The Implementation of Explicit Instruction With Hyponymy Game In Teaching Vocabulary at Eight Grade Students of SMPN I Aitinyo 2025/2026

The objective of this research was to know whether there is an impact of the implementation of explicit instruction with hyponymy game in teaching students vocabulary at eight grade SMPN I Aitinyo. Relevant to the objective of the research applied pre-experimental quantitative research design. The research design is one group pretest-posttest. The sample of this research was eight grade which consisted of 20 students in one class. In the collecting the data, this research used vocabulary test consisting of 20 items, with 15 items multiple choice and 5 item matching. In analyzing the data, the researcher used SPSS 31 Program to calculated the data. The result finding of the research showed that the result is of P value (0.001) < (0.05). It means that H0 was rejected and Ha was accepted. This means that there was an impact in teaching vocabulary by using explicit instruction with hyponymy game between pretest and posttest. In addition, it can be seen from the pretest was (49.25) increase on posttest (71.5). The implication indicated that explicit instruction supported clear word understanding and that adding hyponymy game made learning more engaging. This suggests creative approaches can enhance teaching performance and help future researchers explore vocabulary learning techniques. However, this research has several limitations: it involved only one class without a comparison group, focused solely on noun vocabulary, and observed students only during classroom activities without examining their learning outside class.