THE EFFECT OF USING JEOPARDY GAME TOWARDS ...

THE EFFECT OF USING JEOPARDY GAME TOWARDS STUDENTS’

VOCABULARY MASTERY AT SEVENTH GRADE OF SMP NURUL IKHLAS

PADANG PANJANG

Thesis

Submitted as Partial Fulfillment of the Requrement to Obtain Strata One(S1) Degree on

English Education Department

Delfi Yanti

NIM: 2314.091

Advisor Co-Advisor

Eliza, SS, M. Pd Merry Prima Dewi S.Pd M.Pd

NIP.197311292003122003 NIP.198403152015032003

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC INSTITUTE OF BUKITTINGGI

BUKITTINGGI

2018/2019

SURAT PERNYATAAN

Dengan ini menyatakan bahwa:

1. Skripsi dengsn judul “ The Effect of Using Jeopardy Game Towards Students’

Vocabulary Mastery at Seventh Grade Students of SMP Nurul Ikhlas Padang Panjang”

adalah murni gagasan, penilaian, dan rumusan saya sendiri tanpa bantuan tidak sah dari

pihak lain kecuali arahan dari tim pembimbing atau penguji dan belum pernah diajukan

untuk mendapatkan gelar aademik baik di IAIN Bukittinggi maupun diperguruan tinggi

lainnya.

2. Di dalam karya tulis ini tidak terdapat hail karya atau pendapat yang telah ditulis atau

dipublikasikan orang lain kecuali dikutip secara tertulis denga jelas dan di cantumkan

sebagai acuan didalam naskah saya dengan disebutkan nama pengarang dan

dicantumkan pada daftar kepustakaan.

3. Pernyataan ini dibuat dengan sesunguhnya, dan apabila dikemudian hari terdapat

penyimpangan dan ketidakbenaran pernyataan ini, saya bersedia menerima sanksi

akademik berupa pencabutan gelar yang telah saya peroleh karena karya tulis ini serta

sanksi lainnya sesuai dengan norma dan ketentuan hukum yang berlaku.

Bukittinggi, Januari 2019

Yang membuat pernyataan

DELFI YANTI

2314.091

ABSTRAK

Delfi Yanti 2314.091. Efek Penggunaan Permainan Jeopardy terhadap Kemampuan

Penguasaan Kosakata Siswa Kelas 7 SMP Nurul Ikhlas Padang Panjang Tahun

Pelajaran 2018/2019, Institut Agama Islam Negeri (IAIN) Bukittinggi, 2019

Penguasaan kosakata adalah salah satu faktor untuk bisa mengusai Bahasa Inggris

sebagai bahasa asing. Untuk membuat siswa mudah menguasai kosa kata, guru harus mengajar

kosa kata dengan strategi yang bagus dan tepat. Salah satu strategi yang bisa digunakan guru

dalam mengajar kosa kata adalah dengan menggunakan permainan jeopardy.

Penelitian ini merupakan penelitian eksperimen. Peneliti menggunakan quasi

eksperimen dengan menggunakan model pre-test dan post-test. Populasi dari penelitian ini

adalah siswa kelas VII di SMP Nurul Ikhlas Padang Panjang. Untuk kelas VII Pi 1 diperlakukan

kelas eksperimen yang diajar dengan menggunakan Permainan Jeopardy. Sedangkan VII Pi 2

diperlakukan sebagai kelas kontrol yang diajarkan dengan menggunakan metode yang biasa

digunakan oleh guru. Peneliti menggunakan teknik purposive sampling untuk menentukan

banyak sampel penelitian ini. Untuk menganalisa data, peneliti menggunakan tes normalitas

dengan memakai uji Liliofors dan menggunakan tes homogenitas dengan menggunakan uji- f.

Sedangkan untuk menguji hipotesis, peneliti menggunakan uji-T dan mengkonsultasikan

hasilnya dengan tabel derajat dan ( α) = 0. 05 untuk hipotesis.

Dari hasil penelitian dan perhitungan tes awal dan akhir dari kelas eksperimen terhadap

hasil uji t- hitung (1.941) lebih tinggi daripada t-table (1.701) dengan derajat kebebasannya df

=15 + 15-2=28 dengan α = 0.05/2= 0.025. jadi hipotesis alternatif (Ha) diterima bahwa ada

pengaruh yang signifikan dengan menggunakan permainan jeopardy. Pada perhitungan akhir

dari dua kelas: kelas eksperimen dan kontrol diperoleh t-hitung (2.52) lebih tinggi dari t-table

(1.741) dengan derajat kebebasannya df = 15+15-2= 28 dengan α = 0.05/2= 0.025. jadi

hipotesis alternatif (Ha) diterima bahwa ada perbedaan yang signifikan antara pengunaan

permainan jeopardy dan teknik biasa yang digunakan oleh guru. Jadi hipotesis alternatif

diterima yang artinya siswa yang diajar menggunakan metode permainan jeopardy lebih baik

dibandingkan degan siswa yang diajar dengan teknik yang biasa digunakan oleh guru. Jadi bisa

disimpulkan bahwa hipotesis alternatif secara keseluruhan diterima. Ini bisa dibuktikan bahwa

menggunakan permainan jeopardy bisa membantu siswa dalam meningkatkan penguasaan

kosakata.

Kata kunci : Permainan Jeopardy, Penguasaan Kosakata

ABSTARCT

Delfi Yanti 2314.091. Effect of Using Jeopardy Game Towards Students’ Vocabulary

Mastery at Seventh Grade of SMP Nurul Ikhlas Padang Panjang in Academic Year

2018/2019, State Islamic Institute (IAIN) Bukittinggi, 2019.

Vocabulary mastery is one of the factors to master English as a foreign language. It

means that the students need to have the ability in understanding and using the word. To make

the students easier to master the vocabulary the teacher should teach vocabulary creatively.

This research is experimental research. The researcher used quasi experiment using the

pre-test and post-test. The population of this research was seventh grade students of SMP Nurul

Ikhlas Padang Panjang. Class VII Pi 1 as experimental class which taugh using Jeopardy Game

while, VII Pi 2 is treated as an control class which is taugh using method commonly used by

the teacher. In this research the researcher used purposive sampling technique to determine the

sample. To analyze the data, researcher used the normality test using the lilifors test and F test.

To testing hypothesis, the researcher used t-test and concluded the result with a table of degree

and (α) = 0.05 for the hypothesis.

From the result of the calculation of the pre-test and post-test score of the experimental

class it was found that the t-obtained (1.941) higher than t-table (1.701) with degrees of

freedom df = 15 + 15-2 = 28 with α = 0.05 / 2 = 0.025. From the results of research and

calculation of the pre-test and post-test of the experimental class on the results of the t-test

(1.941) higher than t-table (1.701) with degrees of freedom df = 15 + 15-2 = 28 with α = 0.05

/ 2 = 0.025 . So that, the alternative hypothesis (Ha) was accepted which means that there is a

significant effect of using jeopardy game towards students’ vocabulary mastery. Then, the

calculation of two classes: experimental and control classes t-obtained (2.52) higher than t-

table (1.701) with degrees of freedom df = 15 + 15-2 = 28 with α = 0.05 / 2 = 0.025. So that,

the alternative hypothesis (Ha) was accepted which means that there is a significant difference

between the use of jeopardy games and the usual techniques used by the teacher. So alternative

hypothesis (Ha) was accepted which means that students who are taught using the jeopardy

game are better than students who are taught by techniques commonly used by the teacher. So

it can be concluded that the alternative hypothesis as a whole is accepted. It is proved that using

jeopardy game can help the student improve their vocabulary mastery.

Keywords: Jeopardy game, vocabulary mastery

TABLE OF CONTENTS

Page

ABSTRACT .................................................................................................... i

ABSTRAK ..................................................................................................... ii

ACKNOWLEDGEMENT ............................................................................ iii

TABLE OF CONTENTS ............................................................................. vi

TABLE OF LISTS ....................................................................................... viii

LIST OF FIGURES ...................................................................................... ix

LIST OF APPENDICES .............................................................................. x

CHAPTER I : INTRODUCTION

A. Background of the Problem .......................................................... 1

B. Identification of the Problem ........................................................ 6

C. Limitation of the Problem ............................................................. 6

D. Formulation of the problem .......................................................... 6

E. Purpose of the Research ................................................................ 7

F. Significance of the Research ......................................................... 7

G. Defintion of Key Terms ................................................................ 8

CHAPTER II : REVIEW OF THE RELATED LITERATURE

A. Review of Related Theory

1. Vocabulary

a. Nature of vocabulary......................................................... 9

b. The Importance of Vocabulary ........................................ 11

c. The Principles of Teaching Vocabulary .......................... 12

d. Types of Vocabulary ........................................................ 14

e. Teaching Vocabulary ....................................................... 16

f. Vocabulary Mastery ......................................................... 17

2. Jeopardy Game

a. Jeopardy game as the teaching and learning strategy ...... 20

b. Procedure of Playing Jeopardy Game .............................. 21

c. Benefits of Using Jeopardy Game ................................... 25

B. Review of Related Studies ........................................................... 25

C. Hyphotesis.................................................................................... 27

D. Conceptual Framework ................................................................ 29

CHAPTER III : RESEARCH METHOD

A. Design of the Research ................................................................ 31

B. Population and Sample

1. Population .............................................................................. 33

2. Sample.................................................................................... 34

C. Instrumentation ............................................................................ 37

D. Technique of Data Collection ...................................................... 39

E. Technique of Data Analysis ......................................................... 40

CHAPTER IV : FINDING AND DISCUSSION

A. Finding ......................................................................................... 43

B. Discussion .................................................................................... 62

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................... 65

B. Suggestion .................................................................................... 66

REFERENCES

APPENDICES

LIST OF TABLE

Table 1 : Table of Population ........................................................................ 30

Table 2 : Students’ score of experimental class ............................................ 44

Table 3 : Students’ score of control class ..................................................... 45

Table 4 : Cummulative test result of post-test .............................................. 46

Table 5 : Comparison of pre-test of experimental and control class ............ 47

Table 6 : Mean score and standard deviation of pre-test and post-test ........ 49

Table 7: Normality of pre-test in experimental class .................................... 50

Table 8 : Normality test of pre-test in control class ...................................... 53

Table 9 : Homogenity pre-test of experimental and control class ................ 54

Table 10: Homogenity post-test of experimental and control class .............. 55

LIST OF FIGURES

Picture 1 : t-test result of pre-test and post-test of experimental class ......... 58

Picture 2 : t-test result of post-test of experimental and control class ......... 60

Picture 3: t-test result in pots-test of experimental and control class ........... 62

LIST OF APPENDICES

Appendix 1 .................................................................................................... 61

Appendix 2 .................................................................................................... 62

Appendix 3 .................................................................................................... 72

Appendix 4 .................................................................................................... 74

Appendix 5 .................................................................................................... 75

Appendix 6 .................................................................................................... 76

Appendix 7 .................................................................................................... 78

Appendix 8 .................................................................................................... 81

THE EFFECT OF USING JEOPARDY GAME TOWARDS STUDENTS’

VOCABULARY MASTERY AT SEVENTH GRADE OF SMP NURUL IKHLAS

PADANG PANJANG

Thesis

Submitted as Partial Fulfillment of the Requrement to Obtain Strata One(S1) Degree

on English Education Department

Delfi Yanti

Nim: 2314.091

Advisor Co-Advisor

Eliza, SS, M. Pd Merry Prima Dewi S.Pd M.Pd

NIP.197311292003122003 NIP.198403152015032003

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC INSTITUTE OF BUKITTINGGI

BUKITTINGGI

2018/2019

CHAPTER I

INTRODUCTION

A. Background of the Problem

English is one of languages which are used by people all around the world to

communicate with other. In Indonesia, a lot of people are interested in learning English

as a foreign language, because they know that English is an international language.

Consequently, English is taught at schools from junior high school until university. In

order to master English, Indonesian students have to master the four basic skills namely

listening, reading, speaking and writing. However English has its vocabulary and

grammatical system to master. Unfortunately, Indonesian students face many

difficulties in acquiring those English systems.

In mastering English, students need to master vocabulary. Vocabulary is a

language sytems which is taught integrating into the four English skills which are

listening, reading, speaking and writing. In fact, it is what makes the essence of the

language. Without vocabulary speaker cannot convey meaning and communicate one

another in particular language. Large vocabularies help students to express their ideas

precisely in communication.

Vocabulary mastery is one of the factors to master English as a foreign

language. It means that students need to have the ability in understanding and using the

word and meaning. The larger vocabulary the students master, the better they perform

the language. On the other hand, by having a limited vocabulary, the students will find

difficulties in mastering English.

The mastery of vocabulary is closely related to the ability of the learner in

acquiring it. Mastering a language means being able to comprehend the vocabulary

and its phonological system both in speech and in writing. It means that learner who

learns English as the second language must comprehend the meaning of the words.

Learning vocabulary is largely about remembering and students generally need to see,

say and write newly learned words many times before they can be said to have learned

them. 1

To make students easier to master the vocabulary the teacher should teach

vocabulary creatively and also use appropriate method or strategy . Teaching strategy

is very important in English learning process. The use of appropriate teaching strategy

can create a learning atmosphere that evokes creativity and anthusiasm of student and

also make students more motivated. Teaching strategy is a way of how the teacher

teaches and manages the learning process in order to make the learner enjoy and feel

comfortable as long as the learning process. If the learners enjoy and comfortable, it

will be easier for them to understand the lesson. So, the teacher needs to create good

atmosphere in their class by choosing a strategy that relates to the material and can

help her/ him in teaching.

In addition teaching strategy also can help the teacher easy to teach and explain

the material or the topic effectively and efficiently. Furthermore, the strategy also can

help and guide the learners toward the goal of learning. Teaching vocabulary to the

students is really important and not easy. The teacher needs to create good atmosphere

at the classroom in order the students feel enjoy in learning. It is a chalange for the

English teacher, espeacilally in teaching vocabulary. In conclusions, strategy in

1McCarten, Jeanne. 2000.teaching vocabulary lesson for the classroom. Cambridge University press: New

York. P 21

teaching is really important because it will help the learners understand and enjoy their

lesson.

One of the strategy that can used by teacher in teaching vocabulary is using

games. 2 Games help and encourage student to build their interest and also the teacher

can create context in which the language is useful and meaningful. One of the games

that can be used by teacher to increase students’ vocabulary is Jeopardy game. This

game is adopted from television quiz show and adopted into language game for

educational tool by Friedman.3 Jeopardy is one of the game that can increase students’

vocabulary. Jeopardy is an activity to encourage students to think about the questions

which may lead to particular answer.4 This game can make students think creatively

about particular answer so the students can remember the words after they know the

answer. According to Hadfield, the familiar games such as guessing games can make

the player think more about other guess of information what it might be.5 In other

words, students can think with other friends during playing and it can reduce their

stress.

Jeopardy game as a review tool creates opportunities for students to demonstrate

their mastery on the material that the teacher gave. Games based approaches are more

effectively used as strategies for experienced learners to review content rather than with

novice learners to convey new materials. Experience here means that student who ever

knows or learn about vocbulary. In this game the students have a good opportunities

to demonstrate their vocabulary acquiring.

2 Andrew Wright et.all, games for language learning, (New York : Cambridge University Press , 2006 ), p. 1 3 Friedman, Harry, classroom Jeopardy: teacher’s guide (USA: Jeopardy production. 2011), p iii 4 Nothern Ireland Curriculum, Active Learning and Teaching Method for Stage 1&2. (A PMB Publication,

2007), p. 40. 5 Hadfield, J.Intermediate Communication Games. England: Longman Ltd.1990

Based on the researcher’s preliminary research at the seventh grade of SMP

Nurul Ikhlas Padang Panjang, the researcher did the observation and interview. The

researcher observed to the classs and found that in the classroom students had problems

in learning new vocabulary and their meaning. The students felt strange with English

vocabulary because most of them never know or learn English before. The students

preferred to use Indonesian Language during the teaching and learning process than

English. They said that they felt difficult to understand what the teacher said when the

teacher used English only. Instead of making mistakes in pronouncing the word, they

tend to be silent. The researcher also found some psycological barriers from the

students. They are shy and afraid to ask the teacher if they find difficulties. They also

preferred to keep their difficulties by themselves rather than discussing with their

friends. It was occured because the students are less self confidents.

The researcher also interviewed both teacher and students. The teacher said that

even she applied some methods in teaching vocabulary but the students felt difficult

to understand and less of motivation . The teacher did not know how to make the

students interested in the lesson even she applied some methods such as translating the

words, drilling, and repeating the instruction to help the students understand the lesson,

but they still did not work well, however, she was afraid of making students get bored

by her methods. Sometimes the teacher forced the students to memorize the vocabulary

but the students were lazy to do that.

In line with what the teacher said, in general the student had difficulty in

memorizing vocabulary. The students are difficult to memorize and differenciate

between one word and another words. Based on the problem above, it is very important

to solve the problem in teaching vocabulay. To find out the suitable strategy which can

increase students’ memory and their interest in learning vocabulary, the use of game

can make them more enjoy in learning process. Because of those reasons the researcher

conducted a research under the title “ THE EFFECT OF USING JEOPARDY

GAME IN STUDENTS’ VOCABULARY MASTERY USING JEOPARDY

GAME AT SEVENTH GRADE OF SMP NURUL IKHLAS PADANG PANJANG

.“

B. Identification of The Problem

From the problem above, the researcher has identified some of the problems

encountered are:

1. The students having difficulties to understand what the teacher said when

the teacher used English.

2. The teacher sometimes forced the student to memorize new vocabulary

3. The students had problem in differenciate between one word and the other

words.

4. The students got bored during learning process.

C. Limitation of the Research

Based on the identification above, the limitation of the the research is to find

out the effect of using jeopardy game in students’ vocabulary mastery at seventh

grade of SMP Nurul Ikhlas Padang Panjang.

D. Formulation of the Problem

Based on the limitation of the problem that have been disclosed above, the

formulation of the problem in this research were formulated questions:

1. Is there any significant effect of using jeopardy game to students’

vocabulary mastery?

2. Is there any significant difference of students’ vocabulary mastery who are

taught by using Joepardy Game and the students who are taught

conventionally?

3. Is students’ vocabulary mastery are taught by using Jeopardy Game better

than students who are taught conventionally?

E. Purpose of the Research

Based on the formulation of the problem above, the purpose of this research are:

1. To find whether there is significant effect of Jeopardy Game in teaching

vocabulary

2. To find whether there is difference of students’ vocabulary mastery who are

taught by using Jeopardy Game and the students who are taught

conventionally

3. To find whether the students’ vocabulary mastery who are taught by using

Jeopardy Game are better than students who are taught conventionally

F. Significance of the Research

The researcher expects this research has many impact and advantages for

students in learning. So that they can be motivated, interested, fun, enjoyed and

comfortable in language classroom. For the teacher in these finding can improve

their teaching’ s ability and be more creative in teaching and testing vocabulary.

For the other researcher, it can be used as stimulant information to conduct further

research on the effect of using jeopardy game in students’ vocabulary mastery since

this research discusses about vocabulary.

G. Definition of Key Terms

1. Vocabulary Mastery

Is competence to know words and meaning.

2. Jeopardy Game

Jeopardy is a game that can be used by teacher to make students are easy

to master in vocabulary.

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Theory

1. Vocabulary

a. Nature of Vocabulary

Learning language can not be separated from learning vocabulary.

Vocabulary support the speaker to express their opinions, ideas, and the

feelings in communication. Vocabulary is the most important component

language because it affects the four language skils: listening, speaking,

reading and writing. Related to the importance of vocabulary, learning

vocabulary is central to language acquisation, whether the language first,

second, or foreign. Generically vocabulary is the knowledge of meanings of

words.

Language consists of words. Vocabulary is an important aspect in

language learning especially in English, because it is related to other English

skills. Vocabulary is also important in understanding what is being read. A

reader should know what word in a sentence means. When talking about

vocabulary, it means that we are talking about word. Nunan said that “

vocabulary is the collection of words that an individual knows.6

In addition, Jack C. Richards and Willy A Renandya stated that

vocabulary is a core component of language proficiency and provides much

of the basis for how well learners speak, listen, and write.7 In learning

English, students in high school should learn new vocabularies. They have

to master their languange component in order to comprehend the

information, and be able to speak and write in English.

6 Nunan, David. 2003. practical English language teaching Singapore : MC grew Hill P 225 7 Richards, Jack C and Willy A. Renandya. 2002. Methodology in language teaching. Cambrigde University

Press: UK . P 255

Schmitt also stated that must consider what meant by vocabulary.8

Therefore, vocabulary not only contains list of words but also contain all

information about using word and it also contains meaning of word so that

it wil be used by people to communicate to express their ideas.

Vocabulary should be taught especially for foreign language teaching

and learning activity, because if students have enough vocabulary they can

communicate in the foreign language and easier to master new language.

Therefore, it is impossible to learn a new language without mastering

vocabulary.

Vocabulary can be defined, roughly, as the words teaching in foreign

language. However, a new item of vocabulary may be more than just a single

word. For example, post office and mother in law which are made up of two

or three words but express a single idea. A useful convention is to cover all

such cases by talking about vocabulary items rather than words.9

In conclusion vocabulary is central of language and very important in

learning English. Vocabulary can support the students to learn the language

skills. The large vocabulary help the students to express their idea.

b. The Importance of Vocabulary

Vocabulary is the main component for effective communication in the

language of interaction.10 Having much vocabulary of a language is one

important aspect to make it more communicative. If the learners have a good

stock of vocabulary they will be able to communicate actively. Improving

8 Norbert Schmitt, vocabulary in Language Teaching. ( cambridge: cambridge University press 2000) p .1 9 Ur 2003, p 60 10 Milton, James.2009. Measuring second language vocabulary acquisition. Library of congress cataloging in

publication data : UK. P 1

their vocabulary will also improve their overall language ability in order

their intelligent is developed.

In learning something, people have to know the purpose of the things

that they learn, in this case the purpose of learning vocabulary is to help the

learners easier in expressing the idea, 11 because the vocabulary is all of the

words contained in a language, the word property owned by a speaker or a

writer, words used in a field science, compiled a list of words like the

dictionary is accompanied brief explanations through application, this

problem is not only enriching vocabulary through lesson language but also

through other study. Learning language not only prepare the material as

much as possible, but the major provides training to the students how to use

language who has taught it actively, wether oral or written form.

From the description above it can be concluded that vocabulary

understanding is very important as one means to understand the language in

its context, both the Indonesia and English context. The students are able to

communicate both verbally or in writing. Therefore, the words related to

specific areas to the students are the words round them like nouns, verbs,

adjectives and adverb.

c. The Principles of Teaching Vocabulary

In teaching vocabulary, several principles should be kept in mind.

According to Nunan the principles of teaching vocabulary divided into 7

items.12 There are emphasize both direct and indirect teaching, teach

vocabulary words before a new activity, teach how to use context clues

11 A.M, Zainuri. 2003. Vocabulary 1. English Department : Jakarta. P 1 12 Nunan, David ,practical English language teaching (Singapore : MC grew Hill, 2003

appropriately, present multiple exposure to a new vocabulary items, give

opportunities for deep processing of vocabulary items, Teach students to use

dictionary and students keep vocabulary notebooks

In teaching vocabulary Jeanne suggests that the teacher help students to

make them become independent learners in and out of class.13 The teacher

helps students be better learners and acquire good learning habits by the

setting structured learning task that can be done out of class.

Meanwhile, Brown describes five essential steps in vocabulary learning

based on research into learners’ strategies. The five essential steps are

having sources for encountering new words, getting a clear image whether

visual or auditory or both, for the forms of new words, learning the meaning

of the words, making a strong memory connection between the forms and

meanings of the words and using the words.

In conclusion, In teaching vocabulary It is important to acknowledge the

incremental nature of vocabulary learning, and to understand that an

effective vocabulary learning program needs to be principled, long term, and

have high vocabulary learning expectations. There will never be one best

teaching method, but teachers will not go wrong following the overall

principle of maximizing sustained engagement with words.

d. The types of Vocabulary

There are two types of vocabulary, they are active and passive

vocabulary. 14 While learning new words people need a lot of practice and

context connections to learn them well, store the vocabulary in the memory

13 McCarten, Jeanne.2007. Teaching Vocabulary. Cambridge University Press : NY P 23

14 Read, John.2000. assessing vocabulary.Cambridge University Press. UK P 154

and recall it when speaking or writing. Thus two main groups of vocabulary

are active and passive vocabulary.

Active vocabulary is used in speech or writing and is made up of words

that come up in person’s mind immediately when he or she has to produce

a spoken or written sentence. On the other hand, passive vocabulary is

known but not used by a person. People understand it when it is heard or

read.

Another expert also describes the types of vocabulary. Fries define

vocabulary to two kinds. They are function and content words. 15

a) Function vocabulary are the words in the dictionary but its definition are not

clear. These words have relations with grammatical structure, including

auxiliaries, prepositions, conjunctions, and interogative particles.

b) Content vocabulary are the words that have the definition in dictionary such

as noun, verbs, adjectives and adverbs. On the other hand, content

vocabulary are contained the phenomena or reality of people’s experince

such as things, actions and qualities. Meanwhile, three types of content

words also can be known by dividing into three classes. Class I is for things

such table, chair, bed, pencil, etc. The second is class II for action such as

read, drive, cook, drink. Etc. The last is class III for qualities such as fast,

soft, fall,etc. 16

In addition, Penny categorizes the meaning of the words such as

follows.17

15 Ibid. P 1 16 Charles C. Fries, teaching and learning english as a foreign language. ( US: Michigan Press, 1962), p. 44-47 17 Penny Ur, a Course in Language Teaching : practice and theory. (New York: Cambridge University Press,

1996), p.62

(1) Synonyms : the word that nearly the same with another words.

(2) Antonyms : the word that means the opposite

(3) Hyponyms : the words that have specific example with other items.

(4) Cohyponyms : the words that the same kind with other things

(5) Superordinates: the idea that cover the specifics items

(6) Translation: the words of learner’s mother tongue that have the

meaning to other words that be taught.

Therefore, it can be concluded that even the classification from

some experts, the types of vocabulary that they have made are

different but same in the point because they classify it based on

different aspect.

e. Teaching Vocabulary

Teaching vocabulary means teachers teach the meaning by translating

the words and more than just presenting new words but there are other issues.

18 West and Palmer mentioned two main criteria of vocabulary selection for

early stages of acquisation. First is adult person should indicate the frequency

of each word in written English. Second, provide information about the fact of

some kinds of meaning and uses of a word form. 19 In addition, Carter state that

at basic level learning, knowing a word involves knowing its form and meaning.

20 It can be concluded that knowing vocabulary not only knowing the form but

also should understand the meaning because some of vocabularies have multiple

meaning.

18 Harmer, Jeremy the practice of english language teaching. (New York: Longman, 1999), P 159 19 Carter, Ronald. Vocabulary Applied Linguistic Perpectives. ( New York: Routledge, 2012), p. 198

20 Thomburry, Scott. How to teach vocabulary. ( England : Pearson Education, 2002), p. 15

f. Vocabulary Mastery

Learning a language is learnig its vocabulary because language can not

be separated with vocabulary. it is impossible because vocabulary is all the

words that use in language. However the mastery of vocabulary also

depends on the individual’s quality to use her or his language.

Vocabulary mastery is an individual’s great skill in using words of a

language, which is acquired based on their own interests needs and

motivation. Vocabulary mastery plays an important role in the four language

skills and it has to be considered that vocabulary mastery is one of the

needed components of language.

William state that mastery is comprehensive knowledge or use of a

subject or instrument. Mastery derived from the word ‘master’, which

means to become skilled or proficient in the use of, to gain complete

knowledge through understanding.21

Vocabulary mastery is competence to know words and meaning. Nation

proposes the following list of the different kinds of knowledge that a person

must master in order to know a word are:

1. The meaning of the word

2. The written form of the word

3. The spoken form of the word

4. The grammatical behaviour of the word

5. The collocations of the word

21 William Collins, (1979), Webster’s New Twentieth Century Dictionary, America: The United States of

America, p. 604

6. The register of the word

7. The associations of the word

8. The frequency of the word

Bromberg and Gale argue that the purpose of teaching vocabulary is to

increase the understanding of the spoken and written word and to develop

the ability to communicate effectively.22 A large number of vocabularies

can not guarantee the students’ competence in learning English but in

adequacy of vocabulary will give enough chances to make success in

learning English.

Knowing students’ vocabulary mastery is through Vocabulary

assessment which is assessed at the end of the unit using test or game.

Assessment may emphasize the measurement of vocabulary breadth or

vocabulary depth.23 V ocabulary breadth refers to the quantity of words for

which students may have some level of knowledge. While, the breadth of

the test is wider if testing students knowledge of words learned across the

year in all science units. Vocabulary depth refers to how much students

know about a word and the dimensions of word learning addressed

previously.

In other words, mastering large vocabularies is very important for

students. Without mastering it, the students will get some difficulties in

developing the four language skills.

2. Jeopardy Game

22 Murray Bromberg and Cedric Gale. Vocabulary Successs. 23 Johnson, D. D. 2000. Vocabulary in the elementary and middle school. Boston: Allyn & Bacon.

According to Wright, game is an activity in which the learners play and

usually interact with others.24 It means that game is the activity that can make

people communicate with other especially in the classroom. In the classroom,

games build students’ relationship between their friends because games will

make they have challenge with other.

In addition, games also have benefits for teaching and learning activity as

follows:

1) Games help and encourage many students to build their interest and

work.

2) Games help the teacher to create context in which the langauge is

useful and meaningful.

3) Games provide one way of helping the learners to experience

language rather than merely study it.

Some games may be difficult or boring for students so

that for teaching vocabulary on seventh grade students, teacher

may uses creative games such as Jeopardy. The researcher used

Jeopardy games as a technique in assessing vocabulary.

a. Jeopardy game as the teaching and learning strategy.

Brown states that strategies are the moment by moment techniques that

we employ to solve problem posed by second language input and output.

The former related to input to processing, storage and retrieval that is to

taking in message from others. The letter pertain to out output, how we

productively express meaning, how we deliver message to other.25

24 Andrew Wright et all, games for langauge learning. (New York: Cambridge University Press, 2006 ) p. 1 25 Brown (2000) p, 122

Sarcella and Oxford identifies the definition of learning strategy as cited

in learning styles and strategies journal as follows:26 Learning strategies are

defined as specific actions, behaviour, steps, or technique such as seeking

out the conversation partners, or giving oneself encouragement to tackle a

difficult language task usesd by students to enhance their own learning.

learning strategy is technique which is used by the learners to enhance

their own learning that has a purpose to achieve a certain learning goal. A

technique is implementation that which actually take place in a classroom.

It is a particular trick, strategies, or contrivance used to accomplish an

immediate objective. Technique must be consistent with a method and

therefore in harmony with an approach as well.

One of games that can be used as a teaching strategy is jeopardy game.27

Jeopardy game is said as a cognitive strategy. Cognitive strategies enable

the learner to manipulate the language material in direct ways. Jeopardy

game is a technique which provides a chance for students to produce new

language in direct way.

In conclusion teaching vocabulary by using jeopardy game is very

interesting because students will be active and interested in learning process.

b. Procedures of playing jeopardy game

There are traditional Jeopardy modern and traditional can be played in

the classroom. Traditional jeopardy is jeopardy that used traditional

medium, such as board completed with its chalkboard, dry erase board,

26 Oxford (2003) 27 Friedman, Harry, classroom Jeopardy: teacher’s guide USA: Jeopardy production. 2011

paper and pen. Meanwhile, the modern jeopardy uses the modern medium

like LCD and power point presentation.

a. For the traditional one, the procedures are below:

1) Divide the chalkboard or dry erase board into grid. Write a category

title in the first box of each column. Fill in the rest of the column

with point values in ascending order.

2) Prepare as many question and responding answer as there boxes on

the grid. Harder questions should be worth more points.

3) Divide the class into teams. Determine the order in which members

of each team will go up to answer questions. Flip a coin to detrmine

which team will get the chance to answer the first question. Make

sure each team can see and read the board clearly.

4) Ask the first member of the chosen team to select a point value from

any category. Read the question that has been chosen. The students

will need to provide a correct response for the question.

5) Give other teams a chance to answer the first student cnnot provide

the correct response. Put “X” through the corresponding box on the

grid once the question has been answered.

6) Write the points earned under its name each time a team answer a

question.

7) Continue to play jeopardy until all boxes have been eliminated from

the grid.

b. The way to do the modern Jeopardy game in the classroom as

follows:

(1) Prepare the template using Microsoft's PowerPoint then divide the

class into groups or let it be individual. If there are groups in the

class, explain that each student will take a turn as group's

spokesperson. For the individual, it means that every person in the

class is the

spokesperson.

(2) Allow the spokesperson to choose the topic and point value the

group will attempt to answer correctly.

(3) Click on the requested point value action button to reveal the

question then read the question to the class.

(4) Call on the spokesperson to explain the answer. If the answer is

correct, tally the point value for the group. If the answer is incorrect,

immediately call on the next group to answer.

(5) Call on the spokesperson for the next group or person to choose a

topic and point value.28

According to Sthepanie the rules of Jeopardy game as follows:29

(a) Play individual or in groups.

(b) Pick a category and point value.

(c) Click on the chosen box for the question .

(d) Students must give the answer in the form of a question before

clicking again. The teacher may want to set a time limit for

answering the question.

(e) To see if a student or group is correct, click again for answer.

28 How to play jeopardy in the classroom 29 Dr.Stephanie Taylor, Instruction for Playing Jeopardy, on Agustus 1, at 06.01 p.m, 2018, cited from

(http://www.iup.edu/page.aspx?id=61503).

(f) Click the back to board button on the slide to return to the main

board.

(g) If the students or team is correct, they are awarded the point

value of the question.

(h) Continue until all the question have been answer. The team with

the most points wins

(i) Bring bells or other noise makers to class for students to answer

with.

In this research the reseacher uses modern Jeopardy

game to aplied in teaching and learning process. The modern

Jeopardy game will increase the students’ motivation to learn.

c. Benefits of Using Jeopardy Game

Jeopardy game is really useful for both students and teacher. Jeopardy

is helpful for preparing for the test because jeopardy is a good game to

review for the test and gives a change to have the material reinforced. In

teaching vocabulary by using Jeopardy game, it is a great way to reinforce

curricullum during the class time. It is also valuable educational tool in other

situations as well.30 In addition, Jeopardy game can build students’

motivation because this game makes students are competitive with other

students to answer the question. This game can make the students cooporate

with their friend because this game emphasize students not to open the

dictionary so that they will consider their memories and inform to each

other. Therefore, students’ vocabulary will increase based on the syllabus in

30 Friedman, Harry, Classroom Jeopardy: Teachers’ Guide, (USA: Jeopardy Production, 2011), p. 31.

the first semester. Furthermore, teachers should look at the curriculum or

the material that suitable for teaching vocabulary by using jeopardy game.

B. Review of Related Studies

There are some previous studies which are similiar or in line with to the use of

Jeopardy game and teaching vocabulary. here, the researcher summarizes some

previous studies that can be use as guidelines for the researcher in conducting the

new one.

The first research was conducted by Siti Faiqotun Muthoharoh in her thesis

entitled “ Mastery On Passive Voice at The Second Year Students using jeopardy

game”, the researcher wanted to know the profile of the sudents’ mastery of passive

voice taught using jeopardy game and those who are taught without using it and

wanted to explore whether or not only any difference in mastery among students

taught passive voice by using jeopardy game and without using it. This study used

quantitative approacah is considered as an appropriate research design. Then the

result of this research is students who lack of passive voice and taught by using

jeopardy game got high score than students who did not taught by using Jeopardy.31

The other research was conducted by Novian Chintiami in her thesis entitled”the

effectiveness of jeopardy game on students’ vocabulary mastery”, the researcher

wanted to know the effectiveness of jeopardy game in teaching vocabulary and the

effect size of jeopardy game on students’ vocabulary mastery. This research used

quasi experimental research. The result of the research is jeopardy game has

moderate effect in developing the studens’ vocabulary mastery.32

31 Muthoharoh,SitiFaiqotun, “An Experimental Study Of Using Jeopardy Game Towards Students’ Mastery

On Passive Voice At The Second Year Studentsof SMA N 1 Jekulo Kudus in The Academic Year of

2013/2014”, (Salatiga: State Institute of Islamic Studies (STAIN) Salatiga, 2013). 32 Novian Chiniami, the effectiveness of jeopardy game on students’ vocabulary mastery on seventh grade of

SMP DUA MEI Ciputat (jakarta: UIN Syarif Hidayatullah 2015)

The last, a research entitled “Description and Evaluation of an interactive

Jeopardy Game design to foster self assessment” by Denise Bender. the purpose of

this research is to observe not only how well the students handle the material but

also provides a chance to see how they link previously learned content with new

material. The researcher used Jeoprady game as a tool to review the material.

Those previous research conducted the research by using experimental and

control class using Jeopardy Game. In this research, the reseacher also used

Jeopardy Game to find the effect of using jeopardy game towards students

vocabulary mastery.

C. Hypothesis

Based on the background, formulation and purposes of the problem above, the

hypotehsis of this research are:

1. Ha : there is significant effect of using Jeopatdy game toward students’

vocabulary mastery.

Ho : there is no significant effect of using jeopardy game in students’

vocabulary mastery

2. Ha : there is significant difference of students’ vocabulary mastery between

students who are taught using jeopardy game and the students who are taught

conventionally.

Ho : there is no significant difference of students’ vocabulary mastery who

are taught using jeopardy game and who ar taught conventionally.

3. Ha : students’ vocabulary mastery who are taught by using jeopardy game

better than who are taught conventionally.

Ho : students’ vocabulary mastery who are taught by using jeopardy game

is not better than taught conventionally.

In conclusion, the first hypotesis states that Ha means there is a

significant effect of using jeopardy game in students’ vocabulary mastery. On

the other hand, Ho means using jeopardy game does not give a significant effect

on students’ vocabulary mastery. Besides, the second hypothesis is Ha means

there are any significant differences of students’ vocabulary mastery who are

taught by using jeopardy game and Ho means there is no any significant

differences of the students’ vocabulary mastery between students who are

taught by using jeopardy game and students who are taught conventionally. The

third hypothesis is Ha means the students’ vocabulary mastery using jeopardy

game is better than students who are taught conventionally and Ho means the

students’ vocabulary mastery by using jeopardy game is not beter than who are

taught by using jeopardy game.

D. Conceptual Framework

Conceptual framework of this research can be presented as the figure follow:

Vocabulary Mastery

1. The meaning of the word

2. The written form of the word

3. The spoken form of the word

4. The grammatical behaviour of

the word

5. The collocations of the word

6. The register of the word

Jeopardy Game

Vocabulary

The way to do Jeopardy game in the

classroom by Harry Friedman as follows:

1. Prepare the template using Microsoft's

PowerPoint then divide the class into

groups or let it be individual.

2. Allow the spokesperson to choose the

topic and point value the group will

attempt to answer correctly.

Based on schema above it show that vocabulary is one of the main element in

language. It is know that vocabulary mastery supports the mastery of four language skills,

namely listening, speaking, reading and writing. Vocabulary mastery also influances the

students’ learning process and their achievement. In this research, the researcher did research

whether the use of jeopardy game gives significant effect to students’ vocabulary mastery.

1. Is there any significance effect of using jeopardy game to students’ vocabulary mastery?

2. Is there any significance difference of students’ vocabulary mastery who are taught by using

Joepardy Game and the students who are taught by conventional way?

3. Is students’ vocabulary mastery are taught by using Jeopardy Game better than students who

are taught by conventional way?

Benefits of using jeopardy game

- Helpful for preparing the test

- Good game to review material

- Increase students’ vocabulary mastery

- Build students’ motivation

CHAPTER III

RESEARCH METHOD

A. Design of The Research

In this research, to achieve the research objectives and to address the research

problem the researcher conducted quantitative research. Research is kind of research

that cllects the data in the form of number. According to Sugiono, a research is called

as quantitative because of the data of the research is use numeric and using statistical

analysis.33

The design of this research was quasi experimental research because the

researcher used pre-test and post-test to find the effect of using jeopardy game in

33 Sugiono. Metode penelitian pendidikan (pendekatan kuantitatif, kualitatif dan R&D). Bandung: Alfabet.

2009.

students’ vocabulary mastery. Gay states in Emzirs’ book that experimental research is

the one of reserach method that can truly test the hyphotesis concerning cause and effect

relationship.34

A quantitative research generates quantifiable data. It is primarily concerned

with observable and measurable phenomena involving people, events or things, and

establishing the strength of the relationship between variables, usually by statistical

tests35. This research aimed to know the students’ vocabulary mastery using jeopardy

game in learning English at seventh grade of SMP Nurul Ikhlas Padang Panjang.

In this case, experimental class was treated by using Jeopardy Game while control

class was treated without Jeopardy Game. The research was described in the table.

Table 3.1: Control-Group Pre Test-Post Test Design

Group Pre-Test Treatment Post-Test

Experimental T1 X T2

Control T1 - T2

Where:

X= The treatment

T1= Pre-test

T2= Post-test

34 Emzir. Metodologi penelitian pendidikan : kuantitatif dan kualitatatif. Jakarta : rajawali Pers. 2012

35 Couchman & Dawson. 1995. Nursing and health care research . Scutary Press . 40

- = No treatment

Based on the research design above, the researcher gave pre-test to both classes. Then,

the researcher did the treatment to the experimental class. But, the researcher did not give

special treatment to the control class. After that, the post test was conducted to the

experimental and control class. The different treatment was given to the experimental class

in order to measure students’ vocabulary mastery.

B. Population and Sample

1. Population

The population of this research was class VII in SMP Nurul Ikhlas in academic

year 2018/2019 consisted of 83 who distributed into five classes of seventh grade

students.

Table 3.1

Table of population

No Classes Total of

Population

1 VII Pi 1 15

2 VII Pi 2 15

3 VII Pa1 20

4 VII Pa 2 20

5 VII Pa 3 13

Total 83

Source: English teacher SMP Nurul Ikhlas

2. Sample

The sample of this research determined by using purposive sampling.

According to Margono, the purposive sampling is the selection of a group based on

certain characteristic are deemed have a close relation with the characteristics of the

population that has been previously known. In other words, the sample unit will be

adapted to be contacted with certain criteria that are applied based on objective

research sample.36 The sample of this research were two class students of seventh

grade of SMP Nurul Ikhlas Padang Panjang. Researcher chose VII Pi 1 and VII Pi

2 because they have same problems with vocabulary and it was also suggested by

the teacher in the school. Then it can be concluded that one of two class was be

chosen to be a control class and one class be experimental class, the researcher

followed the steps below:

a. Collect the score of students’ vocabulary test in SMP Nurul Ikhlas Padang

Panjang 2018/2019 academic year.

Before doing the experiment, the researcher will collect the score of the

students vocabulary test to normality and homogenity of the data.

b. Test the normality of the data

36 Margono, Metodologi Penelitian Pendidikan, ……………p.128

The purpose of the testing the normality of the data is to know whether

the data spread out normaly or not. Normality of the data is tested by using

Liliofers37. It can be done in these steps below:

1) Arrange the data from the lowest to the highest.

2) Find the up frequency cumulative (Fk(a))

3) Find the empiric proportion (Sn(Xi)) with the pattern Sn (Xi)=FK(a) / n

4) Find the mean score ( ) and standard deviation (s)

1

)( 2

n

xxifs

Note: = mean score

= score frequency times test result

n = total frequency

s = standard deviation

5) Find the score of Zi by using this formula : Zi =

6) Find the score of P (Zi) by consulting the score of Zi with Z table

7) Find Sn (Xi)-P (Zi)

8) Find the absolute score of Sn (Xi)– P (Zi)

9) Determine the higher score of absolute mark Sn (Xi)– P (Zi). It is named with

Lo ( Liliefors)

10) Test the Lo score with Liliefors table with the certain degrees of freedom (α):

0.05

37 Arifmiboy, Statistik Pendidikan, (Bukittinggi IAIN Bukittinggi. 2015 ) p 76

11) Take the conclusion, if the Ltab> LO, it will conclude that the data is distribute

normally with the degree of freedom in (α) 0.05.

c. Test the homogeneity of the data

The purpose of homogenity test is to know whether the population is

homogenious or not. This test is done by using t test. The homogenity test

by using t test is done by following step:

1) Find the mean score ( )

(𝑋)̅̅ ̅ = ∑ 𝑋

𝑁

2) Find the Standard Deviation (SD)

SD =

3) Find the variant (S2)

S2 =∑(𝑓𝑋)

𝑛−1

4) Find the F-obtaineed = 𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑟 𝑣𝑎𝑟𝑖𝑎𝑛𝑡

𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑟 𝑣𝑎𝑟𝑖𝑎𝑛𝑡

5) Find the score t- table with the certain of level significance (α)

0,05

6) Take the conclusion, if the t- obtained <t –table, the data is

homogeny.38

C. Instrumentation

In any scientific research, instrument for collecting data is absolutely

important. The accuracy of the result of research is mostly dependent on how accurate

the use of instrument. Before the research is carried out, the instrument for the data

38 Arifmiboy, Statistik Pendidikan, (Bukittinggi: IAIN Bukittinggi. 2015 )

collection should be well prepared. The instrument use in this research was test that

will be given as pretest and posttest. The test consist of 25 items which were multiple

choice items. In order to make that test become valid and reliable, the researcher did

the validity and reliability of the test. According to Sugiono, a valid research result is if

there are similarities between the data collected with the data actually happened on the

object under study.39 Furthermore, research is reliable, if there is equality of data in a

different time. As explained below:

1. Validity

Validity concerns with a test which measures what is supposed to be measure

and for whom it is appropriate. In another word, test is valid if it measures

accurately what is intended to be measured.

a. Content Validity

Brown stated that if a test actually samples the subject matter

about which conclusions are to be drawn, if it requires the test taker to

perform the behavior that is being measured, it can claim content

validity.40 A test must measure what is supposed to be measured.

b. Expert Validity

To know whether the test is good or not, the researcher consulted

it with the lectures and the English teacher. By consulting it to the expert,

the researcher would get more information about how to make good test.

In this research, the researcher used expert validity to make the

instrument was valid. The researcher chose English lecturer and also

English teacher as validators.

39Sugiono, MetodePenelitianPendidikan (Pendekatan, Kuantitatif, Kualitatif, dan R&D……… p.172 40H. Douglas Brown, Language Assessment:Principle and Classroom Practces, New York: Longman,

2004, p. 23

2. Reliability

The test is reliable if it gives the constant result. Basically, reliability is the

degree to which a test consistently measures whatever it measures. Harris said that

reliability is a measure of consistency over time and over similar sample.41 It means

that if the test or assessment procedure provides reliable score, the score will be

similar on every occasion. As stated by Brown, reliable test is consistent and

dependable if the researcher give the same test to the same students or matched

students on two different occasions, the test should yield similar findings.

Therefore, the method of achieving the reliability is test and retest. Then, the

researcher calculated the test by using the formula that is proposed by Sugiono as

below:

𝑅𝑥𝑦 =N∑XY − (∑𝑋)(∑Y)

√[N∑X2 − (∑X)2 [N∑Y2 − (∑Y)2

Where :

Rxy = correlation index

N = the sum of tester

∑𝑋𝑌 = the sum item score and total score

∑𝑋 = the sum of item score

∑𝑌 = the sum of item score

D. Technique of Data Collection

This research used the pretest to determine a student’s baseline knowledge or

preparedness for an educational experience or course of study. Then, the researcher

collected the data based on the score of students’ vocabulary test. The data was

41Harris, David P. Testing English as Second Language. New York : McGraw-Hill, [1969]

collected after the posttest of students. The researcher gave posttest to both

experimental and control groups. The posttest was given in order to know the

significance effect students vocabulary mastery after giving treatment to the

experimental group. The researcher took the score of students vocabulary mastery

based on scoring and measuring students vocabulary posttest. Then the researcher

compared the result of the test gained by the experimental and control groups in order

to know whether the using of jeopardy game can give significance effect or not in

students vocabulary mastery.

E. Technique of Data Analysis

To analyze the data, the researcher used the t-test to compare the difference of

the mean score between two classes: the control class and the experimental class.

Arifmiboy states that if the research is compare between two groups and the hypothesis

is tested by using t-test.42 The researcher will use the t- test as suggested by Gay, the

following formulas were used to analyze the data in this research.

𝑡 = �̅�1−�̅�2

√( 𝑆𝑆1 + 𝑆𝑆2𝑛1 +𝑛2 − 2

) (1

𝑛1 +

1 𝑛2

)

Note :

For Hypothesis 1:

t : The score of t – calculated (obtained)

X1 : Mean score of the posttest of the experimental class

X2 : Mean score of the pretest of the experimental class

SS1 : Sums of squares of the posttest of the experimental class

42Sugiyono, MetodePenelitianPendidikan:PendekatanKuantitatif, Kualitatif, dan R&D, p. 249

SS2 : Sums of squares of the pretest of the experimental class

n1 : Number of experimental class in posttest

n2 : Number of experimental class in pretest

For Hypothesis 2:

t : The score of t – calculated (obtained)

X1 : Mean score of posttest the experimental class

X2 : Mean score of posttest the control class

SS1 : Sums of squares of experimental class

SS2 : Sums of squares of control class

n1 : Number of experimental class

n2 : Number of control class

For the first hypothesis , pre-test and post-test scores was be analyzed to see

whether there is or there is no significant effect of the students’ vocabulary mastery

between the students who are taught by using jeopardy game and the students who are

not taught using jeopardy game by comparing mean scores both of the classes. To

analyze the two tests, the researcher found the mean, standard deviation, and variant for

each of the pre and post test score.

For the second and third hypothesis , to test the hypothesis in order to indicate a

significant effect between mean scores of two classes, it would be compared between

t-obtained to the value of t in the table at the level of significance 0.05. The condition

is the alternative hypothesis (Ha) is accepted if t obtained> t table. While, the null hypothesis

(Ho) is accepted if t obtained<t table

CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

The research literature in this chapter was reviewed with respect to explore

students’ vocabulary mastery and students’ score both control and experiment classes.

Research findings to explain about the analysis of the data collected to answer the

formulation weather (a) the significance effect of using jeopardy game in students

vocabulary mastery (b) the significance different between students who are taught by

using jeopardy game and who are taught conventionally (c) the students’ score who are

taught by using jeopardy game are better than students who are taught conventionally.

In findings, there are three parts, they are: description of the data, analysis of the

data and testing hypothesis.

1. The Description of Data

The data were collected from the students’ pre-test and post-test in experimental

and control class. The test result of the experimental class were tabulated and calculated

in the following table. Table 4.1 and 4.2 showed the name list of the students in

experimental and control class. Table 4.3 and 4.4 showed the cummulative test result

of pre-test and post-test both experimental and control classes . Moreover, table 4.5 and

4.6 showed the comparison test result of pre-test and post-test of experimental and

control classes. The pre-test and post-test were given in the form of essay based on the

topic that were given by the researcher. The data was gotten from two classes that were

involved in this research. The description of the data in both of experimental and control

class were explained below:

a. The Data of Experimental Class

Table 4.1

The students’ score of experimental class by using Jeopardy Game

No Name Pre-test Post-test

1 NAS 40 48

2 SN 76 100

3 ZRN 60 92

4 AU 36 56

5 RMP 68 100

6 WSW 52 84

7 MJ 68 96

8 SN 40 40

9 SE 60 72

10 NCA 68 92

11 NNR 52 64

12 FND 56 92

13 RFH 64 96

14 SS 44 96

15 SPA 52 96

Total 836 1228

Average 55.67 81.86

Based on the result of the pre-test and post-test from the experimental class, the

lowest score of the pre-test was 36 and the highest score was 76. It was found one

student got 36, two students got 40, one student got 44, three students got 52, one

student got 56, two students got 60, one student got 64, three students got 68 and one

student got 76.

b. The data of Control class

Table 4.2

The students’ score of control class

No Name pre-test post-test

1 CHS 52 64

2 AGA 60 64

3 DRC 76 92

4 M 44 48

5 FANR 12 36

6 FQQ 40 64

7 LH 48 76

8 MS 40 76

9 AJI 24 48

10 QKH 76 96

11 MNP 56 60

12 EA 52 64

13 DS 76 96

14 NA 24 44

15 ANI 56 80

Total 736 1008

Average 49,06 67,2

Based on the result of pre-test and post-test from the control class, it showed

that the lowest score of pre-test was 12 and the highest score was 76 while the lowest

score of post-test was 36 and the highest post-test score was 96 the average of pre-test

score was 49.06 and post-test 67.2. In addition, the average of gained score was 17.86

therefore, the result of all score was the experimental class got higher score than the

control class.

Table 4.3

The cummulative test result of post-test

Class N Mean Standar

Deviation

Variant

(S2)

The

Lowest

Score

The

Highest

Score

Experimental 15 81.87

18.78

20.44 40 100

Control 15 67.2

20.44

67.20 36 96

The table above showed that the mean score of experimental class post-test score is

81.87 while the mean score of post-test score of control class is 67.2. It means that the mean

score of experimental class was higher than the control class. The standard deviation of the

experimental class is 18.78 and the control class is 20.44. In addition, based on the table of

above, the highest score of experimental class was higher than the highest score of control

class.

The next step, the researcher compared both of the result of pre-test and post-test from

the experimental and control classes. The comparison test result of pre-test and post-test from

the experimental class and control class is showed in following table.

Table 4.4

The Comparison of Pre-test and Post-test of Experimental and Control Classes

Class

Score

Pre-test Post-test

Experiment (VII Pi 2) = 55.73

S = 12.04

=81.87

S = 20.44

S2 = 145.07 S2 = 417.98

Control ( VII Pi 1) =49.07

S = 19.33

S2 = 373.64

=67.20

S = 18.77

S2 = 354.46

Based on the table above, the post-test result of the experimental class was higher than the

pre-test. It means that the treatment that had been done by the teacher could help the students

to improve large of their vocabulary. The comparison of the post-test result between

experimental and control class showed that the control class test result was lower than

experimental class. The mean score of the post-test result of control class ( 67.20) was lower

than the experimental post test result (81.87). It means that the students who treated by using

jeopardy game had better result than the students who taught by using conventional way.

B. Analysis of the Data

In analyzing the data of the research, the researcher used two kinds of data analysis,

pre-test and post-test from the experimental and control classes. The pre-test of two

classes showed that both experimental class and control class were almost equal at the

beginning of the research because they were normal and homogenous. The researcher

used the Liliofors test to find out whether the data distributed normally or not and used

t-test to obtain whether the data of two classes were homogenous or not.

1. Normality Test

Normality test was used in this research to know the data distributed normally or

not. Mean score and standard deviation were used to identify the value of columns

which were used to find the normality

a. Normality test of Pre-test score of Experimental class and Control class

Hypothesis :

Ho : data of X is normally distributed

H1 : data of X is not normally distributed.

Ho is accepted if the significant value of Shapiro -Wilk Test is higher than

significant value α (0,05). The normality test of pre-test score of the classes is

presented below.

Table 4.5

Mean Score and Standard Deviation of pre-test and post test in experimental

class

Class Mean Score Standard Deviation

Experiment 55.73 12.04

Control 49.07 19.33

Table 4.6

Normality Test of Pre-test in Experimental Class

xi F

fk

(a) Sn(xi) Z P(Zi) Sn(xi) - P(Zi) ISn(xi) - P(Zi)I

36 1 1 0.06 -1.64 0.0505 0.0095 0.0095

40 2 3 0.2 -1.31 0.0885 0.1115 Lo = 0.1115

44 1 4 0.27 -0.97 0.1711 0.0989 0.0989

52 3 7 0.47 -0.31 0.3632 0.1068 0.1068

56 1 8 0.53 0.02 0.4801 0.0499 0.0499

60 2 10 0.67 0.35 0.6368 0.0332 0.0332

64 1 11 0.73 0.69 0.7422 -0.0122 0.0122

68 3 14 0.93 1.02 0.8531 0.0769 0.0769

76 1 15 1 1.680 0.9505 0.0495 0.0495

15

Based on the figure above, it showed that the the Lo of the data is 0.1115. L table for

n= 15 on the level significance 0.05 = 0.220. It means that Ltab > Lo or 0.220 > 0.1115. It

can be concluded that the sample distributed normally. For the calculation see appendix 6

Table 4.7

Normality Test of Pre-test in Control Class

xi F

fk

(a) Sn(xi) Z P(Zi) Sn(xi) - P(Zi) ISn(xi) - P(Zi)I

12 1 1 0.067 -1.92 0.0256 0.0344 0.0344

24 2 3 0.2 -1.30 0.0885 0.1115 Lo = 0.1115

40 2 5 0.33 -0.45 0.3264 0.0036 0.0036

44 1 6 0.4 -0.27 0.4013 -0.0013 -0.0013

48 1 7 0.47 -0.06 0.4801 -0.0101 -0.0101

52 2 9 0.6 0.15 0.5596 0.0404 0.0404

56 2 11 0.73 0.36 0.6368 0.0932 0.0932

60 1 12 0.8 0.57 0.7088 0.0912 0.0912

76 3 15 1 1.39 0.9115 0.0885 0.0885

15

Based on the figure above, it showed that the the Lo of the data is 0.1115. L table for

n= 15 on the level significance 0.05 = 0.220. It means that Ltab > Lo or 0.220 > 0.1115. It

can be concluded that the sample distributed normally.

b. Normality test of Post-test score of Experimental class and Control class

The normality test of post-test score of the classes is presented below.

Mean Score and Standard Deviation of post test in experimental class and

control class

Class Mean Score Standard Deviation

Experiment 80.8 81.78

Control 67.5 18.77

Table 4.6

Normality Test of Post-test in Experimental Class

xi F

fk

(a) Sn(xi) Z P(Zi) Sn(xi) - P(Zi) ISn(xi) - P(Zi)I

40 1 1 0.06 -0.50 0.2912 -0.2314 0.2314

48 1 2 0.13 -0.40 0.3264 -0.1964 0.1964

56 1 3 0.2 -0.30 0.3632 -0.1632 0.1632

64 1 4 0.27 -0.20 0.4013 -0.1313 0.1313

72 1 5 0.33 -0.10 0.4404 -0.1104 0.1104

80 1 6 0.4 -0.01 0.5199 -0.1199 0.1199

84 1 7 0.47 0.04 0.5199 -0.0499 0.0499

92 2 9 0.6 0.14 0.5596 -0.0404 0.0404

96 4 13 0.87 0.19 0.5596 0.3104 0.3104

100 2 15 1 0.23 0.5987 0.4013 Lo = 0.4013

based on the figure above, it can be seen that the significant value from normality test

of shapiroo-wilk shows 0.550 therefore the significant value is highre than α 0.05

(0.550>0.05). H0 is accepted and it means the data is normally distributed. For the calculation

see appendix 7.

Table 4.8

Normality Test of Post-test in Control Class

xi F

fk

(a) Sn(xi) Z P(Zi) Sn(xi) - P(Zi) ISn(xi) - P(Zi)I

36 1 1 0.06 -1.68 0.0495 0.0105 0.0105

44 1 2 0.13 -1.25 0.1056 0.0244 0.0244

48 2 4 0.27 -1.04 0.1469 0.1231 Lo = 0.1231

60 1 5 0.33 -0.40 0.3264 0.0064 0.0064

64 4 9 0.6 -0.19 0.4404 0.1569 0.1569

76 2 11 0.73 0.45 0.6736 0.0564 0.0564

80 1 12 0.8 0.67 0.7422 0.0578 0.0578

92 1 13 0.87 1.31 0.9115 -0.0415 0.0415

96 2 15 1 1.52 0.9394 0.0606 0.0606

15

Based on the figure above, it showed that the the Lo of the data is 0.1231. L table for

n= 15 on the level significance 0.05 = 0.220. It means that Ltab > Lo or 0.220 > 0.1231. It

can be concluded that the sample distributed normally.

2. Test of homogenity

After calculating the data using normality test, the researcher got the result that

data in pre-test of both experimental and control classes have been normally

distributed. The next step of the calculation was finding the homogenity of the data

to see the data in both classes were homogenous or not. The pre-test data of

experimental class and control class is presented in the table below.

Table 4.9

Homogenity Pre -test of Experimental and Control Class

Class Number of Score Mean Score Sample Standard Deviation Variant

Experiment 9 55.73 15 12.04 144.96

Control 9 49.07 15 19.33 373.6

F hit = 𝑠1

2

𝑠22

= 373.6

144.96

= 2.58

FtabRight = F (V1,V2)

= 0.05 (8.8)

= 3.44

FtabLeft = 1

F∝ (V2,V1)

= 1

F0.05 (8.8)

= 1

3.44 = 0.2

It can be concluded that the data was homogenous because Fobtain located

between FtabLeft and FtabRight. 2.58 located between 3.44 and 0.29. Ftableleft <

Fobtained < Ftableright or 2.58 < 3.44 < 0.29

Table 4.10

Homogenity Post -test of Experimental and Control Class

Class Mean Sample Standard Variant

Number of

score Score Deviation

Experiment 10 80.8 15 81.78 6685.5

Control 9 67.5 15 18.77 325.5

Fhit = higher variant

lower variant

Fhit = 6688.5

352.5 = 18.97

Then, consulted to the Ftabel with the level of significant 0.05

Ftabelright = F∝ (V1, V2)

= F 0.05 (9,8)

= 3.39

Ftabelleft = 1

F∝ (V2,V1)

= 1

F 0.05 (8.9) =

1

3.23 = 0.30

It can be concluded that the data was homogenous because Fobtain located

between FtabLeft and FtabRight. 18.97 located between 0.30 and 0.30. Ftableleft <

Fobtained < Ftableright or 18.97 < 0.30 < 3.39.

C. Testing the Hypothesis

The researcher analyzed the data using T-test formula. The hypothesis of this

research was tested as follow.

a. First Hypothesis

The first hypothesis of this research, there is significant effect of using jeopardy

game towards students’ vocabulary mastery at seventh grade of SMP Nurul Ikhlas

Padang Panjang. To measure whether the researcher accepted or reject the

hypothesis, the researcher used the formula two tails test to find whether H0 or Ha

is accepted or rejected through comparing the pre-test and post-test of experimental

class.the value of t-obtained was compared with the value of t-table. If the value of

t-obtained located before t-table, it means that Ha accepted and Ho rejected (as

explained below:

Class Mean StDev SE Mean

Experiment 80.8 20.1 5.2

Control 67.2 18.8 4.8

t = �̅�1− �̅�2

√(𝑛1−1)𝑠12+(𝑛2−1)𝑠22

𝑛1+𝑛2−2 (

1

𝑛1+

1

𝑛2)

t =80.80−67.20

√(14)20,072+(14)18,772

15+15−2 (

1

15+

1

15)

t = 13.6

√377.56 (0.13)

t = 𝟏. 𝟗𝟒𝟏

From the calculation of pre-test and post test scores of experimental class,

the mean score of post test is 80.80. It was greather than the mean score of pre-

test is 67.20. T-obtained is 1.941 is greather than T-table=1.701.

Figure 4.1 the curve of the t-test result of pre-test and post-test of

experimental class

Region of Ho rejection Ho acceptance region of Ho rejection

-1.701 1.701 1.941

From the curve above, it means that the alternative hypothesis (Ha) was

accepted and null Hypothesis (Ho) was rejected because of T-obtained 1.941 is

higher than t-table 1.701. So, it can be concluded that there was significant effect

of using jeopardy game in student’s vocabulary mastery.

b. Second hypothesis

The second hypothesis, is there any significant different between students

who are taught by using jeopardy game and the students who are not taught by

using jeopardy game. To measure whether the research would rejected or

accepted the hypothesis, the researcher used the formula two tails test to find

whether Ho or Ha is accepted through comparing the post test of experimental

and control class. The value of t-obtained was compared with the value of t-table.

Ha will be accepted and Ho will be rejected if -ttable ½ > tobtained > ttable ½ ).

t = �̅�1− �̅�2

√(𝑛1−1)𝑠12+(𝑛2−1)𝑠22

𝑛1+𝑛2−2 (

1

𝑛1+

1

𝑛2)

t =80.8−67.2

√(14)81.782+(14)18.772

15+15−2 (

1

15+

1

15)

t = 13.3

√27.911

t =13.3

5.28 t = 𝟐. 𝟓𝟐

from the calculation of post test score of experimental and control classes, the

mean score of the pos-test in experimantal class is 80.8. It was greater than the mean

score of post test in control class 67.5. The the standard deviation of each class was

obtained and were analyzed using T formula to find value of tobtained. It was found that

tobtained is 2.52 and t table 1,701 for degrees of freedom (df) (na+nb-2) =(15+15-

2)=28 with level significance (∝) 0.05/2 (0.025) is 1.960. Through comparing the

Zobtained and the Ztable, it could be seen that -Ztable ½∝ > Zobtained > Ztable ½∝.

Figure 4.2: The Curve of the t-test Result in the Post-test of Experimental

and Control Classes

Region Ho rejection Ho acceptance region of Ho rejection

-1.701 1.701 2.52

From the data above, it means that the alternative hypothesis (Ha) was

accepted and null hypothesis (Ho) was rejected because the value of Zobtained was

bigger than the value of Ztable or -Ztable ½∝ > Zobtained > Ztable ½∝. So, it could be

concluded that there was significant difference of the students’ vocabulary mastery

between the students who were taught using jeopardy game and the students who

were taught without using jeopardy game.

c. Third hypothesis

The third hypothesis, is the students’ vocabulary mastery of students who

were taught using jeopardy game better than the students who were taught

without using jeopardy game. To prove the third hypothesis, the researcher used

the formula one tail test-right to find whether Ho or Ha is accepted or rejected

through comparing the post- test of experimental and control classes. The value

of tobtained was compared with the value of the ttable. If the value of tobtained bigger

than the value of ttable or tobtained >ttable, it means that Ha will be accepted and Ho

will be rejected. The explanation is below.

t = �̅�1− �̅�2

√(𝑛1−1)𝑠12+(𝑛2−1)𝑠22

𝑛1+𝑛2−2 (

1

𝑛1+

1

𝑛2)

t =80.8−67.2

√(14)81.782+(14)18.772

15+15−2 (

1

15+

1

15)

t = 13.3

√27.911

t =13.3

5.28

t = 𝟐. 𝟓𝟐

From the calculation of post-test score of the experimental and control classes, the

mean score of the post-test in experimental class (�̅�1) is 80.8. It was greater than the

mean score of the post-test in control class (�̅�2) 67.5.

Then, the standard deviation of each class was obtained and they were analyzed

by using t-formula to find the value of tobtained. It was found that tobtained is 2.52 and the

ttable for degrees of freedom (df) = (na + nb – 2) = (15+15 – 2) = 28 with level of

significance (∝) 0.05 was 1.701. Through comparing the tobtained and the ttable, it can be

seen that tobtained > ttable or 2.52 > 1.701

Figure 4.3: The Curve of the t-test Result in the Post-test of Experimental

and Control Classes

1.701 2.52

From the data above, it means that the alternative hypothesis (Ha) was accepted

and null hypothesis (Ho) was rejected because the value of tobtained higher than ttable or

tobtained > ttable. So, it could be concluded that the vocabulary mastery of students who

were taught using jeopardy game better than the students who were taught without

jeopardy game.

D. DISCUSSION

Based on the hypothesis that explained, the researcher had answered the three

formulation of the problem in chapter 1. In this research, the researcher had seen the

effect of Jeopardy Game. There were two classes involved in this research. One class

was assigned as the experimental class and the other as a control class. The

experimental class was treated with Jeopardy Game while the control class was treated

without Jeopardy Game in seventh grade of SMP Nurul Ikhlas Padang Panjang.

First, from the calculation of the pre-test and post-test scores in experimental

class, it could be concluded that the alternative hypothesis (Ha) was accepted because

t-obtained was higher than t-table (1.92>1.701). so that, there was significant effect of

Jeopardy Game in students vocabulary mastery.

Second, the data obtained in this research through pre-test and post-test

indicated that the mean scores of experimental and control class were significantly

different. The mean score of the student’s post-test in the experimental class was 80.80

while the mean score of students’ post test in control class was 67.20 the different result

of two classes could be seen from the testing of hypothesis. It means that the alternative

hypothesis was accepted and the null hypothesis was rejected. It can be concluded that

there was any significance difference of students’ vocabulary mastery who are taught

by using Jeopardy Game and the students who were taught by conventional way SMP

Nurul Ikhlas Padang Panjang.

Third, the data of the experimental and control class were also obtained. It was

found that the mean score of post-test of experimental class (81.9) was higher than the

mean score of control class (67.2). The curve of t test result was shown that the tobtained

was higher than the ttable (11.43>2.048)the result prove that students’ vocabulary

mastery are taught by using Jeopardy Game better than students who are taught by

conventional way.

The result prove that there was significant effect of using jeopardy game

towards students’ vocabulary mastery. It is in line with the Friedman said that jeopardy

game is good to review the material and can increase students’ vocabulary.43 The

students who were taught using jeopardy game had significant different of vocabulary

mastery and students’ vocabulary mastery were taught using jeopardy game were better

than students who were taught conventionally. It was same as what the other researcher

found that jeopardy game has moderate effect in developing students’ vocabulary

mastery. 44

Based on the observation, it was found that the students were motivated in

learning English and the classroom atmosphere was really good. The students focused

on learning activity and asked to do the same method when they are learning English

with the teacher.

43 Friedman, Harry, classroom Jeopardy: teacher’s guide (USA: Jeopardy production. 2011), p iii

44 Novian Chiniami, the effectiveness of jeopardy game on students’ vocabulary mastery on seventh grade of

SMP DUA MEI Ciputat (jakarta: UIN Syarif Hidayatullah 2015)

CHAPTER V

CONCLUSION AND SUGGESSTION

A. Conclusion

Based on the findings and the discussions in the previous chapter, the researcher

concluded this research that focus on the students’ vocabulary mastery.

The students’ vocabulary mastery post-test score in experimental class was

higher than the students’ vocabulary mastery pre-test score. It means that there was

significant effect of using jeopardy game towards students’ vocabulary mastery. It was

supported by the data, in which the mean score of the students pre-test from the

experimental group is 49.06 and had increase 67.2. The t-test result was shown that the

tobtained was higher than ttable (1.941 >1.701). it means that hyphotesis (Ha) of this

research can be accepted that jeopardy game gave significant effect towards students’

vocabulary mastery.

There was significant difference between the students who were taught using

jeopardy game and students who were taught without jeopardy game. It was found that

the tobtained was higher than ttable (2.52 >1.701). Moreover, the mean score of post-test in

experimental class was greater than the mean score of post-test in control class.

The using of jeopardy game in teaching vocabulary was better than without

jeopardy game. It was proved by the data of post-test of both class where the mean

score of experimental class is 80,8 and the mean score of control class is 67,5

meanwhile both of classes had the same level of ability in the pre-test. It also compared

with t-test result, t obtained was greater than t table (2.52 > 1.701).

B. Suggestion

Based on the findings of the research, the researcher would like to propose some

suggestion as following:

1. Based on the result of the research, the English teacher is recommended to use

jeopardy game as an alternative teaching especially to increase students’ vocabulary

mastery. The teacher is hoped to facilitate the students on practicing the media or

provide students with varying materials to be learned.

2. The teachers are hoped guiding students in using jeopardy game in learning as

media to help students more mastering in vocabulary.

3. The other researcher suggested to conduct a research on the effect of using jeopardy

game to explore the use of this in the other component or skill of English .

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Appendix 1

Research Guideline

Variable Indicator Description Number of Item

Vocabulary Mastery Students are able to

identify the

explanation of what

the word means.

Students are able to

define the word

Students are able to

use the word

Vocabulary : describe of

people

Students are able in

describing things and

animals

Students are able to use the

words about how to public

place

1,2,3,4,5,6,7,8,9,10

11, 12,13,14,15,16,17,19,20,21

18,22,23,24,25

Appendix 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Kelas Experiment

Sekolah : SMP

Mata Pelajaran : Bahasa Inggris

Kelas /Semester : VII/Genap

Materi Pokok : It’s a beautiful day!

Tahun Pelajaran : 2017/2018

Alokasi Waktu : 20 Jam Pelajaran (10 Pertemuan)

A. Kompetensi Inti

KI 1 Menghargai dan menghayati ajaran agama yang dianutnya

KI 2 Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong

royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan

social dan alam dalam jangkauan pergaulan dan keberadaannya

KI 3 Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin

tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan

kejadian tampak mata

KI 4 Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah

dan sumber lain yang sama dalam sudut pandang/teori

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)

NO Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi

(IPK)

1. 3.7 Memahami fungsi sosial,

struktur teks, dan unsur

kebahasaan pada teks untuk

menyatakan dan

menanyakan sifat orang,

binatang, benda sesuai

dengan konteks

penggunaannya.

3.7.1 mengidentifikasi tindakan

memberi dan meminta informasi

terkait dengan sifat orang,

binatang, dan benda dengan

konteks adjective

3.7.2 mengidentifikasi interaksi

transaksional lisan dan tulis

2. 4.8 Menyusun teks lisan dan tulis

untuk menyatakan dan

menanyakan sifat orang,

binatang, dan benda, dengan

memperhatikan fungsi sosial,

4.8.1 Menyusun teks interaksi

tindakan memberi dan meminta

informasi

struktur teks dan unsur

kebahasaan yang benar dan

sesuai konteks.

C. Materi Pembelajaran

1. Materi Pembelajaran Reguler

1. Fakta

Memulai

Menanggapi (diharapkan/di luar dugaan)

2. Konsep

Fungsi sosial

Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,

binatang, dan benda dari segi sifatnya.

3. Prinsip

Unsur kebahasaan

Pernyataan dan pertanyaan terkait sifat orang, benda, binatang.

Kosakata, terkait dengan ciri fisik (antara lain. red, big, dark, loud), selera (antara lain.

nice, beautiful, cute), mental (antara lain. clever, smart), psikologis (antara lain. happy,

sad, disappointed, angry, wild), budi (antara lain. kind, good, polite).

Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.

4. Prosedur

Menyusun teks interaksi tindakan member dan meminta

2. Materi Pembelajaran Remedial

Penjelasan kembali materi oleh guru tentang “It’s a beautiful day!”

3. Materi Pembelajaran Pengayaan

Pemberian tugas menjawab pertanyaan-pertanyaan tentang “It’s a beautiful day!”

D. Metode Pembelajaran 1. Pendekatan : Scientific Learning

2. Model Pembelajaran : Discovery Learning (Pembelajaran Penemuan)

E. Media Pembelajaran

1. Media LCD projector,

2. Laptop,

3. Bahan Tayang

F. Sumber Belajar

1. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Siswa Mata Pelajaran Bahasa Inggris.

Jakarta: Kementerian Pendidikan dan Kebudayaan.

2. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Siswa Mata Pelajaran Bahasa

Inggris. Jakarta: Kementerian Pendidikan dan Kebudayaan.

3. Modul/bahan ajar,

4. Internet,

5. Sumber lain yang relevan

PERTEMUAN 1

Peserta Didik Guru Waktu

Observing (mengamati)

1. Siswa mengamati gambar yang ada

dalam buku pegangan siswa.

Guru memberikan contoh

bagaimana mengucapkan dan

membaca kata/kalimat tersebut

dengan baik dan benar.

Guru dapat memberikan pertanyaan

yang berhubungan dengan wacana

tersebut, seperti :

What do you see in the picture?

How many things in the picture?

Where are they?

How many students are there?

What they are talking about?

Dll

Guru dapat mengulang-ulang

pertanyaan tersebut.

5 menit

Questioning

- Peserta didik menjawab pertanyaan- pertanyaan

yang diberikan

Associating

2. Peserta didik menyimak, menirukan, dan

memperagakan beberapa contoh

pengucapan kata berkaitan dengan

Appearance

3. Peserta didik mengulangi benda yang di

bacakan oleh guru dengan pengucapan

yang benar.

4. Peserta didik mengungkapkan kata sifat

yang berhubungan engan appearance

dalam bentuk kalimat

Experimenting

1. Peserta didik secara berkelompok

mendiskusikan kata sifat yang

berhubungan dengan appearance

2. Setiap peserta didik mengikuti

permainan jeopardy

Communicating

- Peserta didik membuat catatan tentang

pengunaan kata tunjuk dalam kalimat

- Peserta didik membuat catatan tentang

pengunaan artikel dalam kalimat.

bahkan mengacak pertanyaan

tersebut sehingga peserta didik

benar benar memahami makna dari

pertanyaan yang diutarakan oleh

guru.

Membahas unsur

kebahasaan(penggunaan kata

pronoun (I, You, They, We, Me,

She, Her,etc.) dan to be (is, am,are).

Guru membagi peserta didik

menjadi 5 kelompok

guru meminta siswa untuk memilih

seorang untuk menjadi pembicara

guru memulai permainan jeopardy

Guru membahas hasil presentasi

peserta didik

5 menit

10 menit

20 menit

5 menit

PERTEMUAN 2

Peserta Didik Guru Waktu

Observing (mengamati)

1. Siswa mengamati gambar yang ada

dalam buku pegangan siswa.

Questioning

1. Peserta didik menjawab

pertanyaan- pertanyaan yang

diberikan

Associating

- Peserta didik menyimak, menirukan, dan

memperagakan beberapa contoh pengucapan

kata berkaitan dengan animal dan public place

Guru memberikan contoh

bagaimana mengucapkan dan

membaca kata/kalimat tersebut

dengan baik dan benar.

Guru dapat memberikan pertanyaan

yang berhubungan dengan wacana

tersebut, seperti :

What do you see in the picture?

How many animals in the picture?

Where do you can find those

animals?

Where is

How many buildings are there?

How many horses are there?

Dll

Guru dapat mengulang-ulang

pertanyaan tersebut.

bahkan mengacak pertanyaan

tersebut sehingga peserta didik

benar benar memahami makna dari

5 menit

- Peserta didik mengulangi benda yang di

bacakan oleh guru dengan pengucapan yang

benar.

- Peserta didik mengungkapkan nama nama

animal dan public place dalam bentuk kalimat.

Experimenting

- Peserta didik secara berkelompok

mendiskusikan nama dan jumlah binatang dan

posisi suatu public place.

- Setiap peserta didik mengikuti permainan

jeopardy

Communicating

pertanyaan yang diutarakan oleh

guru.

Membahas unsur

kebahasaan(penggunaan simple

presernt tense (do,does, v1 =s/es)

dan penggunaan WH questions

(what,where,how many,how much

etc.).

Guru membagi peserta didik

menjadi 5 kelompok

guru meminta siswa untuk memilih

seorang untuk menjadi pembicara

guru memulai permainan jeopardy

Guru membahas hasil presentasi

peserta didik

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Kelas Kontrol

Sekolah : SMP

Mata Pelajaran : Bahasa Inggris

Kelas /Semester : VII/Genap

Materi Pokok : It’s a beautiful day!

Tahun Pelajaran : 2017/2018

Alokasi Waktu : 20 Jam Pelajaran (10 Pertemuan)

G. Kompetensi Inti

KI 1 Menghargai dan menghayati ajaran agama yang dianutnya

KI 2 Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong

royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan

social dan alam dalam jangkauan pergaulan dan keberadaannya

KI 3 Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin

tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan

kejadian tampak mata

KI 4 Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah

dan sumber lain yang sama dalam sudut pandang/teori

H. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)

NO Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi

(IPK)

3. 3.7 Memahami fungsi sosial,

struktur teks, dan unsur

kebahasaan pada teks untuk

menyatakan dan

menanyakan sifat orang,

binatang, benda sesuai

dengan konteks

penggunaannya.

3.7.3 mengidentifikasi tindakan

memberi dan meminta informasi

terkait dengan sifat orang,

binatang, dan benda dengan

konteks adjective

3.7.4 mengidentifikasi interaksi

transaksional lisan dan tulis

4. 4.9 Menyusun teks lisan dan tulis

untuk menyatakan dan

menanyakan sifat orang,

binatang, dan benda, dengan

4.9.1 Menyusun teks interaksi

tindakan memberi dan meminta

informasi

memperhatikan fungsi sosial,

struktur teks dan unsur

kebahasaan yang benar dan

sesuai konteks.

I. Materi Pembelajaran

1. Materi Pembelajaran Reguler

1. Fakta

Memulai

Menanggapi (diharapkan/di luar dugaan)

2. Konsep

Fungsi sosial

Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,

binatang, dan benda dari segi sifatnya.

3. Prinsip

Unsur kebahasaan

Pernyataan dan pertanyaan terkait sifat orang, benda, binatang.

Kosakata, terkait dengan ciri fisik (antara lain. red, big, dark, loud), selera (antara lain.

nice, beautiful, cute), mental (antara lain. clever, smart), psikologis (antara lain. happy,

sad, disappointed, angry, wild), budi (antara lain. kind, good, polite).

Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.

4. Prosedur

Menyusun teks interaksi tindakan member dan meminta

2. Materi Pembelajaran Remedial

Penjelasan kembali materi oleh guru tentang “It’s a beautiful day!”

4. Materi Pembelajaran Pengayaan

Pemberian tugas menjawab pertanyaan-pertanyaan tentang “It’s a beautiful day!”

J. Metode Pembelajaran 3. Pendekatan : Scientific Learning

4. Model Pembelajaran : Discovery Learning (Pembelajaran Penemuan)

K. Media Pembelajaran

4. Media LCD projector,

5. Laptop,

6. Bahan Tayang

L. Sumber Belajar

1. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Siswa Mata Pelajaran Bahasa Inggris.

Jakarta: Kementerian Pendidikan dan Kebudayaan.

2. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Siswa Mata Pelajaran Bahasa

Inggris. Jakarta: Kementerian Pendidikan dan Kebudayaan.

3. Modul/bahan ajar,

4. Internet,

5. Sumber lain yang relevan

PERTEMUAN 1

Peserta Didik Guru Waktu

Observing (mengamati)

5. Siswa mengamati gambar yang ada dalam buku

pegangan siswa.

Guru memberikan contoh

bagaimana mengucapkan dan

membaca kata/kalimat tersebut

dengan baik dan benar.

Guru dapat memberikan pertanyaan

yang berhubungan dengan wacana

tersebut, seperti :

What do you see in the picture?

How many things in the picture?

Where are they?

How many students are there?

What they are talking about?

Dll

5 menit

Questioning

- Peserta didik menjawab pertanyaan- pertanyaan yang

diberikan

Associating

- Peserta didik mengungkapkan kata sifat yang berhubungan

dengan appearance dalam bentuk kalimat.

Experimenting

- Peserta didik secara berkelompok mendiskusikan kata

sifat yang berhubungan dengan appearance

- Setiap peserta didik mengikuti permainan jeopardy

Communicating

- Peserta didik membuat catatan tentang pengunaan pronoun

dalam kalimat

- Peserta didik membuat catatan tentang pengunaan to be

dalam kalimat.

Guru dapat mengulang-ulang

pertanyaan tersebut.

bahkan mengacak pertanyaan

tersebut sehingga peserta didik

benar benar memahami makna dari

pertanyaan yang diutarakan oleh

guru.

Membahas unsur

kebahasaan(penggunaan kata

pronoun (I, You, They, We, Me,

She, Her,etc.) dan to be (is, am,are).

Guru membahas hasil presentasi

peserta didik

5 menit

10 menit

20 menit

5 menit

PERTEMUAN 2

Peserta Didik Guru Waktu

Observing (mengamati)

- Siswa mengamati gambar yang ada dalam buku pegangan

siswa.

Questioning

- Peserta didik menjawab pertanyaan- pertanyaan yang

diberikan

Associating

- Peserta didik menyimak, menirukan, dan memperagakan

beberapa contoh pengucapan kata berkaitan dengan animal

dan public place

- Peserta didik mengulangi benda yang di bacakan oleh guru

dengan pengucapan yang benar.

- Peserta didik mengungkapkan nama nama animal dan

public place dalam bentuk kalimat.

Guru memberikan contoh

bagaimana mengucapkan dan

membaca kata/kalimat tersebut

dengan baik dan benar.

Guru dapat memberikan pertanyaan

yang berhubungan dengan wacana

tersebut, seperti :

What do you see in the picture?

How many animals in the picture?

Where do you can find those

animals?

Where is

How many buildings are there?

How many horses are there?

Dll

Guru dapat mengulang-ulang

pertanyaan tersebut.

bahkan mengacak pertanyaan

tersebut sehingga peserta didik

benar benar memahami makna dari

pertanyaan yang diutarakan oleh

guru.

5 menit

Experimenting

- Peserta didik secara berkelompok mendiskusikan nama

dan jumlah binatang dan posisi suatu public place.

Communicating

Membahas unsur

kebahasaan(penggunaan simple

presernt tense (do,does, v1 =s/es)

dan penggunaan WH questions

(what,where,how many,how much

etc.).

Guru membahas hasil presentasi

peserta didik

Instruments

Name :

Class :

Time : 30 menit

Choose and circle the best answer!

Appendix 5

83

1. Jalmi likes Justin Bieber because he is....

a. Handsome

b. Angry

c. Silly

d. Scary

2. She uses beautiful dress. The meaning of underlined word is....

a. Jelek

b. Buruk

c. Bagus

d. Kotor

3. My brother is 180cm. He is very....

a. Slim

b. Good

c. Tall

d. Short

4. Jennie has ... hair like a Barbie

a. Bald

b. Curly

c. Kinky

d. Straight

5. I have grandmother. She has white hair. She is very....

a. Young

b. Old

c. Teen

d. Middle age

6. James is a ... teacher. He teaches English in our class. Every students loves

her.

a. Kind

b. Ugly

c. Arrogant

d. Emotional

7. Good-looking is same as with....,except..

a. Cool

84

b. Ugly

c. Attractive

d. Cute

8. She got an excellent score in her test. She is very...

a. Sad

b. Smart

c. Lazy

d. Sleepy

9. Diana’s barbie is broken. Diana is very ... now

a. Confuse

b. Sad

c. Happy

d. Charm

10. Merry is celebrating her birthday. Now Merry feels ....

a. Angry

b. Dusty

c. Easy

d. Happy

11. The carpet is ... . I want to clean it.

a. Shiny

b. Dirty

c. Large

d. Soft

12. Sugar is ....

a. Salty

b. Small

c. Sweet

d. Smooth

13. My classroom is big. The underlined word means....

a. Luas

b. Lebar

c. Besar

d. Bersih

14. Cat has long and thick fur. The meaning of “long” is....

a. Berat

b. Lebar

c. Pendek

d. Panjang

15. I like fried chicken because it is very....

a. Delicious

b. Bitter

85

c. Salty

d. Dangerous

16. My bag is so ... because I bring many books in it.

a. Heavy

b. Small

c. Easy

d. Difficult

17. I feel ... . My mother prepare dinner for me at the kitchen

a. Full

b. Hungry

c. Angry

d. Agree

18. I have to go to hospital because I feel....

a. Health

b. Smart

c. Sick

d. Lazy

19. This test is too...for me. I got score 100.

a. Difficult

b. Hard

c. Expensive

d. Easy

20. This book is too ... My money is not enough to pay it.

a. Small

b. Long

c. Expensive

d. Cheap

21. Today is my birthday. I got.....bag from my parent.

a. New

b. Bad

c. Old

d. Ugly

22. Last week I went to London. I did not see the rubbish on the way. The city

is ....

a. Clean

b. Dirty

c. Ugly

d. Busy

86

23. I have a ... house in this area

a. Big

b. Funny

c. Hot

d. Easy

24. This room is really ... we need to turn on the Air Conditioner.

a. Dirty

b. Hot

c. Small

d. Lazy

25. When you go to America you will see many ... buldings

a. Short

b. High

c. Busy

d. Thick

87

Appendix 3

Key Answer

1. A

2. C

3. C

4. B

5. B

6. A

7. B

8. B

9. B

10. D

11. B

12. C

13. C

14. D

15. A

16. A

17. B

18. C

19. B

20. C

21. A

22. A

23. A

24. B

25. B

88

Appendix 4

The Students’ Score of Experimental Class

No Name pre test post test gained

1 Student 1 40 48 8

2 Students 2 76 100 24

3 Students 3 60 96 36

4 Students 4 36 56 20

5 Students 5 68 100 32

6 Students 6 52 84 32

7 Students 7 68 96 28

8 Students 8 40 40 0

9 Students 9 60 72 12

10 Students 10 68 92 24

11 Students 11 52 64 12

12 Students 15 56 92 36

13 Students 13 64 96 32

14 Students 14 44 96 52

15 Students 15 52 96 44

Total 836 1228 392

Average 55,73 81,86 26,13

89

The students’ score of control class

No Name pre test post test gained

1 Student 1 52 64 12

2 Student 2 60 64 4

3 Student 3 76 92 12

4 Student 4 44 48 4

5 Student 5 12 36 24

6 Student 6 40 64 24

7 Student 7 48 76 28

8 Student 8 40 76 36

9 Student 9 24 48 24

10 Student 10 76 96 20

11 Student 11 56 60 4

12 Student 12 52 64 12

13 Student 13 76 96 20

14 Student 14 24 44 20

15 Student 15 56 80 24

90

Total 736 1008 268

Average 49,06 67,2 17,86

91

Normality Test of Post-test Score of Experimental Class and

Control Class

a. Mean Score of post-test experimental

n

fxix

= 1212

15

= 80,8

b. Standard Deviasi

1

)( 2

n

xxifs

= √𝟗𝟑𝟔𝟑𝟖,𝟒

𝟏𝟓

=√𝟔𝟔𝟖𝟖, 𝟒

= 81,78

c. Mean Score of post-test control

n

fxix

= 1008

15

= 67,5

d. Standard Deviasi

1

)( 2

n

xxifs

x

x

x

x

92

= √𝟒𝟗𝟑𝟒,𝟒

𝟏𝟒

=√𝟑𝟓𝟐, 𝟓 = 18,77

93

Normality Test of Pre-test score of Experimental and Control

Classs

a. Mean Score of pre-test

n

fxix

= 836

15 = 55,73

b. Standard Deviasi

1

)( 2

n

xxifs

= √𝟐𝟎𝟑𝟎,𝟖𝟗𝟑

𝟏𝟒

=√𝟏𝟒𝟓, 𝟎𝟔

= 12,04

c. Mean Score of post-test

n

fxix

= 736

15

= 49,07

d. Standard Deviasi

x

x

x

94

1

)( 2

n

xxifs

= √𝟓𝟐𝟑𝟎,𝟖𝟔

𝟏𝟒 = √𝟑𝟕𝟑, 𝟔 = 19,33

95

Appendix Documentation

96

97

98

BIOGRAPHY

Name Delfi Yanti

Place/Date of Birth 7 August 1995

Address Jorong Sungai Lolo, Nagari

Muaro Sungai Lolo, Kec.

Mapat Tunggul Selatan Kab.

Pasaman

Motto Verily with every difficult there

is relief

Education SD N 17 Muaro Sungai Lolo

SMP N 2 Mapat Tunggul Selatan

MA. KMM Kauman Padang Panjang

IAIN Bukittinggi