<![CDATA[This article reports a planned quasi-experimental study examining the effect of the Word Ladder Game on the vocabulary mastery of tenth-grade students at a senior high school in Bukittinggi, Indonesia. Vocabulary mastery is fundamental to communicative competence, yet Indonesian EFL learners commonly struggle with spelling, pronunciation, and retention of new words, and conventional translation-based teaching has left students passive and unmotivated. The Word Ladder Game, in which learners transform one word into another by changing a single letter at a time, is proposed as an interactive alternative that promotes active cognitive engagement with vocabulary. Employing a non-equivalent control-group design, an experimental class will receive Word Ladder Game instruction while a control class receives conventional teaching, with vocabulary mastery measured through pre-test and post-test multiple-choice instruments and analyzed using an independent-samples t-test. It is hypothesized that the Word Ladder Game will produce a statistically significant improvement in vocabulary mastery compared with conventional instruction. The findings are expected to provide empirical support for game-based vocabulary instruction and offer English teachers a practical, engaging alternative to memorization-based methods.]]>
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