A Vocabulary Building System Based on the Words Stage Model to Improve Elementary School English Productive Skills

Abstract

This study investigates the effect of a Vocabulary Building System based on the Words Stage Model on elementary school students’ English productive skills, specifically speaking and writing. A quasi-experimental post-test-only control group design was employed involving 59 fourth-grade students from public elementary schools in Buleleng Regency, Indonesia. The participants were divided into an experimental group (n = 30), which received instruction using the Words Stage Model–based vocabulary system, and a control group (n = 29), which received conventional English instruction. Data were collected through post-test assessments of speaking and writing using analytic rubrics and analyzed using Multivariate Analysis of Variance (MANOVA). The results revealed a statistically significant effect of the learning approach on students’ English productive skills (Wilks’ Lambda = 0.659, F = 14.512, p < 0.05). Univariate analyses showed significant improvements in both speaking and writing skills, with large effect sizes (ηp² = 0.243 for speaking and ηp² = 0.282 for writing). These findings indicate that structured and staged vocabulary learning effectively supports students’ ability to use English productively. The study concludes that the Words Stage Model provides a practical and pedagogically meaningful framework for enhancing elementary students’ English speaking and writing skills.