UTILIZING HANGMAN GAME AS A MEDIA IN TEACHING VOCABULARY AT MTS ALQODIRI 1 JEMBER

HIRZAN NOFALDI, FARUQ (2026) UTILIZING HANGMAN GAME AS A MEDIA IN TEACHING VOCABULARY AT MTS ALQODIRI 1 JEMBER. Undergraduate thesis, UNIVERSITAS ISLAM NEGERI KIAI HAJI ACHMAD SIDDIQ JEMBER.

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Abstract

Faruq Hirzan Nofaldi, 2026: Utilizing Hangman Game as a Media in Teaching Vocabulary at MTs Unggulan Alqodiri 1 Jember.
Keywords: Implementation, Hangman Game, Teaching Vocabulary
This study explores the implementation of the Hangman game as a learning medium in teaching vocabulary to eighth-grade students at MTs Unggulan Alqodiri 1 Jember. MTs Unggulan Alqodiri 1 Jember is a private Islamic junior high school located at Jl. Manggar No. 139A, Gebang, Kecamatan Patrang, Kabupaten Jember, East Java, which implements a bilingual Arabic-English communication policy. Despite this bilingual policy, vocabulary instruction in the English classroom has largely relied on conventional memorization-based methods, resulting in low student engagement and limited vocabulary retention.
This research adopts a qualitative descriptive approach with data collected through classroom observation, semi-structured interviews, and documentation across three learning meetings. The subjects of this research were the English teacher and eighth-grade students of MTs Unggulan Alqodiri 1 Jember. Data analysis followed the interactive model of Miles, Huberman, and Saldana (2014), which consists of data condensation, data display, and conclusion drawing and verification.
The research focuses on two questions: (1) How do teachers implement the Hangman game as a learning medium in teaching vocabulary at MTs Unggulan Alqodiri 1 Jember? (2) What are the challenges and obstacles encountered by the teacher in using the Hangman game in teaching vocabulary at MTs Unggulan Alqodiri 1 Jember?
The findings of this study indicate that: (1) The implementation of the Hangman game was carried out across three classroom meetings with vocabulary themes of things around the house, daily activities, and adjectives. The implementation was analyzed through three dimensions: goal, strategy, and material. The teacher consistently communicated clear learning goals, employed collaborative and turn-based guessing strategies, and selected curriculum-aligned thematic vocabulary. Student participation and engagement increased progressively from the first to the third meeting. (2) Five main challenges were identified during the implementation: low student confidence in the early meetings, limited class time, uneven student participation, lack of strategic thinking in the early guessing stages, and classroom noise management. The teacher addressed each of these challenges through adaptive facilitation strategies including positive reinforcement, turn-based participation, vowel-first guessing strategy instruction, and the use of hand signals for noise management. This study concludes that the Hangman game is a viable, contextually appropriate, and pedagogically beneficial learning medium for vocabulary instruction at the Islamic junior high school level, particularly in the context of MTs Unggulan Alqodiri 1 Jember. The game simplicity, low resource requirements, and capacity to generate active student engagement make it a practical and accessible alternative to conventional vocabulary teaching methods.

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