This research aimed to find out whether the implementation of game-based
learning can significantly enhance students' vocabulary knowledge in junior high
school. There were two variables in this research. The dependent variable was
students' vocabulary knowledge. The independent variable was game-based
learning. This research used a quantitative method that used pre-experimental
research with one group pre-test and post-test. The researcher used cluster random
sampling. The sample consisted of 30 eighth-grade students from 115 of the total
population at SMPN 2 Barebbo. The researcher provided a pre-test, treatment, and
post-test. The instrument of this research was a multiple choice test designed to
test understanding of the meaning and use of vocabulary. Students' scores from
the pretest and posttest were analyzed using SPSS 22 with the paired sample t-test
method. The results showed that the mean score of the post-test was significantly
higher than the pre-test (69.17>46.50). This can also be seen from the t-test
results, which show 0.00, less than the significant degree (0.05). The researcher's
hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. The
findings of this pre-experimental research revealed that the implementation of
game-based learning significantly enhances students' vocabulary knowledge. This
research proved that game-based learning was effective in enhancing students’
vocabulary knowledge.
A. Conclusion
Based on the results of research that has been conducted, the researcher
concluded that the implementation of game-based learning enhances students'
vocabulary knowledge in junior high school. The results of the data analysis
showed a significant enhancement in the mean score of students from the pre-test
of 46.50 (poor) to the post-test of 69.17 (fair). This indicated that the
implementation of game-based learning has succeeded in enhancing students'
vocabulary knowledge. From the T-test carried out, the significance value (2-
tailed significance) is lower than alpha (α) (0.00 < 0.05). The researcher’s
hypothesis (H 1 ) was accepted and the null hypothesis (H 0 ) was rejected. The T-
test result revealed that there was a significant enhancement in vocabulary
knowledge in junior high school students before and after implementing game-
based learning. Based on this, game-based learning has proven effective in
enhancing students' vocabulary knowledge. Students who engaged in this learning
activity demonstrated significant enhancement in understanding of new
vocabulary especially in the meaning and the use of the word.
B. Suggestion
1. For Teachers
It is hoped that teachers will be more creative in designing and
selecting educational games that are relevant to learning objectives. The
games chosen must be challenging, interesting, and able to motivate
students to learn new vocabulary effectively.
2. For Students
Students must actively participate in all game-based learning activities
held. By being fully involved, students will more easily understand and
remember the new vocabulary learned. When playing educational games,
note down the new vocabulary you encounter. Taking notes will help
strengthen your memory and make it easier to review the vocabulary at a
later date.
3. For Schools
Schools need to ensure the availability of learning media. This is very
important to support the effective implementation of game-based learning. It
is recommended to conduct training for teachers on how to integrate game-
based learning into the curriculum. This training will help teachers
understand the best techniques for using educational games to increase
students' vocabulary knowledge.
4. For Future Researchers
Further research is needed to examine the long-term impact of game-
based learning on students' vocabulary abilities. Additionally, research
could be expanded to look at the effects of this method on other language
skills, such as reading comprehension and speaking skills.

STAR20240205

205/2024

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