IMPROVING VOCABULARY MASTERY THROUGH HANGMAN GAME TO ELEMENTARY SCHOOL STUDENTS

Abstract

This article is dealing with a classroom action research held in English class about the implementation of Hangman game to improve the fifth grade students’ vocabulary mastery and class situation. The method used in this research is an action research. This research was conducted in two cycles. Each cycle includes four stages: planning, implementing, observing, and reflecting. The research data were collected by using techniques of observation, interview,

notes/journals, documents, and tests. The qualitative data were analyzed through assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes. Meanwhile, the quantitative data were analyzed through descriptive statistic. The research findings show that Hangman game could improve: (1) the students’ mastery in understanding the meaning of words; (2) the students’ mastery in spelling words; (3) the students’ mastery in pronouncing the words; (4) the students’ mastery in using the words based on the context given; and (5) English class situation.