Using Pictorial Board Game to Improve the Students' Mastery in English Vocabulary (A Classroom Action Research in the Case of the Fourth Grader Elementary School Students of MI Miftahul Huda Banjarejo In the Academic Year 2011/2012)

Key word: Improving vocabulary mastery, Pictorial Board Game. Nowadays, English has great role in human life, because English is one of the International language in the world. Language is an important tool to communicate with each other person and language is a tool to get some information and education. Besides four skills in English ( listening, speaking, writing and reading), vocabulary is one of the language components that is important to be taught, without having a good vocabulary they can not make meaningful sentences in communication. This research tries to develop the students’ vocabulary mastery of the fourth grader at MI Miftahul Huda Banjarejo in the academic year 2011/2012. The research design of this study was ( CAR) Classroom Action Research since it aimed at improving an existing condition. This classroom action research is conducted at MI Miftahul Huda Banjarejo, Rejotangan in the academic year 2011/2012. The researcher takes the fourth grader of the second semester as the subject of the study. This class consists of 20 students, there are 8 boys and 12 girls. To solve the problem, pictorial board game was applied in teaching and learning vocabulary process. This research was conducted in two cycles. Each cycle consisted of four stages: planning the action, implementing in the action, observing the action and reflecting. In the planning step, the researcher planned and made some preparation for this action. Then, she conducted vocabulary test to measure the student’s vocabulary mastery. Next step, the researcher observed the situation of the implementation of pictorial board game in the classroom. In took two cycles to meet criteria of success. In cycle 1, the implementation of the action was not successful; it was proven by 10 (50%) out of 20 student’s got score under minimum passing grade of 65. The implementation of the action was successful in cycle 2. The student’s score was better and had met the criteria of success. In cycle 2, after the students play of pictorial board game, 17 (85%) out of 20 students got score above minimum passing grade of 65. The research findings showed that the implementation of pictorial board game makes the class more attractive and student more active. The result of observation sheet, vocabulary test and questionnaire showed that students were interested in this media, the classroom atmosphere became relax and created cooperation between partners with challenging game. The research findings show that the using pictorial board game during vocabulary learning could be implemented to improve the vocabulary mastery of the fourth grader at MI Miftahul Huda Banjarejo. It is suggested to the English teachers to apply pictorial board game to improve their student’s vocabulary mastery. For future researchers, it is suggested that the similar research can be conducted by using different level of school and different kind of theme