The Use of the Jumbled-Letter Game to Improve the Students’ Vocabulary Achievement at Junior High School

Abstract

Vocabulary is an important English component that needs to be learned and mastered by students at the junior high school level. Many students are faced into some difficulties to expert the vocabulary because they are not aware of how important learning vocabulary. Therefore, the English teacher need to teach vocabulary by using the interesting technique to solve the students' problems. One of the interesting techniques that can be used in teaching vocabulary is games. In this research, the researcher considered to use the jumbled-letter game as the technique to teach vocabulary. Classroom Action Research (CAR) used in this research to know how the jumbled-letter game could improve the students’ active participation and the vocabulary achievement in the vocabulary teaching learning process. The participants of this research were the seventh grade students at SMP Achmad Jani Puger. The number of the participants was 30 in total. This Classroom Action Research was done in a cycle covers two meetings that consisted of five activities, they were: preliminary study, planning of the action, the implementation of the action, observation, analyzing and reflection. This research used two kinds of data, that is, the primamry data and the supporting data. The primary data was gained from vocabulary test and the data about the students’ participation was obtained from the class observation. The analysis of vocabulary test gained at least 92.5% of the students got ≥75, meanwhile the analysis of students’ participation gained 83% of the students. Then, the supporting data was collected from interview on on May 29, 2023 and documentation at SMP Achmad Jani on 11th and 18th January 2024. The results of teaching vocabulary by using Jumbled-Letter game in the Cycle showed the

percentage of the students who got the score ≥70 in the vocabulary test was 92.5% or 26 of 28 students. It means that the actions of the vocabulary teaching learning process by using the jumbled-letter game could improve the students’ vocabulary achievement in the VII-A classroom. The average result of the students’ active participation in the first cycle was 83%. Referring to the result of vocabulary test and observation, it could be concluded that the students’ active participation and their vocabulary achievement in the vocabulary teaching learning process by using the jumbled-letter game had been achieved.