ENGLISH:
This study was aimed at evaluating the effectiveness of Vocabulary
Dice Game in improving vocabulary achievement among the 69 eighth-
grade students at SMPN 1 Mendo barat. The samples were divided into an
experimental group of 34 students using Vocabulary Dice Game in a quasi-
experimental design, and a control group of 35 students using teacher-
centered method. The Vocabulary Dice Game was implemented over
fourteen session.Utilizing six-sided dice, the method engaged students in
multidimensional vocabulary tasks, including word meanings, synonyms,
antonyms, spelling, sentence construction, and word-picture matching.
Ultimately, this game-based approach effectively reduced learning anxiety
and fostered a cooperative classroom environment, enhancing students'
confidence, motivation, and independent to mastering English vocabulary.
Data were collected through observation sheets and vocabulary tests. Pre-
test and post-tests in the form of vocabulary assessments were administered
to both groups, and data were analysed using paired sample t-tests and
independent sample t-tests. The results showed significant vocabulary
progress in both groups during the intervention. The paired sample t-test
confirmed a significant increase within each group, with Sig. 2-tailed <.001
less than 0.05 for both Vocabulary Dice Game, and teacher-centered
method. However, the independent sample t-test showed Sig. 2-tailed <.001
less than 0.05, t-obtain 7.780 was higher than critical value of t-table 2.045,
it could be confirmed that there was a significant difference in students’
post-test between experimental and control group accepting the alternative
hypothesis and indicating a significant difference between the groups.
Therefore. Vocabulary Dice Game, could effectively improve vocabulary
achievement and was superior to the teacher-centered method. Thishighlighted the potential of game-based learning platforms for adaptiving and engaging teaching in lower secondary school English classes.