Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mengkaji pengaruh trace effect game terhadap capaian kosakata (vocabulary achievement) siswa, dengan membandingkan siswa asrama (boarding) dan siswa non-asrama (non-boarding) di smpit al-fityan school aceh, serta mengkaji respons siswa terhadap penggunaan permainan tersebut dalam pembelajaran kosakata. penelitian ini dipandu oleh dua rumusan masalah, yaitu: (1) apakah terdapat perbedaan capaian kosakata antara siswa asrama dan non-asrama setelah menggunakan trace effect game? dan (2) bagaimana respons siswa terhadap penggunaan trace effect game dalam meningkatkan kosakata mereka? penelitian ini menggunakan desain kuantitatif quasi-eksperimen dengan pendekatan komparatif, yang melibatkan 60 siswa kelas viii (30 siswa asrama dan 30 siswa non-asrama) yang dipilih melalui teknik purposive sampling. data dikumpulkan melalui pre-test dan post-test kosakata, serta kuesioner berisi 20 item dengan tujuh indikator yang diberikan setelah perlakuan (treatment). hasil penelitian menunjukkan bahwa kedua kelompok mengalami peningkatan yang signifikan dari pre-test ke post-test (kelompok asrama: t = −22,440, df = 29, p = 0,000; kelompok non-asrama: t = −14,807, df = 29, p = 0,000), dengan kelompok asrama mencapai rata-rata post-test yang lebih tinggi (81,20) dibandingkan kelompok non-asrama (70,40). perbedaan tersebut dikonfirmasi signifikan secara statistik melalui uji t sampel independen (independent samples t-test) (t = −4,163, df = 58, p = 0,000) dan didukung oleh ukuran efek (effect size) yang besar (cohen's d = 1,07). analisis n-gain lebih lanjut menunjukkan bahwa peningkatan pada kelompok asrama termasuk dalam kategori tinggi, sementara peningkatan pada kelompok non-asrama termasuk dalam kategori sedang. hasil kuesioner menunjukkan respons yang secara keseluruhan positif terhadap trace effect game pada seluruh tujuh indikator, dengan indikator manfaat pembelajaran yang dirasakan (perceived learning benefits) mencatatkan respons positif tertinggi (85,6%), diikuti oleh hasil belajar yang dirasakan (perceived learning outcomes) (76,7%), interaksi sosial dan kolaborasi (social interaction and collaboration) (71,7%), kesenangan dan kepuasan (enjoyment and satisfaction) (67,2%), motivasi dan keterlibatan (motivation and engagement) (67,1%), efektivitas keseluruhan (overall effectiveness) (64,2%), dan kemudahan penggunaan (ease of use) (58,3%). temuan ini mengindikasikan bahwa trace effect game efektif dalam meningkatkan capaian kosakata siswa dan mendapat respons yang baik dari siswa, dengan lingkungan belajar asrama menjadi faktor penting yang memperkuat manfaat instruksional dari permainan ini. kata kunci: trace effect game, capaian kosakata, siswa asrama dan non-asrama, pembelajaran berbasis permainan, respons siswa

This study investigates the effect of the Trace Effect Game on students' vocabulary achievement, comparing boarding and non-boarding students at SMPIT Al-Fityan School Aceh, and examines students' responses toward the use of the game in vocabulary learning. The research was guided by two questions: (1) Do boarding and non-boarding students show different vocabulary achievement after using the Trace Effect Game? and (2) What are students' responses toward the use of the Trace Effect Game in increasing their vocabulary? A quantitative quasi-experimental design with a comparative approach was employed, involving 60 Grade VIII students (30 boarding and 30 non-boarding) selected through purposive sampling. Data were collected through vocabulary pre-tests and post-tests and a 20-item, seven-indicator questionnaire administered after the treatment. The results showed that both groups improved significantly from pre-test to post-test (boarding: t = −22.440, df = 29, p = 0.000; non-boarding: t = −14.807, df = 29, p = 0.000), with the boarding group achieving a higher post-test mean (81.20) than the non-boarding group (70.40), a difference confirmed as statistically significant by an independent samples t-test (t = −4.163, df = 58, p = 0.000) and supported by a large effect size (Cohen's d = 1.07). N-Gain analysis further showed that the boarding group's improvement fell into the high category, while the non-boarding group's fell into the moderate category. The questionnaire results indicated an overall positive response toward the Trace Effect Game across all seven indicators, with Perceived Learning Benefits recording the highest positive response (85.6%), followed by Perceived Learning Outcomes (76.7%), Social Interaction and Collaboration (71.7%), Enjoyment and Satisfaction (67.2%), Motivation and Engagement (67.1%), Overall Effectiveness (64.2%), and Ease of Use (58.3%). These findings indicate that the Trace Effect Game is effective in improving students' vocabulary achievement and is well received by students, with the boarding learning environment serving as a significant factor that amplifies the game's instructional benefits. Keywords: Trace Effect Game, vocabulary achievement, boarding and non-boarding students, game-based learning, students' response , tolong terjemahkan dalam bahasa indonesia yang akademic