Enhancing Students’ English Vocabulary Mastery through Team Race Game: Evidence from a Pre-Experimental Study
Abstract
Vocabulary mastery is a fundamental component of English language learning because it supports students’ ability to understand and communicate effectively. However, many junior high school students still experience difficulties in acquiring and retaining English vocabulary due to limited exposure, low motivation, and conventional teaching approaches. This study aims to investigate the effectiveness of Team Race Game in enhancing students’ English vocabulary mastery. The research employed a quantitative approach with a pre-experimental design using a one-group pretest-posttest model. The participants were 25 seventh-grade students of SMP Negeri 2 Panca Rijang, Sidenreng Rappang Regency, Indonesia, selected through cluster sampling. Data were collected using vocabulary tests administered before and after the treatment and a questionnaire to identify students’ interest toward the implementation of Team Race Game. The data were analyzed using descriptive statistics and paired-sample t-test. The findings revealed that students’ vocabulary achievement improved significantly after the implementation of Team Race Game, with the mean score increasing from 34.80 in the pretest to 67.16 in the posttest. The paired-sample t-test showed a significance value of 0.000, indicating a statistically significant difference between students’ scores before and after the treatment. Furthermore, students demonstrated positive responses toward the use of Team Race Game, with an interest mean score of 73.88. These findings suggest that Team Race Game is an effective, interactive, and enjoyable strategy for improving English vocabulary mastery among junior high school students. The technique can serve as an alternative instructional method for teachers seeking to create more engaging and student-centered vocabulary learning activities.
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