Fauzan, M. Hilmi (2026) The Effectiveness of Velcro Dart Game in Teaching Vocabulary Among Seventh Grade Students at SMPN 1 Barabai in Hulu Sungai Tengah Regency. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

This study examines the effectiveness of the Velcro Dart Game in improving English vocabulary mastery among seventh-grade students at SMPN 1 Barabai, Hulu Sungai Tengah Regency. The research is driven by the need to bridge the gap between the government's mandate for engaging, interactive learning and the widespread use of monotonous, teacher-centered methods that diminish student motivation in English language learning. A quasi-experimental non-equivalent control group design was used, involving 51 students split into an experimental class (27 students, Class VII-C) receiving the Velcro Dart Game treatment and a control class (24 students, Class VII-B) taught conventionally. Data were collected via pre-tests and post-tests, then analyzed using an independent t-test at a 5% significance level, supplemented by Cohen's d Effect Size analysis. The experimental group's mean score rose from 46.1 to 65.0, while the control group improved from 45.1 to 62.2. Despite this upward trend, the t-test yielded an observed value (tₒ) of 0.550, below the critical t-table value of 2.010, resulting in the rejection of the Alternative Hypothesis. No statistically significant difference was found between the two groups. The Effect Size analysis returned a Cohen's d value of 0.156, indicating a low but positive practical effect of the game on vocabulary development. Classroom observation also identified four implementation difficulties: inattention during peers' turns, unproductive peer reactions that raised students' affective filters, insufficient focus during vocabulary explanations, and time inefficiency caused by poor throwing accuracy. These challenges collectively limited the game's pedagogical impact. In conclusion, the Velcro Dart Game offers a positive but limited effect on vocabulary learning and does not statistically outperform traditional instruction under this study's conditions. Its success depends heavily on strong classroom management and supportive peer dynamics.

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