THE EFFECT OF USING PICTIONARY GAME TOWARDS STUDENTS` VOCABULARY MASTERY

Abstract

The objective of this study is to determine whether there is a significant difference between students taught using the Pictionary Game and those taught conventionally. This study employed a quantitative approach with a post-test only control group design. The population consisted of 217 eighth-grade students in the 2025/2026 academic year, and 60 students were selected through purposive sampling, divided into an experimental class and a control class. The instrument was a 30-item multiple-choice test, validated and analyzed using normality, homogeneity, and Independent Sample T-Test with SPSS 26. The results showed that the experimental group's mean score (87.83) was higher than the control group’s (74.67). The t-test yielded a significance value of 0.000 (<0.05), indicating a significant difference between the two groups. It is concluded that the Pictionary Game positively affects students’ vocabulary mastery. Teachers are encouraged to apply this game to create a fun, visual learning experience, and students are advised to practice vocabulary both at school and at home. Future researchers should consider classroom conditions, as noise may occur, requiring adjustments to game rules based on students’ characteristics.