The Effect of Scattergories Game on Students' Vocabulary Mastery at Seventh Grade of Junior High School
DOI:
https://doi.org/10.58258/tq80wm46Abstract
Mastering vocabulary continues to be a core yet difficult aspect of teaching English as a Foreign Language (EFL) in junior high schools, given that traditional techniques such as memorizing word lists and translation drills often fail to keep learners engaged over time. This research set out to determine whether playing the Scattergories Game could improve the vocabulary ability of seventh graders at MTs Raudlatusshibyan NW Belencong. A quantitative, quasi-experimental design with a nonequivalent control group and pretest-posttest measurement was applied, involving 26 learners who received Scattergories-based instruction (experimental class) and 25 learners taught via Communicative Language Teaching (control class). A 25-item multiple-choice test assessing word-form recognition, comprehension of meaning, contextual application, and semantic grouping was used to gather data, which were then examined through Shapiro-Wilk normality testing, Levene's test of homogeneity, and an Independent Samples t-Test. Results revealed no meaningful gap between the two groups at the pretest stage (Sig. = 0.531), indicating similar starting vocabulary levels, while the posttest results showed a clear difference (t = 4.816, df = 49, Sig. = 0.000), with the experimental class (M = 69.38) scoring notably higher than the control class (M = 54.24). Overall, the study demonstrates that the Scattergories Game meaningfully boosts students' vocabulary achievement and provides English teachers with a practical, low-cost, game-based option for vocabulary teaching.References
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