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THE EFFECTIVENESS OF TABOO GAME TO 
IMPROVE STUDENTS’ VOCABULARY MASTERY 

 
Santika Dewi Nila Sari 

Institut Agama Islam Negeri (IAIN) Ponorogo, Indonesia  
santikadewinila08@gmail.com 

 
Winantu Kurnianingtyas Sri Agung 

Institut Agama Islam Negeri (IAIN) Ponorogo, Indonesia  
winantu@iainponorogo.ac.id 

 
Abstract 

This article aims to investigate whether there was a significant difference 
between the vocabulary mastery of the seventh grade students who were taught 
by taboo games and those who were not at MTs. Ma’arif Balong, Ponorogo. 
Quantitative research within experimental design was applied in conducting the 
research. Experimental class and control class were chosen as research subject. In 
collecting the data, test and documentation were used. Then, they were analysed 
using t-test with SPSS 25. The results of this research showed that the mean of 
post-test in the experimental was 80,19 while the mean of the post-tests in the 
control class was 67,78. Based on the compilation, a t-test showed that the t-count 
was 6.114 with a significance of 0.000. It means the t-value was significant (0.000 
< 0.005). In conclusion, it can be stated that the Taboo game was effective in 
improving students’ vocabulary mastery at seventh-grade MTs. Ma’arif Balong. 
The appropriate media are able to attract the students’ interest in learning for 
instance Taboo games. 

 
Keywords: Taboo Game; Vocabulary Mastery; Teaching Vocabulary 
 
INTRODUCTION 

Vocabulary is essential in language because it affects English skills such as 
speaking, listening, reading, and writing. Vocabulary can be defined a list or 
collection of words in a particular language or words used by speakers of that 
language themselves which may be used. To improve those skills, the first step 
is to learn vocabulary. Learning vocabulary can be done self-taught or in school. 
Students must have good vocabulary mastery as a first step to communicating 

using English in this modern era. 
In English class, vocabulary is very important to be mastered as a first step 

in learning English. When learning a foreign language, the students have to learn 
its vocabulary absolutely. Indeed, vocabulary is an important part of language 

mailto:santikadewinila08@gmail.c
mailto:winantu@iainponorogo.ac.id


 

 

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proficiency since it determines how well students talk, listen, read, and write. It 
means that when students want to speak, students arrange several words so that 
they become good and easy-to-understand sentences. Furthermore, students also 
need a collection of vocabulary to compose sentences if they write sentences. In 
other word, vocabulary is an important component to learn at the beginning 
when learning English. As a result if students are proficient in mastering various 
aspects of English, the first thing that must be learned in English is vocabulary.  

In fact, many students still have not mastered vocabulary well. The lack of 
vocabulary mastery makes it difficult for students to learn English. This condition 
is also defined at MTs Ma'arif Balong. In this case, the researchers found some 
difficulties for students in remembering vocabulary. Many of the students need 
help mastering and clarification about vocabulary, especially in the mention of 
adjectives. Students experience difficulties in writing descriptive text, which is 
carried out to develop students' writing skills. It is just that based on the reality 
in the field, it shows that not all students can write descriptive text well. 

Moreover,  descriptive text is a text that describes a particular object or event 
in clear and detailed words that the reader seems to feel or experience directly 
what the author describes. In line with this opinion, descriptive text is a text that 
has a social purpose to describe an object individually based on its physical 
characteristics. Based on some of the opinions above, the writer can conclude that 
descriptive text is a paragraph that describes an object that makes the reader feel 
as if he feels and experiences what is described. The reason for choosing 
descriptive text as the object of the research is because the descriptive text is 
taught at the beginning of learning to seventh-grade students, which has an 
essential role in teaching writing. Besides that, descriptive text helps students 
describe something like a place, a situation around it, and so forth. So, the 
researchers chose descriptive text as the material for the study. 

 In descriptive text, there are a generic structure and language features such 
as specific participant use simple present tense, use adjective, and use action verb. 

The researchers focus on language features especially adjectives, in the material 
taken. Adjectives can describe feelings or qualities, give nationality or origin, talk 
more about a thing's characteristics, talk about age, talk about size and colour, 
talk about shape, and express a judgment or a value measurement. Furthermore, 
by studying adjectives, students can more precisely describe something or 
someone by mastering adjectives. It will be easier for children to communicate if 
they can more accurately describe objects and people. So, if students master 
adjectives, it will increase their ability to communicate with others. 

Based on the results of interviews with students, the low ability to write 
descriptive text is caused by the lack of students' ability to find ideas and convey 
the main ideas of a story to build a descriptive text. They tend to write a short 
descriptive text for a story they write or more than two main ideas in a story. 



 

 

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Students’ found the difficulties in creating short descriptive texts to describe 
people, animals, and objects because they did not understand adjectives. This 
problem occurs because students rarely practice the adjectives they had learn at 
school and apply them in their daily activities. They do not practice every 
adjective that they have learned in class, so students have difficulty remembering 
adjectives.  

To overcome this problem, the teacher can use a strategy to increase 
vocabulary by playing games. Games are an effective way to encourage students 
to be more active in the teaching and learning process. Many well-known games 
can be effectively used to reinforce essential element in the language. The use of 
games in learning makes the rest more fun. Students will be more enthusiastic if 
lessons are taught through fun educational games. One of the games that can be 
applied in vocabulary class is taboo games. 

Taboo Game is a word guessing game created by Parker Brothers. This 
game is similar to the game Catch Phrase where the player tries to help his 
teammates to guess the words using the instructions in the form say. This game 
is suitable for students who are still children or adults. Other students learn the 
vocabulary given; students also get pleasure in doing this. This game is so 
expected students can easily absorb knowledge about words. The Taboo Game 
has been used as a model for a general chemistry collaborative activity. Taboo is 
a word-guessing game commonly used at parties. This game could be integrated 
at any point in the curriculum and is an effective and entertaining way to teach 
and reinforce central chemistry concepts and review for exams. 

Indeed, Taboo games are effective in improving students' vocabulary 
mastery skills. However, in previous research, the use of taboo games only refers 
to the mention of words. In this study, the use of taboo games is slightly different 
from previous studies. In this study, the use of taboo games was added by 
mentioning synonyms and antonyms of words contained in taboo cards. This is 
done in an effort to make students master a lot of vocabulary more quickly. The 
researcher chose the games method because it was very fun and not monotonous. 
Besides that, the use of taboo games is also easy to use in teaching vocabulary 
because it only requires taboo card media. Therefore, the researchers took the title 
of the research “The Effectiveness Of Tabo Game To Improve Students’ 
Vocabulary Mastery At Seventh Grade Of  MTs. Ma’arif Balong”. 
 
METHODS 

In this study, the researchers used a quantitative research design that 
proposed experimental research because it affects a dependent variable or an 
outcome in practice. The research used a quasi-experimental design because of 
several reasons. The first, the participant in this research were assigned according 
to specific criteria such the group was given a pretest before experimental 



 

 

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treatment, and after that, the group was given a post-test to see the achievement. 
This research used two groups with pretest and post-test designs. The design 
typically involves two steps: giving a pretest to measure the dependent variable 
and giving the subject the experimental treatment. Then, the second reason is the 
availability of participants was limited, and the population in schools was 
following the number of samples expected by researchers.  

The researchers conducted this research at Mts. Ma’arif Balong. The 
population of this research was the students in seventh grade at MTs. Ma’arif 
Balong in the academic year of 2022/2023. The seventh grade consists of three 
classes totalling 80 students. The researchers took seventh grade as the research 
class because the seventh grade was the lowest level in junior high school, with 
minimal vocabulary mastery. 

The sampling procedure used in this study was non-probability with the 
purposive sampling technique. Purposive sampling was a non-probability 
selection method that includes individuals who were deemed to be typical of the 
community. 

According to this research, the sample taken by researchers in this study 
was from the seventh grade at MTs. Ma'arif Balong, namely students from class 
VII A as the control class who consisted of 27 students and students of class VII 
B as the experimental course consists of 27 students. The sample was based on 
the similar ability among the student in both classes. 

This research was conducted in February 2023 by holding four meetings in 
the experimental class and control class taken from February 14th 2023 to 
February 28th 2023. In the first meeting, whether control and experimental class 
were given pre-test that consisted of 20 exercises in the form of multiple choices. 
Then the second and the third meeting, experiment class was taught by Taboo 
Games meanwhile the control class was taught by using problem-based learning. 
Then, in the last meeting, both classes were given post-test that has similar level 
of difficulties. 

In this research, the researchers used test and documentation such 
attendance list, score of pre-test and post-test, photos during teaching and 
learning process as the instrument in collecting the data. After that, the collected 
data were analyzed through  three steps. The first was measuring the normality 
using product moment. The basis for decision-making is if the value Lcount > Ltable, 
then H0 is rejected, and if the value of Lcount < Ltable, then H0 is accepted. The reason 
the researchers used SPSS 25 because it has more complete features. After The 
data were normal, the researchers perform a homogeneity test. Homogeneity test 
aims to find out whether, from several groups of data, studies have the same 
conflict or not. In other words, homogeneity means that the data sets we examine 
have the same characteristics. After carrying out the normality test and 
homogeneity test, the researchers tested the hypothesis to compare the 



 

 

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experimental post-test scores and the control post-test values. The researchers 
does the hypothesis testing to determine the effectiveness of this study by looking 
at the two average student learning outcomes. Test the hypothesis made to find 
out whether the use taboo game in increasing vocabulary mastery was more 
effective in comparison with conventional learning without using media taboo 
game. 

 
FINDINGS 

In this study the researchers used pre-test and post-test to measure the 
students’ achievement in learning adjective using Taboo game. The result of pre-
test and post test scores in experimental class and control class were shown at 
chart above. 

 
Figure 1.1 Chart of Pre- Test and Post-Test in Experimental Class 

 
 
 

 
 
  
 
 
 
 
 
 
 
 
 
 

Based on the chart above, it can be seen from the chart above that the mean 
of pre-test experimental score was 62.78, and the post-test was 80.19. From these 
data, it can be seen that the range pre-test and post-test scores for the 

experimental class after the taboo game treatment was 17.41. It means there was 
an increase in value after using the taboo game treatment. So, it indicates that 
there was a different of students’ score used taboo game media in teaching 
experimental class. The median of the experimental pre-test was 65, while the 
median of the experimental post-test was 80. Then, the experimental pre-test 
modus was 55, while the experimental post-test was 85.   

 
 
 

0

20

40

60

80

100

Pre-test
Experimental

Post-test
Experimental

Mean Median Modus



 

 

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Figure 1.2 Chart of Pre- Test and Post-Test in Control Class 
 
 

 
 
 
 
 
 
 
 
 
 
 
 

Based on the chart above, it can be seen from the chart above that the 
average pre-test control class score was 58,33, and the post-test was 67,78. The 
median of the pre-test control was 60, while the median of the control post-test 
was 70. Then, the control pre-test modus was 50, while the control post-test was 
75. 

 After carrying out the pre-test and post-test, the researchers analyzes the 
results of pre-test and post-test using SPSS 25. First, the researchers performs a 
normality test. of the normality test performed can be seen in the table below. 

Table 1. 1 Test of Normality 

 

Kolmogorov-Smirnova Shapiro-Wilk 

Statistic Df Sig. Statistic Df Sig. 

Experimental 
Class 

.145 27 .150 .960 27 .364 

Control Class .161 27 .070 .942 27 .138 

 
Based on the results, the score of the normality test was 0,150 for the 

experimental class and 0.70 for the control class. The score of both the 
experimental and control classes were higher than α 0.150 > 0.05. It means the 
experimental and control classes' scores were normally distributed. Then after 
the data is normal, the researchers performs a homogeneity test. Homogeneity 
test results can be seen in the table below. 
 
 
 
 

0

10

20

30

40

50

60

70

80

pre-test

control

post-test

control Mean Median Modus



 

 

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Table 1.2 Teat of Homogeneity 

Test of Homogeneity of Variance 

 
Levene 
Statistic df1 df2 Sig. 

Student’s 
Scores 
experimental 
and control 
class 

Based on Mean .287 1 52 .595 

Based on Median .203 1 52 .654 

Based on Median 
and with adjusted 
df 

.203 1 51.594 .654 

Based on trimmed 
mean 

.274 1 52 .603 

 
From the test homogeneity data above, it can be seen that the scores in 

both the experimental and control classes were based on the mean. Based on the 
Levene Statistic, the test score was 0.287. It indicates that the Lavene’s test value 

was > 0.05 (0.287 > 0.05). It can be concluded that the students’ score was 
homogeneous. After carrying out the normality test and homogeneity test, the 
researchers tested the hypothesis to compare the experimental post-test scores 
and the control post-test values. The researchers does the hypothesis testing to 
determine the effectiveness of this study by looking at the two average student 
learning outcomes. The hypothesis testing made to find out whether the use 
taboo game in increasing vocabulary mastery was more effective in comparison 
with conventional learning without using media taboo game. The answer to the 
research hypothesis was based on the value of the t-test conducted at SPSS 25. 
The result of the T-test can be seen on the table above. 
 

Table 1.3 Independent Sample T-Test 

 

 

Levene's 
Test for 
Equality 

of 
Variance

s T-Test for Equality of Means 

F Sig. T Df 

Sig. 
(2-

taile
d) 

Mean 
Diffe
rence 

Std. 
Error 
Diffe
rence 

95% 
Confidenc
e Interval 

of the 
Difference 

Low
er 

Uppe
r 



 

 

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Student’s 
Score 
post-test 
experimen
tal and 
control 
class 

Equal 
variance
s 
assume
d 

.287 .595 6.114 52 .000 12.40
7 

2.029 8.33
5 

16.47
9 

Equal 
variance
s not 
assume
d 

  

6.114 51.87
4 

.000 12.40
7 

2.029 8.33
5 

16.48
0 

 
The t count was 6.114 with a significance of 0.000. It means the t-value was 

significant (0.000 < 0.005). It can be interpreted as the null hypothesis (H0) being 
rejected and the alternative hypothesis (H1) being accepted. According to Hasbro 
in Annisa Journal, taboo game was one of various media in teaching vocabulary 
mastery. This research was related to previous research Nastiti, Maria Graciela 
entitled “Using Taboo Game to Improve Vocabulary of Grade VIII Students of 
SMP Negeri 1 Semin Gunungkidul.” 

 Beside that this research also related with the previous study entitled The 
Effectiveness of Using Taboo Game to Increase Students’ Speaking Skills by 
nuraida sallo. Although related to this research, but the previous study and 
current study have differences in dependent variable. In previous study used 
speaking skill as dependent variable meanwhile in current study used 
vocabulary mastery as dependent variable. 

In conclusion, it showed the t count was 6.114 with a significance of 0.000. 
It means the t-value was significant (0.000 < 0.005). It can be interpreted as the 
null hypothesis (H0) being rejected and the alternative hypothesis (H1) being 
accepted. It means there was a significant difference between students with 
vocabulary mastery taught by taboo games at seventh-grade MTs. Ma'arif Balong 
in the academic year 2022/2023. 

 
DISCUSSION 

The researchers answer the hypothesis related to the effectiveness of taboo 
games in improving vocabulary mastery at seventh-grade MTs Ma'arif Balong. 
Taboo game was a guessing game words, students must be able to guess the word 
hidden. Taboo is a word guessing game that created by Parker Brothers in 1989. 
This game was suitable for students who are still children or adults. Other 
students learn the vocabulary given students also get pleasure in doing it. The 

researchers tried to answer the hypothesis related the effectiveness of taboo game 
to improve students’ vocabulary mastery at seventh grade Mts. Ma’arif Balong. 
Taboo Game provide with the media is effective to apply for teaching vocabulary. 



 

 

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It makes easier for students to learn vocabulary and enhances the students to 
memorize vocabulary. 

Based on the results, the score of the normality test was 0,150 for the 
experimental class and 0.70 for the control class. The score of both the 
experimental and control classes were higher than α 0.150 > 0.05. It means the 
experimental and control classes' scores were normally distributed. Then, the 
score of the homogeneity test showed 0,287. It was more significant than 0.05 
(0.287 > 0.05). So, the value of the homogeneity test was homogenous. 

After analyzing the normality t-test and homogeneity test, the researchers. 
The researchers does hypothesis testing to determine the effectiveness of this 
study by looking at the two average student learning outcomes. The hypothesis 
test was to determine whether taboo games' use in increasing vocabulary mastery 
was more effective than conventional learning without using media taboo games. 
The answer to the research hypothesis was based on the value of the t-test 
conducted at SPSS 25. 

Nuryadi stated, in processing with SPSS, if the significance value was less 
than 0.05 (p < 0.05), the t-value was significant, which means that the scores of 
the two groups are significantly different. Conversely, if the significance value is 
greater than 0.05 (p > 0.05), the calculated t-value was significant, meaning there 
was no significant difference in scores between the two groups.  The t count was 
6.114 with a significance of 0.000. It means the t-value was significant (0.000 < 
0.005). It can be interpreted as the null hypothesis (H0) being rejected and the 
alternative hypothesis (H1) being accepted 

In conclusion, it showed the t count was 6.114 with a significance of 0.000. 
It means the t-value was significant (0.000 < 0.005). It can be interpreted as the 
null hypothesis (H0) being rejected and the alternative hypothesis (H1) being 
accepted. It means there was a significant difference between students with 
vocabulary mastery taught by taboo games at seventh-grade MTs. Ma'arif Balong 
in the academic year 2022/2023. 
 
 

CONCLUSION AND SUGGESTION 

Based on the results of the t-test, there is a significant difference between 
the students who were taught vocabulary using taboo games and vice versa in 
seventh-grade at MTs. Ma'arif Balong in the academic year 2022/2023. The mean 
post-test score for the experimental class (80.19) was higher than the control class 
(67.78). It shows that the score of the experimental class is better than the control 
class. The t-test shows that the t-count was 6.114 with a significance of 0.000. It 
means the t-value was significant (0.000 < 0.005). It can be interpreted as the null 
hypothesis (H0) being rejected and the alternative hypothesis (H1) being 
accepted. It can be used to teach vocabulary because it helps makes easier for 



 

 

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students to learn vocabulary and also it enhances the students to memorize 
vocabulary.  

This research is expected to provide an overview for schools to apply 
media-based learning such as using taboo games. The use of this media has the 
aim of increasing students' interest in learning and reducing boredom in 
learning. Beside that, this research was expected to provide input for English 
teachers to apply creative media when teaching students. Teachers can use taboo 
game media in guiding students' vocabulary because taboo game media has the 
effectiveness s to increase vocabulary mastery. 
 

 
REFERENCES 
 
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating 

Quantitatives and Qualitative Research. Peraon Education. 
Dalman. (2015). Keterampilan Menulis. PT Rajagrafindo.  
Hatch, Evelyn, Brown, & Cheryl. (1995). Vocabulary, Semantics, and Language 

Education. Cambridge University Press. 
Khasanah, A. U. (2017). Teaching Metod in Writing Descriptive Text (A 

Descriptive Study at the Seventh Grade Students of SMP Negeri 3 Klaten 
Academic Year 2016/2017). Juni, 4(2). 

Lumbangaol, R. R. (2021). The Effect Of Taboo Word Game In Improving 
Vocabulary Ability. Journal MELT (Medium for English Language Teaching), 
4(2), 155. https://doi.org/10.22303/melt.4.2.2019.155-169 

Muzammil, A. R. (2020). Kemampuan Menulis Teks Deskripsi Pada Siswa Kelas VII 
SMP Negeri 3 Teluk Keramat. 9(3). 
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Nastiti, M. G. W., & Veniranda, Y. (n.d.). Using Taboo Game to Improve Vocabulary 
of Grade VIII Students of SMP Negeri 1 Semin Gunungkidul. 1(2). 

http://repository.usd.ac.id/id/eprint/41017 
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Richard, J. C., & A Renandya, W. (2002). Methodology in Language Teaching: An 
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Sallo, N. (2020). The Effectiveness Of Using Taboo Game To Increase Students’ Speaking 
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https://doi.org/10.22303/melt.4.2.2019.155-169
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Siregar, A. S. S. (2017). The Effect Of Applying Taboo Game Strategy On The  Students’ 
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http://repository.um.ac.id/id/eprint/103320

	THE EFFECTIVENESS OF TABOO GAME TO IMPROVE STUDENTS’ VOCABULARY MASTERY
	Based on the chart above, it can be seen from the chart above that the average pre-test control class score was 58,33, and the post-test was 67,78. The median of the pre-test control was 60, while the median of the control post-test was 70. Then, the ...
	After carrying out the pre-test and post-test, the researchers analyzes the results of pre-test and post-test using SPSS 25. First, the researchers performs a normality test. of the normality test performed can be seen in the table below.


