Improving Students' Vocabulary Mastery by Using Eye Spy Game

Saputra Angga(1*), Emi Emi(2),

(1) SMKS Mutiara Ilmu
(2) SMKS Mutiara Ilmu
(*) Corresponding Author

Abstract


This research aimed to improve the vocabulary mastery of first-grade students at SMP Negeri 3 Kolaka through the Eye Spy Game. The problem addressed was how the Eye Spy Game could improve students' vocabulary mastery. This study used a Classroom Action Research (CAR) design following Kemmis and McTaggart's model, comprising two cycles of planning, implementing, observing, and reflecting, and was conducted collaboratively with an English teacher. The subjects were 18 students of class VII.B. Data were collected through student and teacher observation sheets and a 20-item multiple-choice vocabulary test administered at the end of each cycle, then analyzed by calculating the percentage of students meeting the minimum mastery criterion (KKM = 75). The results showed that student completeness rose from 56% in Cycle I (11 of 18 students passing) to 83% in Cycle II (15 of 18 students passing), meeting the predetermined success criterion of 80%. Observed student and teacher activity likewise improved from the “poor” category in the first meeting of Cycle I to the “very good” category by the final meeting of Cycle II. It is concluded that the Eye Spy Game is an effective strategy to improve junior high school students' vocabulary mastery and can be recommended as an alternative technique for English vocabulary instruction.

 


Keywords


vocabulary mastery, Eye Spy Game, classroom action research, junior high school students

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DOI: https://doi.org/10.31327/jte.v3i2.2882

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