The Effect of “Word Bag” Learning Strategy on Vocabulary Improvement in Fifth-Grade Students

Abstract

Vocabulary mastery constitutes a fundamental component of language acquisition, particularly during elementary school years when cognitive development facilitates rapid linguistic growth. This classroom action research investigated the effect of the "Word Bag" learning strategy on vocabulary improvement among 31 fifth-grade students at SDN 17 Rantau Selatan, Labuhan Batu Regency, during the 2025-2026 academic year. Employing the Kemmis and McTaggart action research model across two cycles, the study collected data through observation instruments assessing student and teacher activities, along with vocabulary mastery tests (pretest and posttest) measuring students' abilities to write, pronounce, and translate vocabulary. Results demonstrated significant improvements across intervention cycles. Student activity engagement increased from 87.50% in Cycle I to 91.25% in Cycle II, achieving "Very Good" classification. Vocabulary mastery classical completeness rose dramatically from 19.35% (6 of 31 students) in the pre-cycle phase to 51.61% (16 students) in Cycle I, and finally to 81.71% (25 students) in Cycle II, exceeding the 80% success indicator. Statistical analysis using paired t-tests and ANOVA with post-hoc tests confirmed significant differences between stages, validating the strategy's effectiveness. These findings establish the "Word Bag" strategy as an evidence-based intervention for enhancing vocabulary acquisition in elementary education.