The Effect of Word Chain Game on Students' Vocabulary Mastery at SMPN 2 Baula

Abstract

This research aimed to obtain empirical evidence about the effect of the Word Chain Game on students' vocabulary mastery at SMPN 2 Baula. A quasi-experimental design was used, involving two intact eighth-grade classes: an experimental class (VIII.A, n = 17) taught using the Word Chain Game, and a control class (VIII.B, n = 17) taught using a conventional strategy, selected through purposive sampling based on the English teacher's judgment of comparable ability. Both classes received a pre-test and, after four treatment sessions for the experimental class, a post-test using a 20-item multiple-choice vocabulary test focused on nouns. Data were analyzed using normality (Shapiro-Wilk) and homogeneity (ANOVA) tests followed by a t-test. Results showed the experimental class had a lower pre-test mean (60.2) than the control class (64.7), but a higher post-test mean (82.6 versus 73.8) and a substantially higher mean gain score (22.9 versus 10.0). The t-test produced to = 3.25, greater than tt = 2.00 at a 5% significance level with 32 degrees of freedom, leading to the acceptance of the alternative hypothesis. Cohen's d was 1.15, indicating a strong effect. It is concluded that the Word Chain Game has a significant, strong positive effect on junior high school students' vocabulary mastery and can be recommended as an alternative vocabulary teaching strategy.