Exploring COLAK

A Culturally Responsive Traditional Game Instruction for Vocabulary Development in TEYL

Abstract

Despite the widespread use of game-based learning in language, few studies have examined how learners’ vocabulary development progresses when games are used for vocabulary instruction. This study aims to explore the potentials of COLAK (COlourful CongkLAK), a modified traditional game, as an instructional support in young learners’ vocabulary development. Using a descriptive observational design, the study involved 20 third-grade EFL students (aged 8–10 years) in Rokan Hulu region, Indonesia. Data were collected across three structured classroom observations and analysed using indicators adopted from Nation’s (2001) lexical framework and Schmitt’s (2000) vocabulary taxonomy. The findings indicate a gradual vocabulary from basic recognition to more accurate and contextual vocabulary use, accompanied by increased engagement. Although the study was limited in terms of the small size of participants and short duration of intervention, it proves that in the TEYL context, instructional approaches should take into account learners’ cognitive and developmental characteristics. The cultural game embedded in COLAK offers familiarity, a more accessible, low-complexity, and socially engaging learning environment, suggesting that traditional games are also pedagogically appropriate as an instructional approach in the TEYL context.