This research is aimed to find out the significance of Categories Game inrnimproving students’ vocabulary achievement at the eighth grade of SMPN 6rnWatampone.rnThe objectives of this research are: to know the students’ vocabularyrnachievement by using Categories Game and to know the students’ interest in learningrnvocabulary by using Categories Game. This research used Quantitative method byrnusing experimental research in one group.rnThe population of this research is 250 students. The sample of this researchrnis the class F of the eighth grade student at SMPN 6 Watampone which consists of 22rnstudents. The researcher used cluster sampling.rnThis research employs two different instruments based on the problemrnstatements investigated, they are vocabulary test and questionnaire. Vocabulary testrnconsists of pre-test which is given to the students to know the students’ vocabularyrnachievement before applying Categories game and post-test is given to the students tornknow the students’ vocabulary achievement after applying categories game.rnQuestionnaire is given to find out the students’ interest in learning vocabulary byrnapplying categories game.rnAfter several meetings, this research finds out the use of categories gamernsigificantly effective to improve the students’ vocabulary achievement. The result ofrnthis research shows that the mean score obtains by the students through pre-test isrn58,73 and post-test is 76,73, and the t-test value is higher than the t-table (9,236 >rn2,080). It means that there is a significant difference between the result of thernstudents’ pre-test and post-test. Therefore, null hypothesis (H0) is rejected andrnalternative hypothesis (H1) is accepted.rnA. ConclusionsrnBased on the findings and discussion above, the researcher comes tornconclusion. They are as follows :rn1. Students’ vocabulary achievement before applying categories game isrnstill fair, it is proved by the data that the most of students got fairrnclassification with mean score of students’ pre-test is 58,73. Students’rnvocabulary achievement after applying categories game is significantlyrnimprove their vocabulary, it is showed by the data that most of them gotrngood score with mean score of students’ post-test is 76,73. Thernapplication of categories game is really helpful to improve the students’rnvocabulary achievement because there is a significant vocabularyrnachievement of the students after the treatments are conducted. It isrnproved by the result of data analysis after being compared t-table with ttest.rnThe t – test (9,236) is higher that t – table (2,080).rn2. By using categories game, the students become interested in learningrnvocabulary. Learning vocabulary through categories game is anrneffective, interesting, educative and appliable way to improve thernstudents’ vocabulary achievement.rnB. SuggestionsrnIn view of fact that the application of categories game in teachingrnvocabulary, has been proved to be more effective in improving the students’rnvocabulary achievement and interested in learning English vocabulary, the researcherrnwould like to give suggestions as follows :rn1. The English teacher can apply categories game as one of the ways inrnteaching vocabulary.rn2. The students of the eighth grade of SMPN 6 Watampone can maintain theirrnvocabulary in learning English.

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