Improving Students’ Vocabulary Mastery through Games and Songs

Abstract

This study aims to improve eighth-grade students’ English learning outcomes through the use of songs and games at State Junior High School 5 Kupang. The study was motivated by students’ difficulties in understanding English vocabulary, low participation, and limited motivation during the learning process. This study employed Classroom Action Research (CAR) based on a cycle consisting of planning, implementation, observation, and reflection. The research was conducted in two cycles involving 65 eighth-grade students during the 2021/2022 academic year. Data were collected through learning outcome tests and classroom observations. The tests were administered before and after the implementation of learning activities, while observations were conducted to identify students’ participation, motivation, and behaviour during the learning process. In the first cycle, the implementation of songs and games showed an improvement in students’ engagement, although some students remained passive and were distracted during learning activities. The average learning outcome score in Cycle I was 38.83, which was categorized as low. Based on the reflection, improvements were made in the second cycle by strengthening classroom management, learning activities, and student participation. The results of Cycle II showed a substantial improvement, with the average student learning outcome increasing to 85.5, which was categorized as high. In addition, approximately 90% of students actively participated in classroom activities, while disruptive behaviours decreased. These findings indicate that the use of songs and games can improve students’ English learning outcomes while increasing their motivation, participation, concentration, and enthusiasm. Therefore, songs and games can be considered effective and enjoyable instructional media for supporting English vocabulary learning among eighth-grade students.