The Use of Scrabble Game to Increase Students English Vocabulary Mastery

Abstract

The aim of this study is to describe about the implementation of teaching vocabulary through Scrabble games and to identify the students’ improvement in mastering of English vocabulary. The research was conducted with 29 students from Class A of the eighth grade. A classroom action research (CAR) methodology was employed, involving two cycles to complete the study. Both qualitative and quantitative data were collected.Quantitative data were prioritized, as the primary goal was to improve students’ vocabulary mastery. Tests were administered in each cycle to evaluate progress. The results showed a significant increase in test scores. The average score rose from 60 (60%) in the pre-cycle to 70 (70%) in the first cycle, and further to 81.72 (82%) in the second cycle.

In the first cycle, students found it challenging to engage with Scrabble due to the complexity of its procedures and scoring system, which affected their ability to grasp the material and play the game effectively. Despite this, 18 students (62%) achieved the success criteria in the first cycle. By the second cycle, improvements were evident, with 28 students (96.55%) meeting the success criteria.These results demonstrate that students’ achievement in mastering vocabulary through Scrabble improved significantly, reaching 96.55%. The study’s success indicator of 65% was exceeded, confirming the effectiveness of this approach.