes from quiz. 5 minutes
min) • 2–3 students share their paragraphs aloud.
• Preview: Grand Review of all three rooms next!

Assessment
Translation quiz (10 items). Paragraph writing about kitchen activities.
 MEETING 11 – GRAND REVIEW – BEDROOM, BATHROOM & KITCHEN

Meeting 11 of 12
Topic Grand Review – Bedroom, Bathroom & Kitchen
Focus Review all vocabulary from all three topics
Duration 45 minutes
Teaching Method Conventional (Teacher-Centered)
Materials Printed grand review worksheet, whiteboard and markers,
vocabulary notebooks.

Learning Objectives
• Students can recall vocabulary (nouns and verbs) from Bedroom, Bathroom, and
Kitchen.
• Students can categorize words correctly by room.
• Students can describe a room using appropriate vocabulary in written form.

Target Vocabulary
No. English Indonesian Type
1 bed / sleep tempat tidur / tidur Bedroom
2 pillow / make the bed bantal / merapikan tempat tidur Bedroom
3 towel / shower handuk / mandi Bathroom
4 toothbrush / brush teeth sikat gigi / menyikat gigi Bathroom
5 stove / cook kompor / memasak Kitchen
6 pan / fry wajan / menggoreng Kitchen
7 mirror / look in the mirror cermin / bercermin Bedroom/Bathroom
8 sink / wash hands wastafel / mencuci tangan Bathroom
9 plate / serve piring / menyajikan Kitchen
10 refrigerator / cut kulkas / memotong Kitchen

Teaching Method for This Meeting

Comprehensive written and oral review covering all three topics. Includes vocabulary
categorization, translation, and short paragraph writing describing all three rooms.
Learning Activities
Phase Activities Duration
Opening (5 • Teacher announces: 'Grand Vocabulary Review today — 5 minutes
min) Bedroom, Bathroom, and Kitchen!'
• Students take out vocabulary notebooks for last-minute
review.
Pre-Activity • 5-minute silent review: students re-read all vocabulary notes. 5 minutes
(5 min) • Teacher asks 5 questions mixing all three topics.
Main Activity • Written categorization exercise: given 20 mixed words, 30 minutes
(30 min) students write which room each belongs to.
• Translation quiz: 15 words from all three topics (mix of nouns
and verbs).
• Teacher reviews all answers on the whiteboard.
• Paragraph writing: students write 3 short paragraphs — one
for each room — describing objects and activities.
• Teacher walks around, gives feedback, and notes common
errors.
Closing (5 • Teacher reviews the top 10 most-missed words from today. 5 minutes
min) • 2 students share their room descriptions aloud.
• Important reminder: Post-test is next meeting — review all
vocabulary tonight!

Assessment
Categorization exercise. Translation quiz (15 items). Paragraph writing for all three rooms.
 MEETING 12 – POST-TEST

Meeting 12 of 12
Type Post-test
Duration 45 minutes
Purpose Measure students' vocabulary achievement after conventional
instruction

Post-test Instructions
The post-test uses the same format and items as the pre-test and is administered to BOTH
the Control Class and the Experiment Class after all 10 teaching meetings are complete.

Post-test Format
• Section A – Matching: Match 10 English words to their Indonesian translation.
• Section B – Fill in the Blank: Complete 10 sentences with the correct vocabulary
word.
• Section C – Identify the Picture: Write the correct English word for 10 pictures.

Data Analysis: Post-test results from the Control Class will be compared with the Experiment
Class using an Independent Samples T-Test to determine whether the use of Baamboozle
as a teaching medium leads to significantly higher vocabulary achievement.