Enhancing Elementary School Students' English Communication Skills through a Fun-Interactive English Camp Based on Team-Building Games

Rohmad; Asma’ Adniyyah Binti Che Ismail

doi:10.61987/ljce.v1i1.98

Authors

Rohmad Sekolah Tinggi Ilmu Ekonomi Syariah Babussalam Jombang, Indonesia
Asma’ Adniyyah Binti Che Ismail International Islamic University

DOI:

https://doi.org/10.61987/ljce.v1i1.98

Keywords:

English Communication Skills, Team-Building Games, Experiential Learning

Abstract

This community service program aimed to enhance elementary school students’ English communication skills through a Fun-Interactive English Camp based on team-building games. The program was designed to create an engaging, collaborative, and experiential learning environment that encourages active participation and reduces students’ speaking anxiety. An innovative, intervention-based approach was implemented involving 32 students in Grades 4–5. Data were collected through observation, documentation, and pre-test and post-test speaking assessments focusing on fluency, vocabulary use, confidence, and willingness to communicate. The findings revealed a significant improvement in students’ English communication skills after the intervention, particularly in speaking confidence and willingness to communicate, which were strongly supported by the implementation of team-building games and interactive learning activities. Students showed higher engagement, improved collaboration, and greater motivation in using English during tasks such as vocabulary relay, role-play, group challenges, and communicative games. The study confirms that experiential learning combined with team-based game activities effectively enhances young learners’ communicative competence. This study implies that integrating structured fun-learning and collaborative game-based strategies can serve as an effective alternative model for English instruction in elementary education and can be adapted in broader educational contexts.

References

Abdeta, M. T., Olamo, T., & Woldeyes, K. M. (2026). Effects of Collaborative Writing on EFL Learners’ Writing Accuracy, Fluency, and Complexity: Secondary School in Focus. SAGE Open, 16. https://doi.org/10.1177/21582440251413940

Aftinia, F., Munir, A., Nugroho, H. A., & Lutfi, A. (2025). Game-Based Learning in an EFL English Club: Insights into Speaking Skills and Self-Efficacy Development. TEM Journal. https://doi.org/10.18421/tem143-47

Ahmedtelba, E. (2025). Rethinking ESL Education: Integrating Holistic and Experiential Learning Models. Creative Education, 16(4), 589–600. https://doi.org/10.4236/ce.2025.164035

Al-Jamili, O., Aziz, M., Mohammed, F., Almogahed, A., & Alawadhi, A. (2024). Evaluating the Efficacy of Computer Games-Based Learning Intervention in Enhancing English Speaking Proficiency. Heliyon, 10. https://doi.org/10.1016/j.heliyon.2024.e36440

Amanah, A., & Dewi, R. S. (2025). Enhancing English Language Acquisition in Young Learners Through Experiential Learning Activities. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(1), 2623–2635.

Azizah, S. N., Setiadi, M. R., Agusman, D. D., & Raprap, F. E. (2023). Improving the English Skills of Elementary School Students in Tourism Areas. Buletin KKN Pendidikan. https://doi.org/10.23917/bkkndik.v5i1.22443

Bielak, J., & Mystkowska-Wiertelak, A. (2024). Emotions and Emotion Regulation in L2 Classroom Speaking Tasks: A Mixed-Methods Study Combining the Idiodynamic and Quantitative Perspectives. The Modern Language Journal, 108(3), 688–718. https://doi.org/10.1111/modl.12950

Bilous, I., Shcherbiak, I., Maslak, V., Alnsour, R., Jarmoch, E., & Hubková, S. (2025). Game-Based Technologies as a Tool for Developing Communicative Competence in Primary School Students within a Student-Centered Educational Context. Journal of Education Culture and Society. https://doi.org/10.15503/jecs2025.3.585.606

Cai, Y., & Zhang, L. (2023). Effects of Mobile-Supervised Question-Driven Collaborative Dialogues on EFL Learners’ Communication Strategy Use and Academic Oral English Performance. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1142651

Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2024). Using Gamification to Support Learning in K-12 Education: A Systematic Literature Review. British Journal of Educational Technology, 55(1), 34–70. https://doi.org/10.1111/bjet.13335

Fernández Sesma, M. G., Sortillón González, P. E., & Rodríguez Valenzuela, A. E. (2025). EFL Students’ Perceptions of Collaborative Learning in Facilitating the Development of Speaking Skills. Elia. https://doi.org/10.12795/elia.2025.i25.5

Gelizon, M. J. (2024). Play to Learn: Exploring the Impact of Fun English Classes on the Literacy Skills of Elementary Learners. Environment and Social Psychology. https://doi.org/10.59429/esp.v9i10.3164

Hejazi, S., Sadoughi, M., & Peng, J.-E. (2023). The Structural Relationship Between Teacher Support and Willingness to Communicate: The Mediation of L2 Anxiety and the Moderation of Growth Language Mindset. Journal of Psycholinguistic Research, 52, 2955–2978. https://doi.org/10.1007/s10936-023-10026-9

Hidayatullah, S., Lestari, H., Analisa, A., Fadil, I., Yahya, M. A., Maulina, N., Maulana, A., Pratiwi, A. G., & Lubis, R. A. (2025). The role of students in strengthening digital literacy in Islamic boarding school environments. Communautaire: Journal of Community Service, 4(1), 41–54.

Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2024). Engagement in Language Learning: A Systematic Review of 20 Years of Research Methods and Definitions. Language Teaching Research, 28(1), 201–230. https://doi.org/10.1177/13621688211001289

Huang, L., Al-Rashidi, A. H., & Bayat, S. (2024). Teacher Support in Language Learning: A Picture of the Effects on Language Progress, Academic Immunity, and Academic Enjoyment. BMC Psychology, 12(1), 124. https://doi.org/10.1186/s40359-024-01602-2

Iglesias-Diéguez, K., Martínez-Adrián, M., & Gallardo-Del-Puerto, F. (2025). Peer-to-Peer Interaction in Task-Based Learning and the Development of Young EFL Learners’ Productive Vocabulary: An Exploratory Study. Language Awareness, 35, 151–176. https://doi.org/10.1080/09658416.2025.2456754

Junaidah, J., Deswinta, D., Rengganingtiyas, K., Iqwaningsih, L., Wati, M., & Batrisiya, L. (2025). Enhancing Family Resilience through Legal Understanding and Education. Communautaire: Journal of Community Service, 4(2), 228–240.

Kaharuddin, Arafah, B., Ahmad, D., Nursidah, Taqdir, Mardiana, & Rasyid, M. N. A. (2025). Effect of Interactive and Collaborative Strategies on Indonesian EFL Learners’ Oral English Proficiency Improvement. Journal of Language Teaching and Research. https://doi.org/10.17507/jltr.1605.20

Kashchuk, M., & Posokhova, A. (2025). Types of Interactive Exercises for Improving English Communication Skills. Humanities Science Current Issues. https://doi.org/10.24919/2308-4863/85-1-49

Kazu, İ. Y., & Kuvvetli, M. (2023). A Triangulation Method on the Effectiveness of Digital Game-Based Language Learning for Vocabulary Acquisition. Education and Information Technologies, 1–27. https://doi.org/10.1007/s10639-023-11756-y

Kirom, N. (2024). Producing IT Professionals with Character: The Role of Islamic Values in Applied Education. Business and Applied Management Journal, 1(2), 91–103.

Kiviranta, L., Lindfors, E., Rönkkö, M.-L., & Luukka, E. (2024). Outdoor Learning in Early Childhood Education: Exploring Benefits and Challenges. Educational Research, 66(1), 102–119. https://doi.org/10.1080/00131881.2023.2285762

Lee, J. S., & Taylor, T. (2024). Positive Psychology Constructs and Extramural English as Predictors of Primary School Students’ Willingness to Communicate. Journal of Multilingual and Multicultural Development, 45(7), 2898–2916. https://doi.org/10.1080/01434632.2022.2079650

Lestari, N. K. I. D., & Prianthara, I. B. T. (2026). Burnout, Boredom, and Gen Z Productivity: The Roles of Positive Cyberloafing and Digital Mindfulness. Business and Applied Management Journal, 4(2), 276–294.

Liao, C.-H. D., Wu, W., Gunawan, V., & Chang, T.-C. (2023). Using an Augmented-Reality Game-Based Application to Enhance Language Learning and Motivation of Elementary School EFL Students: A Comparative Study in Rural and Urban Areas. The Asia-Pacific Education Researcher, 1–13. https://doi.org/10.1007/s40299-023-00729-x

Lin, C.-L., & Tien, F.-I. (2026). Game-Based English Speaking Instruction for Young Learners. Journal of Education and Learning (EduLearn). https://doi.org/10.11591/edulearn.v20i2.24771

Mammadova, R. (2024). Engaging Learners: Teaching English Through Interactive Games. Acta Globalis Humanitatis et Linguarum. https://doi.org/10.69760/aghel.024057

Maulia, I. R., Machdar, N. M., Hendayana, Y., Rony, Z. T., & Renwarin, J. M. J. (2026). Integrating Digital Competence and Islamic Work Ethics to Enhance Change Readiness: The Mediating Role of Employee Engagement. Business and Applied Management Journal, 4(2), 234–247.

Nassaji, H. (2025). Advancing Language Education: Insights into Teacher Cognition, Learner Engagement, and Skill Development. Language Teaching Research, 29(6), 2283–2287. https://doi.org/10.1177/13621688251359710

Nia, M., Rika, A. R., Basri, A. M., Murniati, M., & Syahta, W. M. (2026). The Influence of Murabahah, Mudharabah, and Musyarakah on the Profitability of Islamic Banking. Business and Applied Management Journal, 4(1), 59–72.

Ningrum, N., Harisa, A. B., & Umaroh, L. (2024). Learning Through Play: Utilizing Board Games to Enhance English Vocabulary for Early Students. TECHNO CREATIVE. https://doi.org/10.62411/tcv.v1i2.1784

Noor, M. A., Tjiwidjaja, H., & Prajogo, B. (2025). Strategic Human Resource Interventions: Assessing the Efficacy of Training and Discipline in the Manufacturing Industry. Business and Applied Management Journal, 3(2), 225–237.

Nuraini, I., & Mubarok, H. (2025). Developing English Board Game to Improve Students’ Speaking Skill. JEELS (Journal of English Education and Linguistics Studies, 12(1). https://doi.org/10.30762/jeels.v12i1.4907

Nurjan, S., Arisanti, F., Habiby, J. S., & Winanto, A. R. (2025). Digitalization of Islamic Education Based on Muhammadiyah Da’wah: Building Tolerance and Religious Literacy in the Society 5.0 Era. Communautaire: Journal of Community Service, 4(2), 153–166.

Prakoso, A. N. (2023). Human Capital Optimization: The Key to Improving Welfare in Rural Communities. Business and Applied Management Journal, 1(1), 1–10.

Pratiwi, T. I., Purwoko, B., Triardyanti, A. W., Agustin, P. R., Rohmah, Q. A. N., & Aulia, F. P. (2025). Training of Prevention from Bullying to Teachers in The Sangkhom Islam Wittaya School Thailand. Communautaire: Journal of Community Service, 4(1), 1–13.

Pu, L., Cai, Y., Heng, R., & Tang, Q. (2025). Exploring the Relationship among Environment, Enjoyment, and Performance to Sustain Students’ EFL Learning: Evidence from the Investigation of a Chinese University. European Journal of English Language Studies, 5(1), 31–47. https://doi.org/10.12973/ejels.5.1.31

Rofiqoh, I., Yudhawati, D., & Aisiyah, N. (2026). Empowering Advocates: Evaluating a Skill-Booster Intervention for Companions of Gender-Based and Child Violence Victims. Communautaire: Journal of Community Service, 5(1), 93–105.

Roy, S. O. U., Rethinasamy, S., & Shing, S. R. (2026). The Effects of Gamified Learning Using Interactive PowerPoint Games on Young ESL Learners’ Learning Engagement and Speaking Performance. Journal of Education and Learning (EduLearn). https://doi.org/10.11591/edulearn.v20i3.23704

Sancar-Tokmak, H., & Bostanci, S. (2025). Improving Elementary Students’ English-Speaking Skills Through Non-Digital Gamification: An Action Research Study. British Educational Research Journal. https://doi.org/10.1002/berj.4197

Sari, A. I., Khasanah, K., Safara, P. A., Masyruroh, F., Lestari, A. P. D., & Astuti, S. R. D. (2025). EKOTHE: Developing The Creative Economy Through Corn Silk Herbal Tea Processing. Communautaire: Journal of Community Service, 4(3), 267–277.

Tania, M. (2025). Roleplay Based English Language Learning Strategies and Interactive Programs to Improve the Speaking Skills and Interest of Elementary School Students in Rural Areas in Indonesia: Systematic Literature Review. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 8(1)*. https://doi.org/10.54371/jiip.v8i1.6697

Widiastutik, E., Wurianto, A. B., & Syaifuddin, M. (2025). Outdoor Learning as a Strategy to Improve Young Children’s Language Development. Indonesian Journal of Early Childhood Educational Research (IJECER), 4(2), 563–574. https://doi.org/10.31958/ijecer.v4i2.16036

Yan, W., Lowell, V., & Yang, L. (2024). Developing English Language Learners’ Speaking Skills Through Applying a Situated Learning Approach in VR-Enhanced Learning Experiences. Virtual Reality, 28. https://doi.org/10.1007/s10055-024-01061-5

Ye, X., & Hu, G. (2025). Effects of Motivational Interventions on EFL Learners’ Willingness to Communicate, Self-Confidence, and Anxiety: An Experimental Study. Language Teaching Research. https://doi.org/10.1177/13621688251367858

Zhang, Q., Song, Y., & Zhao, C.-Y. (2024). Foreign Language Enjoyment and Willingness to Communicate: The Mediating Roles of Communication Confidence and Motivation. System. https://doi.org/10.1016/j.system.2024.103346