BRACELET-MAKING MEDIA FOR EFL YOUNG LEARNERS
DOI:
https://doi.org/10.36526/sosioedukasi.v15i3.9285Keywords:
Bracelet-Making Activity, EFL Young Learners, Vocabulary, Speaking Skills, Task-Based Language TeachingAbstract
This study investigated the effectiveness of gender-differentiated bracelet-making media in improving vocabulary mastery and speaking skills among Grade 7 EFL learners. While craft-based learning has been widely explored, the integration of gender-differentiated bracelet-making media into EFL instruction has received little empirical attention, making it the key instructional innovation examined in this study. Employing a Classroom Action Research (CAR) design, the research involved 35 junior high school students in Bandung, West Java, and was conducted over two instructional cycles using a modified Task-Based Language Teaching (TBLT) framework. Data were collected through vocabulary pre- and post-tests, speaking performance rubrics, classroom observations, and field notes. The findings revealed substantial improvements in students' vocabulary mastery, with mean scores increasing from 57.8 to 80.1, and speaking performance improving from 55.2% to 78.6%. Classroom observations further indicated higher learner engagement, greater confidence, and more spontaneous use of English during communicative tasks. These findings demonstrate that gender-differentiated bracelet-making media provide an effective contextualized approach for enhancing vocabulary acquisition and speaking performance while offering an innovative and practical model for activity-based EFL instruction at the junior high school level.
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