The Effect of Scrabble in Improving Vocabulary Mastery of Students at SMPN 2 Pasaman
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Abstract
English vocabulary mastery requires learning activities that address word forms, meanings, and contextual use. This study examined whether Scrabble improved vocabulary outcomes compared with regular instruction among students at SMPN 2 Pasaman. A quantitative approach employing a quasi-experimental post-test-only control group design was used. Participants comprised 64 students selected through cluster random sampling, with 32 students in the experimental class and 32 in the control class. Vocabulary mastery was assessed using a 20-item multiple-choice test, and data were analysed using descriptive statistics and an independent-samples t-test. The experimental class achieved a higher mean score (58.13) than the control class (53.44), but the difference was not statistically significant (t = 0.987, p = .327). The study therefore did not demonstrate a statistically significant advantage of Scrabble over regular instruction in this setting. Scrabble may be considered a supplementary learning medium when integrated with contextual vocabulary practice, although the present findings do not establish its effectiveness. Future research should incorporate baseline assessments and delayed retention measures to clarify its contribution to vocabulary development and retention.
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