Anwarul Hidayat, Cahyo Hasanudin, Ayu Fitrianingsih, Ima Isnaini Taufiqur Rohmah

DESIGN OF SCRATCH-BASED ALPHA WORD GAME TO IMPROVE STUDENTS’ VOCABULARY AT PRIMARY SCHOOL

Introduction

Design of scratch-based alpha word game to improve students’ vocabulary at primary school. Discover Alpha Word, a Scratch-based educational game designed using the SDLC waterfall model to improve primary school students' vocabulary through attractive visuals.

Abstract

Scratch as a website which could be utilized by beginners to create learning media such as educational game. This study aimed to improve students’ vocabulary at primary school using scratch-based educational game. The method of his study was SDLC waterfall model. Results of this study showed that the design of Alpha Word game was arranged in the stages of requirement analysis, design, implementation, testing, and maintenance. Alpha Word was a game that was designed to improve students’ vocabulary by utilizing attractive and simple visual.

Review

This paper presents an interesting and relevant exploration into the development of educational games for primary school students, specifically targeting vocabulary improvement through Scratch. The choice of Scratch as a platform is commendable, as it aligns well with the target demographic and allows for the creation of engaging, visually simple, and potentially interactive learning tools. The objective of improving students' vocabulary is clear and addresses a fundamental aspect of early language acquisition, making the study's premise valuable for educational technology and pedagogy. However, the abstract primarily details the *design process* of the Alpha Word game rather than the empirical *results* of its impact on vocabulary improvement. The chosen methodology, the SDLC waterfall model, is appropriate for software development. The "results" section outlines the stages of development (requirement analysis, design, implementation, testing, and maintenance) and describes the game's characteristics (attractive and simple visuals for vocabulary improvement). While this provides insight into the creation of the game, it conspicuously lacks any data or findings directly demonstrating whether or to what extent students' vocabulary *actually improved* after using the game, which is a core promise of the title. To strengthen this work as a journal article, it is crucial to move beyond merely describing the design and development phases. Future iterations or the full paper should provide concrete evidence of the game's effectiveness in achieving its stated goal. This would entail presenting data from the implementation and testing stages that quantify vocabulary improvement, perhaps through pre- and post-intervention assessments, user engagement metrics, or qualitative feedback from students and teachers. Clarifying whether this paper is intended as a design prototype showcase or a full study evaluating educational impact would also benefit the reader and align expectations with the reported findings.

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