THE USE OF TIC TAC TOE GAME TO IMPROVE STUDENT VOCABULARY ACQUISITIONS AT ISLAMIC JUNIOR HIGH SCHOOL 17 MIFTAHUL ULUM TAMPINGAN JEMBER

Holifah, Agus (2026) THE USE OF TIC TAC TOE GAME TO IMPROVE STUDENT VOCABULARY ACQUISITIONS AT ISLAMIC JUNIOR HIGH SCHOOL 17 MIFTAHUL ULUM TAMPINGAN JEMBER. Undergraduate thesis, UIN KH. Achmad siddiq jember.

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Abstract

Key Words: Student Vocabulary Acquisition, Classroom Action Research

Vocabulary acquisition is essential in language learning; without a sufficient vocabulary, students tend have difficulty understanding the speaker’s intent, conveying ideas, and speaking in English. Teacher should keep in mind when developing vocabulary teaching strategies. This indicates to choosing strategy for helping student in acquire vocabulary process. This study to address issue by using the Tic-Tac-Toe Game as an interactive strategy to improve students’ vocabulary. The Tic-Tac-Toe was chosen because flexibility in adapting to various learning contexts, ease of learning, and naturally encourage vocabulary repetition in fun environment.
Based on consideration, the research question formulated in this study is “How does the Tic-Tac-Toe Game Improve Vocabulary Acquisition of Student at Islamic Junior High School 17 Miftahul Ulum Tampingan?” This study aim to describe how tic tac to game improving student vocabulary acquisition at 9th grade Islamic Junior High School 17 Tampingan Jember.
This study employed Classroom Action Research (CAR) adopted from Kemmis and McTaggart. The CAR design in this study was collaborative between researcher and English teacher. The student participants in this study were 9 grade students. In addition, this study utilized two cycles, each consisted of 2 sessions and 1 test to assess students’ learning progress. Data collection utilized preliminary test to determine students’ initial scores, teacher interview, student questionnaire, and classroom observation sheets as secondary data to support research criteria of findings regarding interactions between teacher and student.
The findings of this study indicate that the implementation of the Tic-Tac-Toe game as interactive strategy can improve students’ vocabulary acquisition. Before implementation of Tic Tac Toe game. The pre-test showed no students achieved minimum passing score (KKM) of 70, with average student score of 40. After conducting the first cycle, the researcher found improvement in students’ vocabulary acquisition by increased the average student score 56.81%, with 4 students having reached. The results of the second cycle showed that 9 of 11 students, with average score 70.45%, improved, indicating that the implementation was successful; however, 2 students, with an average 20.55%, did not reach the minimum passing score. Therefore, the use of tic-tac-toe as an interactive strategy game can improve students’ vocabulary acquisition.

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