Irene Clarisa Magdalena Ay Pengarang Selfiana Priscila Mbadi, S.Pd.,M.Ed Pengarang SOLEMAN DAPA TAKA Dosen Pembimbing 1 Selfiana Priscila Mbadi, S.Pd.,M.Ed Dosen Pembimbing 2 Alexander Home Kabelen Ketua Penguji

The primary aim of this study was to enhance the vocabulary skills of fourth-grade students and to examine the impact of the word guessing game as an approach of Total Physical Response (TPR) Technique on their learning progress at SDN Fontein 1 during the 2024-2025 academic year. Conducted in April 2025, this research focused on a cohort of 23 fourth-grade students. Data collection methods included observation, testing, with assessments carried out during the pre-test, cycle 1, and cycle 2. The researcher analyzed the total scores from each test to evaluate the enhancement in students' vocabulary mastery following the interventions. The study demonstrated a significant increase in students' vocabulary action mastery. The researcher prepared a total of 25 questions for both the pre-test and post-test. The results of the pre-test indicated that only 5 students achieved the standard score, while 18 did not meet the criteria at SDN Fontein 1. In the post-test of cycle 1, 10 students met the criteria, whereas 13 did not. By the post-test of cycle 2, 16 students had met the criteria, leaving 7 who had not. Following the implementation of these strategies, the researcher successfully addressed the challenge of enhancing vocabulary mastery. Students demonstrated an improved understanding of word meanings and specific vocabulary. The incorporation of guessing games in the teaching process facilitated students' comprehension and retention of new vocabulary. The use of games in the learning environment fostered enthusiasm among students, making the teaching and learning experience enjoyable, particularly due to the physical movement (TPR) involved, which significantly enhanced their ability to remember information.