<![CDATA[This research aimed to improve students' vocabulary mastery through the Pictionary board game at the second grade of SMPN 2 Baula. The problem addressed was how the Pictionary board game strategy could improve students' vocabulary mastery. This study used a Classroom Action Research (CAR) design following Kemmis and Taggart's model, comprising two cycles of planning, implementing, observing, and reflecting, and was conducted collaboratively with an English teacher. The subjects were 20 students of class VIII.A. Data were collected through a 30-item multiple-choice vocabulary test and observation sheets covering both student and teacher activity, then analyzed by calculating the mean score and the percentage of students meeting the minimum mastery criterion (KKM = 70). The results showed that students' mean vocabulary score increased from 46.16 in Cycle I, with only 4 students (20%) passing, to 81.81 in Cycle II, with 16 students (80%) passing, thereby meeting the predetermined success criterion. Observed student and teacher activity likewise improved from the “enough” category in Cycle I to the “very good” category in Cycle II. It is concluded that the Pictionary board game is an effective strategy to improve junior high school students' vocabulary mastery and can be recommended as an alternative technique for English vocabulary instruction. ]]>
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