Vocabulary is essential for students to comprehend literature and achieve academic success. However, many

learners struggle to acquire and remember new words. To help overcome this, teachers have turned to interactive

examined through descriptive statistics such as mean, frequency, and percentage, while a t-test was applied to

assess the significance of students' vocabulary improvement. Findings revealed that many students had difficulty

understanding vocabulary in literature lessons before the intervention, which hindered their performance.

Students markedly improved their vocabulary scores after introducing the Deal or No Deal game.

Acquiring a strong English vocabulary is essential for Grade 9 students as it directly impacts their academic

success and communication skills. Vocabulary is the foundation for developing listening, speaking, reading, and

writing skills. Gamification has been introduced as an innovative approach to overcome vocabulary difficulties

by offering interactive and engaging learning experiences (Panmei & Waluyo, 2023). Research further highlights

Kahoot, and classroom-based activities have shown promise in addressing the limitations of traditional teaching.

For example, studies by (Hwang et al. 2017) and (Almusharraf, 2023) demonstrate that gamified methods

improve learner motivation, foster collaboration, and significantly enhance vocabulary retention.

While gamified tools have been widely researched, classroom-specific games like "Deal or No Deal" remain

underexplored. Research suggests that incorporating such games into traditional learning environments may

bridge the gap between engagement and practical vocabulary application, especially for Grade 9 students who

benefit from context-rich, interactive experiences (Chen et al., 2019). These games provide immediate feedback,

promote risk-taking in language use, and create a low-pressure environment for learning. The structured format

of Deal or No Deal also encourages strategic thinking and reinforces vocabulary through repetition and

application. As students interact with game elements, they become more motivated to participate and retain new

see whether their answers are correct, allowing them to adjust and reflect on their understanding in real time.

This feedback loop promotes better retention and helps students track their own learning. It also gives teachers

real-time insights into student performance, enabling more targeted interventions and differentiated instruction.

Despite the extensive focus on digital gamification, limited research explores non-digital, classroom-specific

games like "Deal or No Deal." This gap presents an opportunity to examine how such games might foster

vocabulary development and engagement in traditional settings. This study explores the effectiveness of the

"Deal or No Deal" game in improving vocabulary acquisition among Grade 9 students. By examining its impact

on motivation, retention, and engagement, the research seeks to contribute practical insights into gamification's

role in EFL education.

However, the success of game-based instruction depends on several critical factors. Teachers must ensure that

alternative to traditional teaching by integrating interactive, game-based elements that foster student motivation

and participation. The study further assists educators in developing learner-centered lessons that address diverse

learning styles while promoting active vocabulary acquisition. Additionally, it supports the Department of

Education's objectives of enhancing literacy and language proficiency among learners. The study is equally

significant for students, as it seeks to strengthen their English vocabulary skills through an enjoyable, interactive,

and meaningful learning experience, ultimately leading to improved comprehension and communication

abilities.

The strategy implemented in this study uses the Deal or No Deal game to enhance vocabulary development

among Grade 9 students. This strategy transforms vocabulary learning into an engaging, interactive experience

effectiveness depends on several factors, including teacher facilitation, classroom size, and student readiness.

Gamification as a teaching method has shown promise in promoting long-term retention and active participation

(Aljohani, 2019; Jado & Manasrah, 2022). However, its scope is limited to vocabulary acquisition and does not

directly address grammar or other linguistic skills. Additionally, preparing materials, such as tailored question

sets and game-related props, might require significant effort, which poses a logistical challenge for some

educators.

Integrating the Deal or No Deal game into vocabulary instruction offers a dynamic approach that enhances

student engagement and motivation. This game-based strategy transforms traditional learning into an interactive

experience, encouraging students to actively participate and make strategic decisions. Gamified instruction can

significantly improve vocabulary acquisition by fostering a more enjoyable and immersive learning environment

word usage in context than those taught through conventional approaches (Fauzan Ismail et al., 2025).

Implementing the Deal or No Deal strategy requires thoughtful planning to ensure alignment with curriculum

goals and student proficiency levels. Effective gamification should be directly connected to learning objectives

This action research aimed to enhance students’ vocabulary in the English language in one of the public schools

in Ozamiz City. Specifically, this study seeks to answer the following questions:

1. What is the level of students' vocabulary in the English language before implementing the 'Deal or No Deal'

game strategy?

2. What is the students' English vocabulary level after implementing the 'Deal or No Deal' game strategy?

3. Is there a significant difference in students' vocabulary in the English language before and after implementing

the 'Deal or No Deal' game strategy?

This action research used a single-group pre-test and post-test design to evaluate the effectiveness of the Deal or

This research occurred at a public institution in Ozamiz City, specifically Ozamiz City National High School.

This institution, located in Misamis Occidental, serves Grades 7 to 12 and is known for its inclusive,

heterogeneous classrooms, where students of varying academic abilities and backgrounds learn together. It offers

a K to 12 curriculum under the Division of Ozamiz City, providing quality education to students. It offers

subjects prescribed by the Department of Education, and one of these is English.

There are 40 grade 9 students participating in this study. They will be selected using purposive sampling. The

researcher will use purposive sampling to identify and select students with specific inclusion criteria. These

criteria include active enrollment in Grade 9 English classes, participation as indicated through signed consent

forms, and accessibility to the required resources for the intervention.

period, incorporating the Deal or No Deal game strategy to enhance vocabulary. Prior to implementation, the

lesson plan was reviewed by the cooperating teacher and revised by the researcher. The lessons were conducted

Additionally, collaborative efforts among teachers to design creative vocabulary enrichment activities can help

been shown to enhance vocabulary use and collaborative communication skills (Puspitasari, 2021). Equipping

teachers with these skills enhances instructional quality and fosters a classroom environment where all learners

educational content makes students more likely to participate actively and apply learned vocabulary in context

(Jia et al., 2024).

While most students benefit from GBL approaches, some may require additional support to achieve proficiency.

Teachers should continuously assess student progress and provide targeted interventions as needed. The impact

approach for vocabulary development. Game-based learning has consistently increased learner engagement,

motivation, and vocabulary retention, especially when it incorporates principles such as the ARCS model (Wu,

2018). To further support students who reached only the "Satisfactory" or "Very Satisfactory" levels, teachers

should consider implementing follow-up activities such as peer tutoring, vocabulary journals, word maps, and

small group remediation. These strategies provide repeated exposure and help learners process words in deeper,

more meaningful contexts. Consistent formative assessments are essential as they help educators observe

students’ progress and adapt their teaching to meet individual learning needs. In addition, self-regulated learning

strategies can be embedded into game-based instruction to help lower-proficiency students become more

independent and strategic in vocabulary learning (Yang & Lee, 2024).

& Waluyo, 2023). Overall, this evidence-informed change in teaching practices promotes an engaging and

inclusive classroom setting that supports the success of all learners.

Table 2. Level of Students' Vocabulary in English Language After Implementing the 'Deal or No Deal' Game

Strategy

1-23 (Did Not Meet Expectation).

Table 3 presents the statistical comparison of students' vocabulary performance before and after applying the

Deal or No Deal game strategy. It includes the mean scores, standard deviations, and t-test results to evaluate

whether the strategy significantly improved vocabulary comprehension. Findings reveal a marked difference in

students' vocabulary performance following the intervention. After using the Deal or No Deal game strategy (M

= 34.375, SD = 2.467), students achieved significantly higher scores compared to their performance beforehand

(M = 15.150, SD = 3.416), with a highly significant t-value and p-value (t = -25.88, p = 0.000). Because the p-

value is below 0.01, the result is considered highly significant, thereby rejecting the null hypothesis (Ho), which

predicted no significant difference.

asserting that game-based interventions improve cognitive outcomes and support motivation and learner

autonomy (Ibrahim, Sheng, & Yan, 2024).

In addition, a systematic review highlighted that both digital and classroom-based games offer engaging and

context-rich learning experiences, which enhance the meaningfulness and retention of vocabulary acquisition

(Vnucko & Klimova, 2023). There are no variables in the table with a p-value greater than 0.05, so there are no

non-significant findings to report or interpret in this analysis. The comparative results consistently show

statistically significant gains, confirming the effectiveness of the game-based method in enhancing vocabulary

instruction.

Table 3. Difference in Students' Vocabulary in English Language Before and After Implementing the 'Deal or

No Deal' Game Strategy

Ho: There is no significant difference in students’ vocabulary in English Discussions Before and After the

Implementation of the Lottery-based Name Selection

Note: Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); *p>0.05 (Significant);

p>0.05 (Not Significant)

This study addressed the need to improve students' English vocabulary, particularly in the context of literature-

based lessons that require the evaluation of the soundness of reasoning and identifying fallacies. Many Grade 9

This study was conducted during the 2024–2025 school year with 40 Grade 9 students from a public secondary

school in Ozamiz City. The participants were purposively chosen based on their enrollment in English classes

and willingness to participate. To assess vocabulary improvement following the game-based strategy, pre-tests

and post-tests were administered, focusing on terms related to evaluating the soundness of an author's reasoning,

identifying types of fallacies, and assessing presentation effectiveness.

The following were the study’s key findings:

1. Students had low English vocabulary comprehension before using the Deal or No Deal game strategy, with

100% classified under the "Did Not Meet Expectation" category, demonstrating the need for an intervention.

regular vocabulary assessments, and collaborative enrichment tasks to enhance students' vocabulary skills and

address learning gaps effectively.

2. Schools are encouraged to adopt game-based learning strategies like Deal or No Deal, provide follow-up

support for all learners, conduct regular assessments, and offer professional development to equip teachers in

creating engaging and effective vocabulary learning.

3. School administrators are encouraged to promote the integration of game-based learning by offering adequate

resources, training opportunities, and time for lesson preparation. English teachers, in turn, should persist in

applying and enhancing these strategies, ensuring their alignment with learning competencies and the diverse

needs of students.

4. Diagnostic and formative assessments to monitor vocabulary growth over time and adjust instruction

among Saudi non-English majoring students. Stellenbosch Papers in Linguistics Plus, 68, 85–102.

https://journals.co.za/doi/10.5842/68-1-992

3. Bahari, A. (2020). Game-based collaborative vocabulary learning in blended and distance L2 learning. Open

Learning: The Journal of Open, Distance and e-Learning, 37(4), 348-369

4. Baker, S., Santoro, L. E., Chard, D. J., & Kame’enui, E. J. (2020). Vocabulary development for English

learners: Planning instruction. Intervention in School and Clinic, 56(1), 18–26.

https://doi.org/10.1177/1053451220910744

5. Buljan, M. (2025). Gamification for learning: Strategies and examples. eLearning Industry. Retrieved from

https://elearningindustry.com/gamification-for-learning-strategies-and-exampleseLearning Industry