KUMPULAN PROPOSAL BAHASA INGGRIS DAN TUTORIAL KOMPUTER: Using Game in Improving Vocabulary Achievement at the third year student of sdn

Using Game in Improving Vocabulary Achievement at the third year student of sdn

USING GAME IN IMPROVING VOCABULARY ACHIEVEMENT AT THE THIRD YEAR STUDENTS OF SD

A Research Paper

Submitted as a partial fulfillment of requirement for Degree of Sarjana Pendidikan at Department of English Language Teaching, Faculty of Teacher Training and Education Muhammadiyah University of Kendari

Department of English Language Teaching

Faculty of Teacher Training and Education

Muhammadiyah University of Kendari

Kendari

2010

ABSTRACT

USING GAME IN IMPROVING VOCABULARY ACHIEVEMENT AT THE THIRD YEAR STUDENTS OF SD NEGERI 04 BARUGA

This experimental design research investigated the using of game in improving students’ vocabulary achievement. The objective of this quantitative study is to find out whether there is a significant effect of using game in improving vocabulary achievement at the third year students of SD Negeri 04 Baruga or not.

The population of this study was taken from all the third year students who were registered in academic year 2007/2008. They become the sample of this study because there are only 80 students. The instrument of this study was vocabulary test which consists of 30 items.

The finding showed that there was a significant effect of using game in improving vocabulary achievement at the third year students of SD Negeri 04 Baruga. The t-count was 3.86 and t-table was 2.00 at the degree of freedom (df) 78 and significant level was 0.05. It means that H1 is accepted and H0 is rejected. Therefore, it can be concluded that game can improve students’ vocabulary achievement.

CHAPTER I

INTRODUCTION

A. Background to the study

Generally, in learning language, vocabulary always becomes the first aspect that must be mastered before the other component of language that supports one skill of English competences. Therefore, Napa (1991) observed that learning English vocabulary takes an important position. It means that when people lack of vocabulary in English, they could not speak English well, write a sentence well, comprehend a text well, and absolutely could not understand about what the other people say.

However, Salim (2008) in his research stated that vocabulary is not an easy item to be mastered in learning English, so that to make student enable to master English vocabulary easily, some possible ways should be applied and one of them is teaching vocabulary by using game. Some students in elementary school tend to learn through playing because playing can increase their motivation and also make the situation fun. In other hand, Richards and Theodore (1986) define that playing vocabulary game is one of the activities which require students to actively communicate with their classmate by using their own language.

Playing game in teaching vocabulary is very important because teaching through game can create a fun situation and of course can increase students’ motivation. Game not only helps the students to encourage them in learning but also can help the teacher to create useful and meaningful context (Cameron, 2001).

Some teachers have presented some techniques in teaching vocabulary but in fact, there are still many students whose vocabulary mastery is still very poor, including the third grade as the object place of this study. This case can be proved that when the English teacher of SD Negeri 04 Baruga explained the materials in English, students were confused and they did not understand what the teacher said. Besides, when English subject was delivered in the class, most of students did not understand the context of the text and they did not know the meaning of vocabularies in the text. After having an observation in SD Negeri 04 Baruga, The writer got the information from the English teacher that the students were very difficult to learn or memorize new vocabularies. To solve this problem, the writer attempts to present or to teach them by using game. The researcher used the game in teaching vocabulary because the students in elementary school are very interested.

By looking at the importance of vocabulary, the writer conducted a research about improving students’ vocabulary through game. The writer believed that to solve the lack of students’ vocabulary should be taught by using various techniques in presenting vocabulary. As Napa (1991:1) stated that the vocabularies are developed using different methods and techniques such as words, games, crossword puzzle, snakes, coil words, etc. The purpose is of course to make the material more enjoyable, interesting and challenging. Furthermore, Huyen and Nga (2003) said that games are seen as a time-filling activity in most English classrooms. They believed that games are just for fun and they have effect in teaching and learning. The students’ interest and motivation can be improved under teaching vocabulary with game. They will be enthusiastic in memorizing new words.

B. Research Question

Based on the background of this study, the writer formulates the research questions of this study as: “Is there any significant effect of using game in improving vocabulary achievement at the third year students of SD Negeri 04 Baruga?”

C. Objective of the Study

The objective of this research is to find out whether there is a significant effect of using game in improving vocabulary achievement at the third year students of SD Negeri 04 Baruga or not.

D. Significance of the Study

The significance of this study are as follows:

1. As an information for the English teacher at SD Negeri 04 Baruga in increasing the teaching and learning in the classroom especially in teaching English vocabulary.

2. As an information for the English teacher about the advantage of using game in improving students’ vocabulary achievement.

3. To help the third year students of SD Negeri 04 Baruga in improving their vocabulary achievement.

4. To give information for future researcher who want to conduct similar study.

E. Scope of the Study

The scope of this study is focused on seeing the improvement of students’ vocabulary achievement through game at the third year of SD Negeri 04 Baruga. The scope of this study is concerned on noun and adjective. The reason for the writer to take only noun and adjective because based on English text book which is used at SD Negeri 04 Baruga, the most appeared topics are noun and adjective. Kind of games are matching pictures (students match the pictures based on the name), crossword puzzle (students fill the blank boxes), colour chain (students sit in line and the leader of the group will whisper the word to the other) and fast, freaky animals (students draw the picture of animal then ask the other to guess)

F. Hypothesis of the Study

The hypothesis of this study is “there is a significant effect of using game in improving vocabulary achievement at the third year students of SD Negeri 04 Baruga”

G. Definition of Term

To avoid misunderstanding about this study, the writer gives the definition of terms used in this study as follows:

1. Vocabulary is a collective word with brief explanation of their meaning (Simpson & Weinner, 1989). The writer defines that vocabulary is the word which have meaning.

2. Achievement is the changing of the behavior or the changing of the knowledge that has been experienced by a man who has learned (Simpson & Weinner, 1989). The writer defines that achievement is the successful gaining of the language in the process of learning, this can be shown by students’ score in doing vocabulary test.

3. Game is an activity that you do to have some fun (Harnby, 1995).

a. Matching: The students match the words based on the picture

b. Crossword puzzle : The games that guess the words/letters by filling the boxes.

c. Colour chain: The game that consists of some groups, each group should sit in lines and the leader of the group whisper the colour down the line. The last player on each team must tell the colour.

d. Fast, freaky animals: The students draw the picture of animal and the other will guess.

H. Limitation of the study

In conducting this study, there were some limitations faced by the writer, there were some students who were not familiar with all kinds of game. So that, they could not do the game as well as the others who have understood. Besides that, the time allotment of the material was inappropriate with the students’ condition because the time is too short. The students who were poor at vocabulary affected the process of game because they did not understand the game. Some of the students were not interested in the picture because it was not colorful. Teacher tried to explain to them how to do it. The most difficult thing that the writer got is controlling students while doing a game. The writer went around to make sure that the students played the game in correct manner or not.

CHAPTER II

LITERATURE REVIEW

This section is literature review which consists of English vocabulary, the importance of vocabulary, teaching vocabulary, testing of vocabulary, game, presenting a game, and criteria for choosing game.

A. English Vocabulary

Lewis (2006) defines “Vocabulary is a listing of the words used in some enterprise”. It refers to the word that must be known to communicate effectively. While Diamond and Gutlohn (2006) state that vocabulary are the knowledge of words and word meanings. Similarly, Simpson and Weinner (1989) say that vocabulary is a collective word with brief explanation of their meaning.

Nunan (1999) states that vocabulary is more than lists of target language words. As part of the language system, vocabulary is intimately interrelated with grammar. In fact, it is possible to divide the lexical system of most languages into “grammatical words,” such as prepositions, articles, adverbs, and so on, and content of words. This is supported by Ur (1996:60) who revealed that vocabulary can be defined as roughly as the words the teachers teach in the foreign language. However, vocabulary is not only a single word but also can be more than single word. For example, post office and mother-in-law which are made up two words but express a single idea.

Furthermore, Rooney (2001) points out that vocabulary is not only list of words and an alphabetical list of words and phrases supplied with definition or translation but also as words known used by a person or group, or contained in a language as a whole. Similarly, Bangun (1999) states that vocabulary is the stock of words known and used by one person, or within a particular trade or profession and a list of words in alphabetical order with meanings added as a supplement to a book dealing with a particular subject.

Many language experts have set up about the concept of vocabulary. Kathlen (1983) revealed that vocabulary is the ability to recognize individual letter that form a word. The explanation indicates that the meanings of words are categorized as compound or more become as idiom evenly tends to be a language. However, they cover in all meaning component of words entirely contracted as the element of language.

There are some kinds of vocabulary based on some people. According to Wallace (1982), vocabulary is divided into two terms, they are receptive and productive which refer to the using of words themselves. If words have ability to be recognized in speaking and writing skill, they are called productive vocabulary but if words have ability to be recognized in reading and listening skill, they are called receptive vocabulary.

Wallace (1982) adds two types of vocabulary. He says:

“There are two types of vocabulary. Firstly, words which students will need to understand and also used themselves, we called this active vocabulary. Secondly, the words which we want students to understand (e.g. when reading a text), but they will not use themselves, we called this passive vocabulary” (Wallace, 1982:87).

Similarly, Cameron (2001) states that every person has three types of vocabulary, there are:

Active vocabulary, i.e. the words that are customarily used in speaking

Reverse vocabulary, i.e. the words that are known but people rarely use in ordinary speech, when they have more time to consider or when they are searching for a synonym.

Passive vocabulary, i.e. the words that are recognized vogue but people are not sure of the meaning. They never use them either in speech or writing and just know them because they have ever seen before.

From the definition above, the writer concludes that vocabulary is word that has meaning which is not isolated or the meaning of words that depends on context of the words exist in a context. In other hand, it could be said that vocabulary is a collective of words which their meaning used in a language.

B. The Importance of Vocabulary

Vocabulary has a significant role for language learners in mastering four skills of the language. They are reading, listening, writing and speaking. This statement is supported by Huyen and Nga (2003) who said that in learning a foreign language, vocabulary plays an important role. It is one element that links the four skills of speaking, listening, reading and writing all together. Furthermore, the students who are good at mastery of vocabulary, their mastery of language is also good. On the contrary, students who have low vocabulary are very difficult to comprehend the meaning of word, phrase or sentence.

In addition, Tarigan (1988) argues that the more people have vocabulary, the more skills that they enable to use in language. This statement indicates that the quality of language skills produced by someone depends on the quality and quantity of vocabulary that he has. This statement is strengthened by Thornbury (2008) who said that people could say very little with grammar but they could say almost anything with words. Thus, the more people learn words, the more they could improve their English.

Moreover, the mastery of vocabulary can increase the human life. This is supported by Tarigan (1988) who says that the improvement of the students’ vocabulary can increase the students’ life, attitude, development of their concept, process of thinking and also increase the students’ knowledge.

From the statement above, the writer may conclude that having more vocabulary can guide people in using skills in language and also can increase the quality of human life.

C. Teaching Vocabulary

Teaching English vocabulary is integrated into the four skills of the language. It means that vocabulary holds significant role in mastery of the four skills of the language. In the teaching of English or any foreign language, teaching vocabulary is one of the important aspects because the unlimited number of vocabulary in a language. Teaching vocabulary should be presented interactively in teaching of the four language skills. To support this, River (1972:28) points out “it is impossible to learn a language without words ”. Therefore, vocabulary is the most important subject in teaching and learning process.

According to Nation (2004), the first decision to make when teaching a word is to decide whether the word is worth spending time on or not. If the word is a low frequency word and is not a useful technical word and not one that is particularly useful for the learners, it should be dealt with as quickly as possible. He also said that when words come up in the context of a reading or listening text, or of learners need a word or phrase when speaking or writing, they need quick help which does not interrupt the activity too much.

Nation (1990) states that there are four ways that can be used in teaching vocabulary. They are:

1. Material is prepared with vocabulary learning as a consideration. This step means the preparation of simple materials and the careful graded of the first lesson of learning English.

2. Words are dealing with as they happen to occur. This means unknown words that appear.

3. A vocabulary problem is taught in connection with other language activities, for example, the vocabulary deals with the learners who have known before.

4. Time is spent either in class or out of class where vocabulary is studied without an immediate connection with some other language activities.

From the statement above, it may be concluded that a good teaching of vocabulary should be presented in a group work in order to involve all students because vocabulary is one of the important aspects in language.

In other hands, Decarico (2001) presents teaching techniques and activities. New vocabulary should be presented in a long rote memorization by involving exercise and activity. He said:

“New words should not be presented in isolation and should not be learnt by simple rote memorization. It is important that new vocabulary items be presented in contexts rich enough to provide clues to meaning and that students be given multiple exposure to items they should lean. Exercise and activity include learning words in words association list, focusing on highlighted words in texts and playing vocabulary games” (Decarrico, 2001:288)

While Nation (2004), in his article Teaching Vocabulary, provides ways of giving attention to words. They are:

1. Quickly give the meaning by (a) using an L1 translation, (b) using a known L2 synonym or a simple definition in the L2, (c) showing an object or picture, (d) giving quick demonstration, (e) drawing a simple picture or diagram, (f) breaking the word into parts and giving the meaning of the parts and the whole word (the word part strategy), (g) giving several example sentences with the word in context to show the meaning, (h) commenting on the underlying meaning of the word and other referents.

2. Draw attention to the form of the word by (a) showing how the spelling of the word is like the spelling of known words, (b) giving the stress pattern of the word and its pronunciation, (c) showing the prefix, stem and suffix that make up the word, (d) getting the learners to repeat the pronunciation of the word, (e) writing the word on the board, (f) pointing out any spelling irregularity in the word.

3. iDraw attention to the use of the word by (a) quickly showing the grammatical pattern the word fits into (countable/uncountable, transitive/intransitive, etc), (b) giving a few similar collocations, (c) mentioning any restrictions on the use of the word (formal, colloquial, impolite, only used in the United States, only used with children, old fashioned, technical, infrequent), (d) giving a well known opposite, or a well known word describing the group or lexical set it fits into (Nation, 2004)

Furthermore, in teaching English vocabulary, the teacher should use some techniques. There are several techniques in teaching vocabulary which all of them are complimentary one another. Harmer (2007) defines that in teaching process, especially in teaching English vocabulary in the classroom, the English teacher uses the following points:

Realia

This is a word people use to refer to the use of a real object in the classroom. Thus the word pen, ruler, and ball can be easily explained by showing students a pen, a ball or ruler.

Picture

The picture can be in form of blackboard drawings, wall pictures, charts, flash card, and any other non technical visual representation. Picture can be used to explain the meaning of item: the teacher might draw pens, rulers, and balls on the blackboard or draw it on paper. The teacher might bring in a wall picture showing there are people in a room which could be used for introducing the meaning of sentence There are three people in the room.

Mime, action, and gesture

Action, in particular, are probably better explained by mime and gesture, for example, for explaining the word like from, to etc.

Contrast

Sometimes, a visual element (e.g. realia, picture, mime, etc) may not be sufficient to explain the meaning. The other ways that can be used is using contrast of the word. For example, the meaning of full is better understand in the context of empty, the meaning of big in the context of small, etc

Explanation

It will be important if giving some explanations by including information about when the item can be used (Harmer, 2007:177)

D. Testing of Vocabulary

In testing vocabulary, the teachers frequently use some ways. Tarigan (1988) defines that there are some activities should be done by teachers to test students’ ability. They are:

Identification

Students are able to give response orally or in written form to identify appropriate words based on the definition.

Multiple choice

Students are able to choose the right word of more than two words have been provided in a test.

Matching item

Words are presented in column. The description in the column is to match vocabulary randomly.

Check list

Students check some words that they know, they are fully expected to write the definition of word.

The four ways mentioned above are useful method to apply in teaching vocabulary. Therefore, they are some effort to test vocabulary.

In addition, Ur (1996:72) suggests that there are some techniques to test vocabulary. They are:

Matching

Here, the only thing that is being tested is whether or not the test is aware of the existence of the (combined) words which probably mean learners also know its meaning but this fact not actually being tested.

Odd one out

In this technique, only meaning is being tested, and meaning has known way of being sure that all the items are known but this at least is more interesting to do and usually easy to mark.

Dictation

Dictation tests are aural recognition and spelling only. However, if learners recognize and spell an item correctly, they probably also know what it means. It is extremely difficult to perceive, let alone spell word that learners does not know.

E. Game

Huyen and Nga (2003) said that learners of English have to deal with unfamiliar vocabulary during their language acquisition, so they should participate in different task-based activities in their classroom such as vocabulary games which especially focus on helping learners develop and use words in different context by making the lesson enjoyable.

In other hand, Slattery and Jane (2001) explain that game can help the learners to create context in which the language is useful and meaningful. He also argues that in increasing vocabulary, teachers should need media to be used. One of them is game. Game can makes students more focus in learning because they do not feel they are forced to learn.

Games are considered to help and encourage the students to make the effort to win because they will be given a lot of opportunities to practice their language more freely (Bredemeier & Greenblat, 1991). In addition, Shaptoshvili (2002) said that game not only engage students in an enjoyable and challenging activity with a clear goal but also can provide practice in another key area i.e. vocabulary. Such games facilitate initial practice and periodic revision of vocabulary in an enjoyable context, thus making classroom vocabulary study an amusing and satisfying experience for teacher and student alike.

Game has many advantages in learning. According to Carrier (1980), Gerlach and Elly (1971) and Cameron (2001), the advantages of game are as follows:

a. It can be used to change the pace of a lesson and to maintain motivation

b. It can encourage students to interact and communicate.

c. It can increase students’ vocabulary and to reduce the dominant of the classroom by the teacher.

d. It can act as a testing mechanism, in the sense that they will expose areas of weakness and the need for remedial work.

e. It can make students seek to solve problem in which they are intimately involved.

f. It can be used to punctuate long formal teaching units and review students’ energy before returning to more formal learning.

It is motivating and challenging.

It can help students to make and sustain the effort of learning

Vocabulary games bring real world context in to the classroom, and increase the students’ use of English in a flexible, meaningful and communicative ways.

It usually involves friendly competition and they keep students interested in learning the language.

It can help the students learn and hang on to new words more easily.

Besides offering many advantages, games are also very useful, as Lewis (2006) explains that the positive sides of games attract the students to learn English because they are fun and make them want to have experiment, discover and interact with their environment. He adds other advantage of games, they are:

Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many children between four and twelve years old, especially the youngest, language learning will not be the key motivation factor. Games can provide this stimulus.

The games context makes the foreign language immediately useful to the children. It brings the target language to life. The games make the reason for speaking plausible even to reluctant children.

Through playing games, students can learn the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot.

Even shy students can participate positively

F. Presenting a Game

Huyen and Nga (2003) list several advantages when game is used in the classroom, including a welcome break from the usual routine of the language class, motivating and challenging effort of learning, and language practice in various skills.

In the whole process of teaching and learning by game, the students can take part widely and open-mindedly. To win the game, each student or group should competitively answer the question addressed by the teacher or other students or groups. In order to do so, they must understand what the teacher or others are saying or have written, and they must speak or write in order to express their own point of view or give information (Cameron, 2001).

G. Criteria for Choosing Game

Cameron (2001) offers the criteria of games. He said that there are many criteria game for teaching English to children. They are as follows:

a game must be more than just fun;

a game should involve “friendly” competition;

a game should keep all of the students involved and interested;

a game should encourage students to focus to the use of language rather than on the language itself ;

a game should give students a change to learn, practice, or review specific language material; and,

a game should be familiar by children.

In addition, he suggests that there are many kinds of game which can be used in teaching English. Of course, as a technique, game needs help from media. The media can be picture, flash card, object, puppet, cassette, project and many other subject surround them. It is better if the games are familiar for the learners because they can learn in a variety of ways, for example by watching, listening, imitating, and doing things.

H. Previous Study

The previous research which examines the teaching vocabulary by using game was done by Huyen and Nga (2003) at the Distance Education Centre (DEC) in Vietnam. The result of the study showed that the teaching vocabulary by using game is effective and can improve the students’ vocabulary. In similar study conducted by Salim (2008) at elementary school. It was found that using game in teaching is effective. The other previous study who have investigated the students’ vocabulary improvement through the use of puzzles, namely: Restu (2002) investigate the use of vocabulary puzzle in teaching vocabulary at SMU 6 Kendari. It was found that the use of vocabulary puzzle can improve students’ vocabulary. Latiri (2003) at second year students of SMP Negeri 10 Kendari investigate the using of crossword puzzle in the teaching of vocabulary. He also found that the use of puzzle can improve students’ vocabulary. The last is Salim (2002) who uses crossword puzzle in increasing students’ mastery on English vocabulary at the first class of IA at Madrasah Tsanawiah Negeri Kolaka. He found that the use of game is effective in teaching.

The writer himself investigates the use game in improving students’ vocabulary achievement at the third year students of SD Negeri 04 baruga. The writer found that the use of game is effective in teaching and can improve students’ vocabulary achievement. Most of previous studies investigate in junior high school but the writer investigates in elementary school. It means that the use of game is effective in every level of school.

CHAPTER III

METHODOLOGY

This chapter aims to provide methodology of the research. It is divided into the following section: design of the study, population and sample, instrument, marking schema, technique of collecting data, procedure of teaching vocabulary and technique of data analysis.

A. Design of the Study

This study benefits from true experiment design. In this study, the writer used a control class to compare with the experimental class because the writer wanted to know the improvement of vocabulary achievement under using game at the third year students of SD Negeri 04 Baruga. Therefore, a design appropriate to this study is Randomized Pretest, Posttest Group design. The design of this study is illustrated as follows:

Table 1. Design Randomized Pretest, Posttest Group

Group

Pre-test

Treatment

Post-test

Experimental ( E )

Control ( C )

(Sudjana & Ibrahim, 1989:39)

To avoid the misunderstanding of variable, the writer wants to make clear that this study consists of two variables. They are dependent and independent variable where the students’ vocabulary achievement as the dependent variable and the use of game as independent variable.

B. Population and Sample

1. Population

The population of this study is all the third year of SD Negeri 04 Baruga who registered in academic year of 2007/2008. The total of the population is 80 students distributed in two classes. The spread of the students’ classes could be seen on the table:

Table 2. Figure of population

Number

Class

Number of students

III1

III2

2. Sample

The sample of this study is all of the students because the number of students is only 80. The sample was taken by using purposive sampling. The choosing of the class was based on the information from the English teacher that third year students in the school have difficulty in learning vocabulary. To determine the control and experimental class, the writer took class A as the experimental and class B as control because based on the English teacher’s information, the classes were homogeneous. In order to prove that the classes are homogeneous, the writer used F-test.

Big variance

F =

Little variance

The formula is:

S2 =

∑fi (Xi-X)2

n-1

where

Both of the classes are equal, it means that the ability of the students in each class is same. It can be proved by the result of F-test is smaller than F-table. (1.09>1.71).

C. Instrument

The instrument of the study was vocabulary test. The vocabulary test was used to know students’ improvement that was taught by using game. The instrument of this study used English question. The writer tested the students’ vocabulary achievement by giving pretest and post-test. The test was made by the writer himself based on the material on the textbook and other references.

The test had been piloted to class B of the third year of SD Negeri 01 Baruga who also registers in academic year 2007/2008 which consists of 41 students. The writer took the third year students of SDN 01 Baruga because after having observations in some schools, such as SDN 15 Baruga, SDN 10 Baruga, SDN 06 Abeli and SDN 01 Baruga, only English teacher of SDN 01 Baruga provided the same answer with the English teacher of SDN 04 Baruga that the achievement of third year students in their schools were moderate. The process of the pilot, the writer tested to the students. The objective of piloting of the test was to know the validity and reliability of the test, the writer used the formula as follow:

Formula 1.

Reliability estimate

(K-R. 21) =

K – 1

. 1 -

M (K - M)

K(S)2

Where :

K = the number of item in test

M = the mean (arithmetic average) of the test score

S = standard deviation of the test score

(Sugiono, 2007:186)

Criteria of reliability test as follows:

0.80 – 1.00

0.60 – 0.79

0.40 – 0.59

0.20 – 0.39

0.00 – 0.19

= very high

= high

= moderate

= low

= very low

(Sugiono, 2007:257)

After analyzed it by using formula, it was found that the reliability of the test was 0.71. According to Sugiono (2007), he states that 1.02 is categorized as very high. So it can be concluded that the reliability of the test was high.

The formula of validity of item test is as follows:

Formula 2.

rxy =

Where:

rxy = Coefficient correlation between X and Y

N = Total of respondent

X = Score of each item test

Y = Total score of students.

(Arikunto, 2006)

The criteria of validity is if the result of rxy = 0.308 or rxy > 0.308, the instrument is valid.

D. Marking Schema

Marking schema of this study were 1 for right answer and 0 for the wrong answer with formula:

Formula 3.

Mark =

Total of correct answer

Total of item test

x 100

(Anggoro et al, 2001:20)

E. Technique of Collecting Data

In collecting data, the writer gave pre-test first, then treatment for four times and ended with post-test to the students. The writer used one game in each meeting in treatments because there were four games that were used.

In collecting the data, the writer used the procedure as follow:

Pre-test

Pretest was given before treatment. It was aimed to know the students’ vocabulary size before they were taught by using game.

Treatment

The treatment was conducted four times by using games in class A and without games in class B. Both of classes are taught by using the same material. Every meeting spent about 70 minutes. The procedure were:

1. The teacher tried to attract the students’ attention on the topic that would be learned and gives motivation to the students: i.e. the teacher talked to the students about the importance of vocabulary in English.

2. The teacher explained the sample of noun and adjective.

3. The teacher showed the picture to the students and determined the word meaning based on the picture.

4. The teacher checked the students’ understanding of the picture by showing the picture to the students and asked what is this?

5. The teacher pronounced the word and then asked the students to repeat it together.

6. The teacher presented the material.

7. The teacher explained the words that are to be use in the game.

8. The teacher presented a game and explains the rules.

9. The teacher asked the students to do the teacher’ instruction.

10. The teacher corrected the students’ answer and explains the materials that are not understood by students.

11. The teacher gave some exercises and let the students finish them.

Post-test

Post-test was given after the treatment finished. The objective of this was to get the data about the result of treatment to be analyzed in order to know the improvement of students’ vocabulary achievement at the third year of SD Negeri 04 Baruga.

F. Technique of Data Analysis

All of the data were analyzed by using statistical descriptive analysis and inferential analysis. Descriptive analysis was used to describe the result of the test of each classes and inferential analysis was used to test the hypothesis. The two t-tailed test was used to analyze the students’ vocabulary achievement of the two classes using game and without using game. To test the hypothesis, the writer used α = 5 % and degree of freedom is n1 + n2 - 2.

Formula 4

SS1 = ∑x21 -

(∑x1)2

Where:

SS2 = ∑x22 -

(∑x2)2

(Gay et al., 2006: 349)

Where:

X1 = average score of experimental class

X2 = average score of control class

SS1 = sums of square of experimental class

SS2 = sums of square of control class

n1 = the total sample of the experimental class

n2 = the total sample of the control class

Before analyze t-test, the writer analyzed the normality of the data by using mann-whitney U-test. The result of U-test was 3.42. The criteria that is used for two t-tailed test with α = 0.05% and z0.47 = 1.96 is –Z1/2 (1- α) < Z < Z1/2 (1- α). It means that H0 is rejected because 3.42 is higher than 1.96. The data is normal

To know whether there was a significant improvement of students’ vocabulary achievement or not, the writer formulated the comparative hypothesis as follow:

Null hypothesis = H0 : µ1 = µ2

Alternative hypothesis = Ha : µ1 ≠ µ2

The writer applied this formula because it was appropriate to analyze the data.

Bellow is criteria of testing hypothesis:

1. If t-test ≥ t-table means that hypothesis is accepted. This means that there is a significant improvement of students’ vocabulary achievement by using game.

2. If t-test ≤ t-table means that hypothesis is rejected. This means that there is no significant improvement of students’ vocabulary achievement by using game.

Furthermore, to determine whether the students’ vocabulary achievement is very high, high, moderate or low, it can be seen in the table below.

Table 3. The criteria of students’ vocabulary improvement.

0.80 – 1.00

0.60 – 0.79

0.40 – 0.59

0.20 – 0.39

0.00 – 0.19

= very high

= high

= moderate

= low

= very low

(Sugiono, 2007:257)

CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the researcher presents findings that cover the description of students’ scores on pre-test, the description of students’ scores on post-test, the summary of mean scores for both classes, the result of hypothesis testing and discussion.

A. The Data Pre-test and Post-test of the Study

Table below shows students’ vocabulary achievement for classes that were taught by using game and without using game. Students’ vocabulary achievement values on pre-test and post-test for vocabulary game and non vocabulary game can be seen in table 1 in appendix 14.

Table 1. Summary of the table is as follow:

Number of respondent

Vocabulary game

Non-vocabulary game

Pre-test

Post-test

Pre-test

Post-test

N = 40

∑

2344

3302

2260

2649

58.6

82.55

56.45

66.2

The table shows that the mean score of pre-test and post-test of the class which was taught through game were 58.6 and 82.55. While the mean score of pre-test and post-test of the class which was taught through game was 56.45 and 66.2.

B. Description of Students’ Scores on Pre-test

1. Frequency Distribution of Students’ Scores on Pre-test

Based on the result of students’ pre-test in appendix 14, the writer counted the frequency and percentage of students’ pre-test to know their vocabulary achievement before teaching them by using game. The frequency distribution can be seen in the following table:

Table 2. Frequency distribution of students’ scores on pre-test

Pre-test in Experimental Class

Pre-test in Control Class

Score

Frequency (S)

Percentage (%)

Score

Frequency (S)

Percentage (%)

2.5

7.5

2.5

12.5

7.5

2.5

17.5

2.5

Total

Mean

Max

Min

Median

Mode

58.6

68.5

100

Total

Mean

Max

Min

Median

Mode

56.45

58.5

100

Based on the table above, it can be illustrates that on pre-test in experimental class the maximum score is 93 while in control class is 97. The minimum score in experimental class is 10 and in control class also has the minimum score, that is 10. The mean score in experimental class is 58.6 while in control class is 56.45. The median score in experimental class is 68.5 while in control class is 58.5. The mode score in experimental class is 77 while in control class is 80. It means that the students’ score of both classes do not show significant differences.

2. Classification of Students’ Scores on Pre-test

The researcher used some categories to classify the students’ scores on pre-test for both classes. It was used to classify whether the students’ scores categorized as very good, good, fair, low, or very low. The classification can be seen on the table below:

Table 3. The classification of students’ scores on pre-test

Category

Experimental Class

Control Class

Very Good

Good

Fair

Low

Very Low

Maximum Score

100

8.5

Minimum Score

Mean Score

82.55

4.13

Median

Mode

100

57, 60, 67

Standard deviation

19.81

18.01

Based on the table above, it can be seen that most of the students in experimental class are gradually progressing in their English vocabulary achievement. This is indicated by the students’ vocabulary achievement in the experimental class where there are twenty seven respondents fell into the “Very Good” category, seven respondents fell into the “Good” category. There are five respondents classified into the “fair” category, one respondent is classified into the “Low” category, and there is no respondent fell into the “Very Low” category. Then, in the control class there are twelve respondents fell into the “Very Good” category, sixteen respondents fell into the “Good” category, nine respondents is classified into the “fair” category, two respondents are classified into the “Low” category, and one respondent fell into the “Very Low” category.

Furthermore, the result of the students’ mean/average score in the experimental class is 82.55 and in the control class is 66.2. It means that the mean/average score of the students’ post-test in experimental class is higher than the students’ post-test in the control class i.e. 82.55 > 66.2. The median score in experimental class is higher than in the control class i.e. 90>67. This result affirms that the students who were taught by using game made progress in their vocabulary achievement because their scores are higher than the students’ scores in the control class who were taught without using game. Before applying the game, the result of calculation using t-test formula proved that the value of t-test/t-count = 0.43 is lower than the value of t-table = 2.00. it means that there is no effect of using game. Meanwhile, the result of calculation using t-test formula after applying the game proved that the value of t-test/t-count = 3.86 is higher than the value of t-table = 2.00. Therefore, it can be said that the hypothesis of this study is accepted. It means that there is a significant effect of using game in improving vocabulary achievement at the third year students of SD Negeri 04 Baruga.

Before the writer applied the game in teaching, the students’ vocabulary achievement in class A was categorized as moderate. It was because the class only had four students who had taken a course and they did not influence the students’ vocabulary achievement. Beside that, the students did not have a high motivation in learning because their English teacher did not use an interesting strategy in teaching. Sometimes the students were bored when there was an English subject. It caused by the activity in the class did not motivate them in learning. Some of them follow the material but the others were busy playing and even they did not care of the English teacher. The writer got this information when doing an observation in some months ago. Meanwhile, there were three students in class B who had taken a course but their vocabulary achievement was categorized as moderate. The reason was same with class A. It means that there is no effect of students who took a course because the students’ mean score was still moderate. It can be said that the students in class A and B are in the same level or homogeny. The homogeneity of the class can be proved by the result of calculation of the data by using F-test. The result shows that F-count is smaller than F-table, (1.09>1.71)

In applying a game, the writer uses four games. It means that every meeting uses one game. In the first treatment, the writer uses crossword puzzle game. The procedure is the writer divides students into eight groups. Then, give each group a piece of paper. After that, ask students to fill the blank boxes based on the instruction on the right side. For example, the instruction number 1 is 20+10=…?. So they fill the box thirty. Finally, the groups who fill the boxes correctly, they will be the winner.

In doing game, every student was very enthusiast to be participated to fill the boxes. They had a high spirit in doing a game because they want to be the winner. They have a high motivation because they were challenged by the game. Learn through game made them participate actively in each activity. It means they learn more by playing. As Cameron, (2001) states that in the whole process of teaching and learning by game, the students can take part widely and open-mindedly. To win the game, each student or group should competitively answer the question addressed by the teacher or other students or groups.

After applying the game, the students’ vocabulary achievement was very high. It can be seen from the result of mean score (82.55). If compare with the class that was not taught through game. The students’ vocabulary achievement was high (66.2). Therefore, there was a significant difference of both classes. It means that the use of game was effective in teaching. The students enjoyed leaning by using game and had more time to practice. Thus they can remember what they had learnt easily. This statement is supported by Bredemeier and Greenblat (1991) who state that games are considered to help and encourage the students to make the effort to win because they will be given a lot of opportunities to practice their language more freely.

The improvement of students’ vocabulary achievement is proved by the mean score of the students in experimental class which is higher than the mean score of students in control class. The finding is similar to what Salim (2008) investigation. He pointed out that teaching vocabulary by using game can improve students’ vocabulary achievement. This finding also supported by Huyen and Nga (2008) who stated that teaching vocabulary by using game is effective and can improve the students’ vocabulary achievement. As Shaptoshvili (2002) stated that game not only engage students in an enjoyable and challenging activity with a clear goal but also can provide practice in other key area i.e. vocabulary. Such game facilitate initial practice and periodic revision of vocabulary in an enjoyable context, they making classroom vocabulary study an amusing and satisfying experiences for teacher and students alike.

Based on the description above, it can be said that all points of view from the experts above indicated all factors that make game effective for teaching English vocabulary. Although, this research is conducted in a limited time (4 meetings), the classroom atmosphere was enjoyable as students discussed in class; game can make words come alive for students because they can memorize the word easily through playing. In conclusion, the result of this study confirms that game is a method that can help students to improve their vocabulary.

CHAPTER V

CONCLUSION, LIMITATION AND RECOMMENDATION

A. Conclusion

After analyzing and discussing the finding of this study, the writer concludes that:

1. By using game in teaching English, the students’ vocabulary achievement can be improved. It can be seen from the mean score on post-test of experimental class (82.55) which is higher than the mean score on post-test of control class (66.2). The different of students’ mean score on post-test of experimental and control class is 16.35.

2. Referring to the result of hypothesis testing, it was found that the t-count = 3.86, t-table = 2.00. So that, t-count > t-table. It means that H1 is accepted and H0 is rejected. Therefore, there is a significant effect of using game in improving vocabulary achievement at the third year students of SD Negeri 04 Baruga.

From those finding, it can be concluded that teaching English by using game is better than without using game because game can improve students’ vocabulary achievement. It may be because game not only engage students in enjoyable and challenging activities but also help and encourage students to make the effort to win because they were given a lot of opportunities to practice their language more freely.

B. Limitation of the Study

In conducting this study, there were some limitations which were faced by the writer, namely:

1. The time allotment of the material was unsuitable with the students’ condition.

2. The students were not familiar with all kinds of game.

3. The writer got difficulties in controlling students while doing a game.

4. Because of the students were poor at vocabulary, it affected the process of game.

5. The pictures were not colorful

C. Recommendation

Based on the conclusion above, the writer gives the recommendation for the next researcher as follows:

1. The participant of this study was elementary school, so the further study could be done at different level such as junior high school or senior high school.

2. The topic that used in this study was animals, adjectives, colour and number. The further study could be oriented to other topics to measure the students’ vocabulary achievement.

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Senin, 27 Oktober 2014

Using Game in Improving Vocabulary Achievement at the third year student of sdn

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