Abstrak
This study investigates the effect of the List-Group-Label (LGL) Strategy on vocabulary mastery among eighth-grade students at MTsN 6 Agam. It addresses three research questions: whether the LGL Strategy significantly affects students’ vocabulary mastery, whether there is a performance difference between students taught using the LGL Strategy and those taught using conventional methods, and whether students’ vocabulary mastery improves after the implementation of the LGL Strategy. A quantitative quasi-experimental design was employed, involving an experimental class and a control class. The experimental class received vocabulary instruction using the List-Group-Label (LGL) Strategy, while the control class was taught using conventional teaching methods. Data were collected through pre-tests and post-tests consisting of vocabulary test items. The data were analyzed using paired-samples and independent-samples t-tests. The results revealed a significant positive effect of the LGL Strategy on students’ vocabulary mastery. The experimental group’s mean score increased from 67.72 in the pre-test to 76.56 in the post-test, representing an improvement of 8.84 points. The independent-samples t-test showed a statistically significant difference in post-test vocabulary scores between the experimental and control groups, with the experimental group obtaining a higher mean score of 76.56 compared to 72.74 in the control group. The experimental group outperformed the control group by approximately 3.82 points. These findings indicate that the LGL Strategy is effective in improving students’ vocabulary mastery compared with conventional teaching methods. The study concludes that the List-Group-Label (LGL) Strategy significantly improves students’ vocabulary mastery. Through the processes of listing, grouping, and labeling vocabulary, the strategy encourages students to actively organize and connect words based on meaningful relationships. Therefore, the LGL Strategy can be considered an effective alternative instructional strategy for vocabulary development in EFL classrooms.