The THE EFFECTIVENESS OF THE VOCABULARY BOX METHOD IN ENHANCING EIGHTH-GRADE STUDENTS’ ENGLISH VOCABULARY MASTERY: A QUASI-EXPERIMENTAL STUDY

Abstract

Vocabulary mastery is a fundamental component of English language learning because it supports learners’ ability to comprehend, communicate, and produce meaningful language. However, many EFL learners continue to experience difficulties in acquiring and retaining vocabulary due to limited exposure, insufficient practice, and ineffective learning strategies. This study investigates the effectiveness of the Vocabulary Box Method in enhancing eighth-grade students’ vocabulary mastery and explores students’ perceptions toward its implementation. Employing a quasi-experimental design, this research involved two classes at SMP Tunas Baru Ciparay, consisting of an experimental group taught using the Vocabulary Box Method and a control group taught through conventional instruction. Data were collected through vocabulary pre-tests, post-tests, and questionnaires. The findings revealed that the experimental group improved from a mean score of 29.46 in the pre-test to 82.67 in the post-test, while the control group increased from 36.67 to 53.33. The independent samples t-test demonstrated a significant difference between the groups after treatment (t = 6.983, df = 58, p < .05), indicating that the Vocabulary Box Method was more effective than conventional instruction in improving vocabulary mastery. Students also showed positive perceptions regarding vocabulary retention, motivation, confidence, and learning engagement. The findings suggest that structured vocabulary organization combined with repeated retrieval and active practice can provide an effective strategy for improving EFL learners’ vocabulary development.