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THE USE OF WORD SEARCH GAME TO DEVELOP
STUDENTS’ MASTERY OF VOCABULARY OF THE SEVENTH
YEAR STUDENTS OF MTS TARQIYATUL HIMMAH IN THE
ACADEMIC YEAR OF 2013/2014
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment
of
the Requirement for the Degree of Sarjana Pendidikan Islam
(S.Pd.I)
English Education Department of Teacher Training and Eduation
Faculty
State Institute for Islamic studies (IAIN) Salatiga
IKA FITRIA ASTUTIK
113 10 124
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2015
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MOTTO
“Although there’s an abundance of gold and corals, knowledge is
more precious”.
“If you can imagine, you can realize
If you can dream, you can achieve”
(Irvina M CH Katili)
“There is Nothing Impossible”.
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DEDICATION
I dedicate this graduating paper to:
1. My God, Allah SWT who always besides me, listens to me, takes
care of me, and gives
me the best thing ever.
2. My beloved parents, my mother and father, thanks for
everything. You are my everything
3. My aunt thanks a lot for the life experiences and guidance
for me.
4. My lovely sisters (Novi and Dian), thank you so much. Your
smiles give me power to
always stand up.
5. My lover (Indra) thanks for your support and being by my
side.
6. My friends all members of TBI 2010 Good Luck for you
guys.
7. My friends all members of TBI E 2010 IAIN Salatiga.
8. My best friends (Dewanti, Iin, Awan, Ifa, Inul, Aisah, Majid,
Agus, Safar, Hermia,
Wahida), thanks for being by my side.
9. All of my beloved people who cannot be mentioned one by
one.
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ACKNOWLEDGEMENT
All praise due to Allah, the Most Gracious and the Most Merciful
because of His
wonderful blessing and His mercy, the writer can finish this
graduating paper successfully. The
incredible blessings make realize that nothing is impossible in
the eyes. Thanks for Your will and
endless blessing in my life.
Peace and salutation always be given to our beloved prophet
Muhammad SAW that we
hope his blessing in the Judgment day.
However, this success would not be achieved without the support,
guidance, advice, help
and encouragement from individuals and institutions. Therefore,
the writer would like to express
the deepest gratitude to:
1. Drs. Rahmat Hariyadi, M.Pd., as the rector of State Institute
for Islamic Studies of
Salatiga.
2. Rr. Dewi Wahyu Mustikasari, M.Pd., as the head of English
Department.
3. Drs. Zakiyuddin Baidhawy, M.Ag., as my Academic Counselor
thanks for your support
and guidance.
4. My Counselor Faizal Risdianto, M.Hum and Rr. Dewi Wahyu
Mustikasari, M.Pd thanks
for suggestion and guidance for this graduating paper from
beginning until the end.
5. All lecturers of IAIN Salatiga, thanks for teaching me.
6. All official staffs of IAIN Salatiga.
7. My teacher counselor of MTs Tarqiyatul Himmah Bu Ninik
Arifah, S.Pd.I and Drs. KH.
Hamdan AS, thank you for your kindness, help, guidance and
advice.
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ABSTRACT
Astutik, Ika Fitria. 2015. “The Use of Word Search Game to
Develop Students’ Mastery of
Vocabulary of the Seventh Year Students of MTs Tarqiyatul Himmah
in the Academic
year of 2013/2014”. A Graduating Paper. English and Education
Department of
Teacher Training and Education Faculty at State Institute for
Islamic Studies (IAIN)
Salatiga. Consultant: Rr. Dewi Wahyu M, S.S, M. Pd.
Key words: Word Search Game, Develop Students’ Mastery of
Vocabulary
This study was focused on implementation of Word Search Game to
develop students’
mastery of vocabulary of the seventh year students of MTs
Tarqiyatul Himmah in the academic
year of 2013/2014. The objectives of this research were to find
out the difference of lecturing
and Word Search Game of the seventh year students of MTs
Tarqiyatul Himmah in the academic
year of 2013/2014. This research applied truth experimental
research. The objects of the
research were two classes in the seventh year of MTs Tarqiyatul
Himmah. The first class was 7A
as the control group and the second class was 7B as the
experimental group. The data was
collected from the score of pre-test and post-test after the
treatment. The data was tested using t-
test formula by comparing the mean score of pre-test and
post-test from both classes. The level
of significance was set equal or less than 5%. The result of
this study showed that t-value 5, 011
was higher than t-table 2, 063 with the degree of freedom (df)
of 25. Therefore, it can be
concluded that there was significant difference after teaching
vocabulary using Word Search
Game. Thus, it can be said that Word Search Game could to
improve students’ vocabulary
mastery of the seventh year students of MTs Tarqiyatul Himmah in
the academic year of
2013/2014.
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TABLE OF CONTENT
TITLE PAGE
.............................................................................................................
i
DECLARATION
.......................................................................................................
ii
ATTENTIVE COUNSELOR NOTES
......................................................................
iii
STATEMENT OF CERTIFICATION
......................................................................
iv
MOTTO
......................................................................................................................
v
DEDICATION
............................................................................................................
vi
ACKNOWLEDGMENT
.............................................................................................
vii
ABSTRACT
................................................................................................................
ix
TABLE OF CONTENTS
.............................................................................................
x
LIST OF TABLE
.........................................................................................................
xiv
CHAPTER I INTRODUCTION
A. Background of the Research……………………………….……. 1
B. Statement of the Problems ………………………………………. 4
C. Limitation of the Research…..…………………………………... 4
D. Objectives of the Research ……………………………………… 5
E. Benefits of the Research ………………………………................ 5
F. Definition of Key Terms …………………………......................
6
G. Research Method.........………………………………………….. 9
H. Review of the Related Literature…………………………….…. 10
I. Hypothesis……………………………………………………..… 12
J. The Graduating Paper Outline
....................................................... 13
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CHAPTER II THEORETICAL FRAMEWORK
A. Definition of Vocabulary …………………………………..…. … 14
B. Vocabulary Mastery………………………………………………. 15
C. Teaching Vocabulary.…..………………………………………..... 16
D. Testing Vocabulary ……………………...……………………….. 16
E. Characteristic of Young Learners……………………………........ 17
F. Teaching Vocabulary by Using Word Search
Game……............... 19
1. Definition of Word Search Game………………...…………… 19
2. Word Search Game……………………………………...……. 19
3. Instruction to Play the Game………………………………..... 20
4. The Form of Word Search Game……………………............... 21
G. Procedure to Do Vocabulary by Using Word Search Game………..
23
CHAPTER III RESEARCH METHOD
A. Research
Setting……………….........................................................
25
1. Description of MTs Tarqiyatul
Himmah..................................... 25
2. Vision of MTs Tarqiyatul Himmah………………………..…... 25
3. Mission of MTs Tarqiyatul Himmah…………………....……... 26
4. Curriculum of MTs Tarqiyatul Himmah………………………. 26
5. Profil of Students, Teacher and Administrator………….…….. 27
6. Accommodation……………………………………………..... 28
B. Subject of the Research…………………………………………… 29
1. Population…………………………………………………….. 29
2. Sample……………………………………...………………… 29
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C. Method of Research…………………………………………… 31
D. Evaluation Criteria…………………………………………….. 32
E. Research Design……………………………………………….. 33
F. Technique of Collecting the Data……………………………… 34
a. Test…………………………………………………….. 34
b. Documentation………………………………..……….. 34
G. Technique of Analysis Data…………………………………… 35
a. Scoring the Students’ Test…………………………….. 35
c. Calculate the Result of the Test……………………….. 35
CHAPTER IV ANALYSIS AND DISCUSSION
1. Difference of Lecturing and Word Search Game of the Seventh
Year
Students of MTs Tarqiyatul Himmah in the Academic Year of
2013/2014…………………………………………….……… . 37
a. Pre-Test …………………………………………… . 37
b. Treatment…………………………………………. . 41
c. Post-Test…………………………………………… . 42
2. Significant difference of Lecturing and Word Search Game of
the
Seventh Year Students of MTs Tarqiyatul Himmah in the Academic
Year
of 2013/2014…………………………………………………. 51
1. Experiment Class…………………………………………. 52
a. SD (Standard Deviation)………………………………… 53
b. T-Test (Calculate to)…………………………………… 53
c. Giving Interpretation to……………………………....... 54
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2. Control Class……………………………………………… 55
a. SD (Standard Deviation)……………………………… 55
b. T-Test (Calculate to)…………………………………… 57
c. Giving Interpretation to………………………………. 57
CHAPTER V CLOSURE
A. Conclusion
........................................................................
64
B. Sugesstions
......................................................................
.......... 65
REFERENCES
APPENDIXES
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Lists of Figure and Tables
Figure 2 Word Search Game……………………………………………………... 22
Table 3 Profile of Students of MTs Tarqiyatul Himmah in the
Academic Year of
2013/2014………………………………………………..…………………...…... 27
Table 3.1Teacher and Administrator of MTs Tarqiyatul Himmah in
the Academic Year
2013/2014
……………................................................................................
.......... 27
Table 3.2 Accomodation…………………………………….………………….... 28
Table 3.3 Name of the Research Subject…………….……………………...…… 30
Table 4 Result of Pre-Test of Control
Class………………..…………..….......... 38
Table 4.1 Result of Pre-Test of Experiment Class……………………...…..……
40
Table 4.2 Result of Post-Test of Control
Class…………………………............. 43
Table 4.3 Result of Post-Test of Experiment
Class...…….……………….......... 44
Table 4.4 Interpretation of Test
Score…….……………………………............. 45
Table 4.5 Interpretation of Pre-Test Score of Control
Class……………………. 45
Table 4.6 Interpretation of Pre-Test Score of Experiment
Class…………......... 46
Table 4.7 Interpretation of Post-Test Score of Control
Class…………………... 46
Table 4.8 Interpretation of Post-Test Score of Experiment
Class……...…. …… 47
Table 4.9 Comparison Score Pre-Test and Post-Test Between
Experiment and Control
Class…………………………………………………………………………....... 47
Table 4.10 Distribution of Pre-Test Score of Control
Class………………….…. 49
Table 4.11 Distribution of Pre-Test Score of Experiment Class
……...………... 49
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Table 4.12 Distribution of Post-Test Score of Control
Class………………..….. 50
Table 4.13 Distribution of Post-Test Score of Experiment
Class…………....…. 51
Table 4.14 Data for T-Test Calculating Pre-Test-Post-Test of
Experiment
Class………………………………………………………………………..…..... 52
Table 4.15 Data for T-Test Calculating Pre-Test-Post-Test of
Control
Class…………………………………………………………………………...…. 55
Table 4.16 Score of Students’ Achievement of Experiment
Class..................... 58
Table 4.17 Score of Students’ Improvement of Experiment
Class…................. 59
Table 4.18 Score of Students’ Achievement of Control
Class………................ 59
Table 4.19 Score of Students’ Improvement of Control
Class………............... 61
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CHAPTER I
INTRODUCTION
A. Background of the Research
Vocabulary is one aspects of the language that is very important
in English study.
By mastering vocabulary, students will easy to accept
explanation from their teacher.
Students who are rich in vocabulary will be successful to study
English language. This is
the opposite with the students who are poor in vocabulary,
surely they will get the
difficulties to study English language. In a class, most of the
students are passive because
they do not know about vocabulary and what is the meaning of
it.
Considers about phenomenon it is undeniable that vocabulary
mastery is really
needed to improve four language skills, those are speaking,
listening, reading and writing.
It means that the vocabulary has important role in the language
study. The students who
are poor in vocabulary will be difficult to understant a text,
disable to speak English, and
difficult to write their idea. Vocabulary mastery is very
important because it will carry
the learner in learning process.
“The mastery of vocabulary is very important because it will
consider the students
in the teaching learning. River’s argues that the acquisition of
an adequate
vocabulary is essential for successful second language use
because, without an
extension, we will be unable to use structures and function. We
may have learned
for comprehensible communication.” (Nunan, 1991: 117)
Many students get score less than averages score. It is clear
that they have many
problems in their vocabulary mastery. Most of the students in
junior high school often
face some problems in learning and mastering English lesson
especially in vocabulary
mastery. First, students are very difficult to remember new
vocabulary since they never
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used the language before. We can observe it when the students
did not know what is the
meaning of the question while they do the test. Next problems,
the students didn’t have
any interest to learn English.
Remembering some new vocabularies are still difficult for
students who never got
the English lesson in elementary school before, except the basic
material. Even though
there are some students who have learned English before, however
it is still difficult for
students to speak English.
The teacher often finds that their students do not have interest
to learn a subject
matter at school. It also happens in learning English, because
they did not have
knowledge about the correlation between themselves and the
subject matter. Teacher
must know about the student’s condition and give them motivation
by designing the
situation, so that the student can feel that there is
correlation between their life and
subject matter.
There are many methods can be used in teaching and learning
process. One kind
of method is word search. It is hoped that the students will be
able to get new vocabulary
and increase their vocabulary by using word search. Word search
is collection of word
which the structure are still ambiguously arranged and we asked
to search it. The word
can be arranged from the top to down or from the other way from
the front to backside or
opposite of it. The word search is designed to be an interactive
tool for students or the
other to use. It contains an array of words that can be used to
increase their vocabulary
mastery.
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The researcher analyzes that many teachers still use the old
method in teaching
and learning process it will not increase the students in
vocabulary mastery. Because of
that the writer tries to apply new method which help the
learners to increase their
vocabulary and make a group in learning activities.
By applying a new method, the students will enjoy and get
interested in learning
English. They also will be able to remember English word easily.
So the researcher wants
to apply word search to solve the problems in MTs TARQIYATUL
HIMMAH that can
improve the students interest in learning English.
Based on the explanation above, the writer wants to conducts a
research entitled:
“The Use of Word Search Game to Develop Students’ Mastery of
Vocabulary of the
Seventh Year Students of MTs TARQIYATUL HIMMAH in the Academic
Year
2013/2014”.
B. Statement of the Problems
Based on the research background of the study above, the writer
has some
problem that can be identified as follows:
1. How are the differences of lecturing and word search for the
learners of the
seventh year students of MTs TARQIYATUL HIMMAH in the
academic
year 2013/2014?
2. How are the significant differences of lecturing and word
search of the
seventh year students of MTs TARQIYATUL HIMMAH in the
academic
year 2013/2014?
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C. Limitation of the Research
To avoid any misinterpretation of the problem, the researcher
would like to
restrict the field of the study. The researcher wants to know
whether word search can
increase the learners in vocabulary mastery. The material was
limited that is taught at
first of junior high school in second semester.
D. Objectives of the Research
Based on the problem and limitation of the study above, the
researcher can
conclude that the objectives of this research are as
follows:
1. To find out the difference of lecturing and word search for
the learners of the seventh
year students of MTs TARQIYATUL HIMMAH in the academic year
2013/2014.
2. To find out the significant difference of lecturing and word
search of the seventh year
students of MTs TARQIYATUL HIMMAH in the academic year
2013/2014.
E. Benefits of the Research
The researcher hopes that the result of this research can give
information about
the level of students vocabulary mastery. Then the researcher
hopes too that this research
of using word search in teaching and learning vocabulary will be
useful for all, for the
teachers, the students and the researchers.
1. For the teachers
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As a positive result of this research can support the teacher
especially
English teacher to use this method in teaching learning
vocabulary, and the
teacher can change the traditional method with this new method
in teaching
vocabulary which is very interesting. They also can apply this
new method for
make student feel enjoy without bored in teaching and learning
process.
2. For the students
The positive result of this research can support the learner to
increase their
vocabulary mastery. Teaching vocabulary through word search will
make the
students have fun and enjoy in their teaching learning process,
beside that they
can increase their vocabulary mastery without any
difficultiess.
3. For the researchers
This result can support the writer to enrich the method of
vocabulary
mastery and word search. The otherhand, the researcher has new
experience how
to increase vocabulary mastery with this method.
F. Definition of Key Terms
There are some key terms in this paper. The writer wants to
clarify and explain
the meaning briefly to avoid misunderstanding or the ambiguity
in perception of some
terms used in this study.The definition are below:
1. Use
Use is do something with a machine, a method, an object, etc for
a
particular purpose (Oxford, 2011: 488).
2. Word search
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Is a word game that is letter of a word in a gird that usually
has a
rectangular or square shape. The objective of this puzzle is to
find and
mark all the words hidden inside the box. The word may be
horizontally,
vertically, or diagonally (Yulianto, 2011: 36). From the
explanation above
the writer concludes that word search game is a word game that
is letter of
a word and the form may be horizontally, vertically or
diagonally.
3. Game
Game is one of activities which can help to create dynamic,
motivating classes. The reason is that real learning takes place
when the
students in a relaxed atmosphere, participate in activities that
require them
to use what they have been drilled on. Games are not only
suitable for
children but also for adults (Fauziati, 2005: 130). Game is form
of play or
sport with rules as competitions, single part of match and
children’s
activity when they play with toys, pretend to be somebody else,
etc.
(Oxford, 2011: 181)
3. Develop
Become or make something larger, more advanced, stronger
(Oxford,
2008: 122)
4. Students
Students is a person attending an educational institution, for
example
high school or college, one studying anything, one develop and
systematic
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study. In other definition, a student is a person whom gives the
influence from
someone or group that carry out the educational activity
(Djamarah, 2005:
51).
5. Vocabulary mastery
Vocabulary is list of words used in a book with definition
or
translation (Hornby, 1963: 1120). Mastery is great skill or
knowledge
(Oxford, 2009: 271). Vocabulary mastery is the knowledge in
understanding the words. Mastering English vocabulary means know
the
meaning and understand the words being used in communication
(ELTS,
retrified 08-03-2014 at: 8:37).
G. Research Method
To analyze the vocabulary mastery of the seventh year students
of MTs
TARQIYATUL HIMMAH in academic year 2013/2014. The researcher
used descriptive
quantitative research, which is defined as a research procedure
which produces
descriptive data in the form of words written or spoken of the
person. In this study the
research subject are population and sample. Population is all
members of the research
subject (Suharsimi, 2006: 130). In this research the writer will
takes two class there are
class 7A and class 7B of the sample on the first students of MTs
TARQIYATUL
HIMMAH. An approach that will be done by the writer as primary
approach is
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quantitative approach to calculate score of students. The
secondary approach is
descriptive approach. Descriptive is describing how a technique
of learning is applied and
how the result can be reached. Technique of data collection will
be used by the researcher
to analyze the vocabulary mastery are using test, and
documentation.
After the researcher has accomplished analyzing the observation
and analysis have
been done, so the teacher will know the weakness and strength of
using word search in
teaching learning process.
H. Review of the Related Literature
Vocabulary is the most important component of a language.
Student will easy to
accept explanation from their teacher. By mastering vocabulary,
students who are rich in
vocabulary will be successful to study English language. The
students will get the
difficulties to study English language if they are poor in
vocabulary. In a class, most of
the students are passive and bored because they do not know
about vocabulary and most
of them did not have any interest to learn English.
As teachers we must be a creative person when we teach our
students. For
example teach them by using game in teaching learning process.
This method can help
the learner feel enjoy without feel bored when they learn. There
are many methods can be
used in teaching and learning process. One kind of method is
word search. It is hoped that
-
the students will be able to get new vocabulary and increase
their vocabulary. The word
search game technique is developed by Dean Yulianto.
Word search game is a word game that is letter of a word in a
gird that
usually has a rectangular or square shape. The objective of this
puzzle is to find and mark
all the words hidden inside the box. The word may be
horizontally, vertically, or
diagonally. There are many people including, teachers, educators
linguists and
academicians have been conducting several researches related to
teaching vocabulary
such as the way to improve students’ vocabulary mastery, the
various strategies,
techniques and methods used to increase students’ mastery of
vocabulary, and many
others. Those previous researches have their own characteristic
and specification on the
object of the research, the research methodology that used and
the research variables. In
order to help the writer conduct this research, the writer read
some previous researches as
the literary review.
The writer uses the other graduating paper, with the title is
“Improving Student’s
Vocabulary Mastery Using Flip Word Game at the Fourth Year
students of MI Maarif
Dukuh Salatiga in the Academic Year 2010/2011)” which has been
researched by Laela
Kurniawati the student of State Institute for Islamic Studies
(STAIN) of Salatiga.
In this graduating paper the teacher uses “Flip Words Game” as
one attractive
ways to improve the student’s vocabulary mastery. According to
her, Flip words game
can improve student’s vocabulary mastery at the Fourt Year
students of MI Maarif
Dukuh Salatiga, she tries to find out the use of Flip words game
in learning vocabulary.
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The other research was writed by Dewi Nurhamida in 2012; the
student of State
Institute for Islamic Studies (STAIN) of Salatiga with the title
is Improving Students’
Vocabulary Mastery Through Word Wall (A Classroom Action
Research on the First
Grade Students of SMP N 2 Tuntang in Academic Year 2012/2013).
In this graduating
paper, she analyzed about Word Wall. According to her, Word Wall
can improve
students’ vocabulary mastery. She wants to know how is the
process of teaching and
learning vocabulary by using Word Wall. Actually the result of
her research shows that
teaching and learning vocabulary by using Word Wall it can
improve students’
vocabulary mastery.
Meanwhile this research is conducting in order to know the
effectiveness of the
implementation of Word Search Game toward students’ vocabulary
mastery of the
seventh year students of MTs Tarqiyatul Himmah.
I. Hypothesis
A hypothesis is a specific statement of prediction. It describes
in concrete (rather
than theoretical) terms what you expect will happen in your
study.
In this research, the researcher puts a hypothesis that “Word
Search Game and
lecturing have similarities to develop students’ vocabulary
mastery of the seventh year
students of MTs Tarqiyatul Himmah in the academic year of
2013/2014.
J. Outline of the Graduating Paper
-
This Graduating paper will consist of five chapters. Each
chapter will be
discussed as follow:
Chapter one is an introduction. It is explains of the background
of the study,
statement of the problems, limitation of the study, objectives
of the research, benefit of
the study, definition of key terms, research methodology, review
of the related literature,
hypothesis and the last is the outline of graduating paper.
Chapter two is review of related
literature. This chapter describes theoretical review of
teaching vocabulary. Firstly,
theory about vocabulary, it is explains the theory about
vocabulary includes the definition
of vocabulary, the importance of vocabulary mastery, teaching
vocabulary, testing
vocabulary and the characteristics of young learner. Secondly,
theory about word search.
It is explain the definition of word search, instruction to play
the game and the form of
word search game. Chapter three is research methodology. It
discusses setting of
research, subject of the study, the method of research,
Procedure of research technique of
collecting data and technique of analysis data, deals with
research methodology, research
object, technique of data collection, and technique of data
analysis. Chapter four is the
data analysis which is consists of analysis between pre-test and
post-test. Chapter five as
the last part of this outline consists of closure which will be
devided into two parts, it
contains of conclusion and suggestion. For the attachment there
bibliography and
appendix.
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CHAPTER II
THEORETICAL FRAMEWORK
A. The Definition of Vocabulary
Fauziati (2005: 155) says that vocabulary is central to language
and of critical
importance to typical language learner .Vocabulary is list of
words used in a book with
definition or translation (Hornby, 1963: 1120). As has been
mentioned in the discussion
of acquiring language skills (reading, writing, listening, and
speaking), vocabulary
learning is one of the sets of enabling knowledge and a critical
aspect of developing the
ability to use your foreign language in useful ways (Leaver et
al, 2005:20).
Vocabulary has been called the building blocks of language
learning. There are
even some teaching approaches (e.g. the Natural Approach) in
which the proponents
suggest that the most important thing in acquiring a language is
vocabulary. Whether you
agree with that point of view or not, there is no one who will
say that vocabulary is
unimportant. The more vocabulary you know, the more things you
will be able to talk
about, read about, write about, and listen to well. The more
vocabulary you know, the
more options you have in selecting the kinds of grammar to use
in speaking and writing.
More important, sometimes just knowing the word will get you
past a difficult point in
grammar, even if you do not understand the grammar of something
that is being said or
that you are reading, you may be able to get the gist of it if
you know all the words.
B. Vocabulary Mastery
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Learning vocabulary is important thing in language learning. We
cannot speak,
write, and understand what we read or listen without vocabulary.
Mastering vocabulary is
a basic matter in learning a foreign language. Thornbury (2002:
3) argues: if you spend
most of your time studying grammar, your English will not
improve very much. You will
see most improvement if you learn more words and expressions.
You can say very little
with grammar but you can say almost anything with words. Based
on the statement
above, we can say that without sufficient vocabulary, we cannot
communicate effectively
or express our idea. Mastering English vocabulary means know the
meaning and
understand the words being used in communication. Palmberg in
Sukmawati (2006: 10)
points out: mastering of a foreign language words, the learner
knows and recognizes it
both in spoken and written form. This means, the learner not
only able to spell or
pronounce it, but also she/he should be able to differentiate
its category and meaning
when applying it into grammatically right sentence. In addition
to this, the learner is able
to express it orally as well.
C. Teaching Vocabulary
Teaching vocabulary is the studying second language because
vocabulary is the
basic material to master the four language skills those are
speaking, reading, writing, and
listening. Without understanding the new word, the students will
get difficulties to study
English language.
Fauziati (2002: 155) says that vocabulary is central to language
and of critical
importance to typical language learner. Without a sufficient
vocabulary, someone cannot
-
communicate effectively or express the ideas in both oral and
written form. A teacher
should devise various relevant activities for promoting
vocabulary learning to the
students in order that they will learn new vocabulary with
useful and interesting.
Vocabulary system seems to be most effective and practical way
of memorization to
accomplish new vocabulary.
D. Testing Vocabulary
Test is first conducted before getting data. A procedure for
critical evaluation; a
means of determining the presence, quality or truth of
something, a trial: a test of one
eyesight, subjecting, a hypothesis to a test, a test of an
athlete’s endurance.
Once of the ways to knowing the student’s development or student
understands
about material is through test. In any consideration of
educational testing a distinction
must be drown between the rather informal, teacher made test of
the classroom and those
formal. Classroom test are generally prepared, administered, and
scored by one teacher.
There are many published exercise on vocabulary. These
include:
1. Matching pictures to words.
2. Matching words to the meaning.
3. Multiple choices complete, is a test in which a sentence with
one word in presented;
students choose one of four vocabulary items given to complete
the sentence.
4. Memory game (Scrivener, 1994: 83)
Several tasks seem to be designed for students working on their
own, but can easily be
used in class. For the better, teacher should give some test to
students appropriate with
-
their situation and their skill in order to get good result in
the teaching and learning
English language.
E. The Characteristics of Young Learners
Fauziati (2002: 171-172) explains that the characteristics of
young learners as
follow:
1. Children like playing
One characteristic of children is that they like playing,
children like playing and
learn thing while playing, and the implication to language
teaching is that games are
very effective ways for teaching language. By definition, a game
is an activity with
rules, a goal and an element of fun.
The use of word search game in increasing students’ vocabulary
mastery can
make their learning and playing happily. This game is one of the
ways to increase
their vocabulary.
2. The children talk about here and now
Adult both observe and impose the cooperative principle when
they talk to young
children. They make what they say relevant, talk about here and
now of the child’s
world. The phenomena imply that the children’s word involves
around here and now.
Therefore, they should not be asked to discuss abstract things
or life and situation in
the past or in the future. In other words, children’s interest
is narrow, restricted
primarily to themselves, their immediate surroundings, their
families and their
friends.
3. Association and memory
-
Children understand and retain the meaning better when they have
seen some
objects association it. For this reason the teacher should
expose the student to real
life situation, when this is not impossible. The visual aid can
serve as a useful
substitute, as pictures and their images are more vivid than
words. Thus, in teaching
and learning process pictures should be an integral part of
every teacher’s
professional equipment.
F. Teaching Vocabulary by Using Word Search Game
1. Definition of Word Search
Is a word game that is letter of a word in a gird that usually
has a rectangular
or square shape. The objective of this puzzle is to find and
mark all the words
hidden inside the box. The word may be horizontally, vertically,
or diagonally
(Yulianto, 2011: 36). From the explanation above the writer
concludes that word
search game is a word game that is letter of a word and the form
may be
horizontally, vertically or diagonally.
2. Word Search Game
Game is form of play or sport with rules as competitions, single
part of match
and children’s activity when they play with toys, pretend to be
somebody else,
etc. (Oxford 2011: 181). Fauziati, (2005: 130) says that game is
one of activities
which can help to create dynamic, motivating classes. The reason
is that real
-
learning takes place when the students in a relaxed atmosphere,
participate in
activities that require them to use what they have been drilled
on. Games are not
only suitable for children but also for adults.
Word search is a challenging word game that develops spelling
skills as well as
critical thinking of abilities. Word search is like a puzzle
that plays to looking for a
word in random words to solve. Figure out the phrase how many
words and letters
there are. Overall, word search is a fun game that deserves a
chance. The essence and
core of the game are fun and exciting.
By searching and analyzing some words, word search game can
increase
vocabulary mastery for students in seventh class of many random
words. They
analyze and form the words in certain category to memorize new
vocabulary by it.
Based on the definition above, the writer concludes that word
search game is an
activity in English teaching learning process by using words
game. The form of word
search game is like puzzle. There are some words which are
arranged randomly.
3. Instruction to play the game:
a. Word is usually placed horizontally, vertically and
diagonally. And then
backwards in any of those directions.
b. The best way is to scan the grid row by row, from left to
right. This will help you
pick up all the words that are written as words on a page.
-
c. Then do the same for vertical lines from the left to right
scanning top to bottom.
This will leave words that placed backwards and diagonally which
sometimes can
be harder ones to be spotted.
4. The Form of Word Search Game
Word search game is a game which is used to increase English
Vocabulary. Word
search game is a term with random words to get a word from it.
It is a puzzle with
random letters in order to create some new words. As one of
media in English
teaching learning, word search game used to make the students
interesting in
teaching and learning process. This game can help the students
to know and
understand about new vocabulary. The student can get a word from
that letters by
searching and forming based on certain category, and then
analyzes the words from
the table. For example, the students are asked to search and
analyze vocabulary in
categories of vegetables.
-
P E A C E L E R Y E
E S C A R R O T G G
T P O B S A E I A G
T O D B P U R S R P
N H C A N I P S L L
A E L G R Y A E I A
E S R E T K E U C N
B C I G U K P O L T
S I X O T A T O P O
P B R O C C O L I R
A K T O M A T O O Y
P O R I N K A L D E
R N E C H I L I A R
I F G U I N O Z Y T
K Z P L A U J N K I
A W E M O S O Q I U
-
EGGPLANT GARLIC ONION
CABBAGE PEA TOMATO
CARROTE BEAN CHILI
CELERY POTATO BROCCOLI
SPINACH CORN PAPRIKA
G. Procedure To Do Vocabulary by Using Word Search Game
Game activities can be useful medium for teaching foreign
language to children.
Word search game that can be used in situational language
practice is hence an essential
part of the teacher’s equipment. Munawaroh (2013: 1) exclaimed
in her journal that there
are suitable procedures to do vocabulary games as follow:
1. The teacher gives clear instruction to explain the games
rules. Games have
many rules, as a game word search has rules too. Before the game
is played
surely the teacher must show the rules for the students. So, the
students
understand and they can play the game.
-
2. The teacher giving an example of playing the games. After the
teacher has
showed the rules, she/he must gives an example to play the game.
Of course
after the teacher gives the example of the games surely they can
play it.
3. The students focus on the teacher instruction. Beside the
teacher explains
about the game then gives some instruction, the students must
focus. So, they
will know about the game.
4. Teacher giving the word search games and ask the students to
arrange the
words. After the students clear enough with the explanation and
the
instruction from the teacher then they play the game.
5. Teacher gives 20 minutes to finish their work, then the
students discuss
together.
-
CHAPTER III
RESEARCH METHOD
A. Research Setting
1. The description of MTS Tarqiyatul Himmah
Based on the writer’s research general description of MTS
Tarqiyatul
Himmah as follows:
Name : MTs Tarqiyatul Himmah
NSS : 212332205019
Address : Desa Kauman Lor, Kec. Pabelan, Semarang
The Land Wide : 1.034 m2
Build : 1978
Telp : -
2. The Vision of Mts Tarqiyatul Himmah
The vision of Mts Tarqiyatul Himmah was school focuses on belief
and
righteousness to the God Allah SWT, establishing
intellectualism, and creating
cadres of human leader and excellent in achievement.
3. The Mission of MTS Tarqiyatul Himmah
-
The mission of MTS Tarqiyatul Himmah was implementing the
process of
learning to integrate and aspects of teaching experience
practice and created
conducive situation.
4. The Curriculum of MTS Tarqiyatul Himmah
a. The Core Program
The school applied curriculums KTSP (Kurikulum Tingkat
Satuan
Pendidikan) as recommended by the ministry of National
Education.
b. The Specific Program
The specific program of MTs Tarqiyatul Himmah was Mastery
some
language such as English, Arabic, and Javanese.
c. Extensive Program
Extensive program of MTs Tarqiyatul Himmah consisted on
extracurricular and personality, which covers of sports, art,
and music.
d. The Profile of Students, Teacher and Administrator
This school had 155 students. There were 49 students in seventh
grade, 52
students in eight grade and 54 students in ninth grade. The list
of students’
profile of MTS Tarqiyatul Himmah as follow:
Table 3
The profile of Students of Mts Tarqiyatul Himmah
NO CLASS NUMBER
CLASS
GENDER TOTAL
MALE FEMALE
1. 7 2 25 25 49
2. 8 2 24 28 52
-
3. 9 2 18 36 54
TOTAL 6 67 89 155
Table 3.1
Teacher and Administrator of Mts Tarqiyatul Himmah
NO NAME STATUS EDUCATION
1. Drs. KH.Hamdan As Head Master S3
2. M. Musyafa’, S.Ag Teacher S1
3. Habib Sholih, S.Ag Teacher S1
4. Untung Kisworo, ST Teacher S1
5. M. Tunggul Wahyono, SH Teacher S1
6. Neneng Antik Masruroh, SS Teacher S1
7. Ninik Arifah, S.Pd.I Teacher S1
8. Umi Khasanah, S.Pd Teacher S1
9. Nur Imayati, S.Pd Teacher S1
10. Muhammad Al Khafid, S.Pd Teacher S1
11. Muslimin, A.md Administrator D3
12. Purnamasari Administrator D1
13. Rofi’i Administrator MI
14. Amrina Rosyada, S.Pd.I Teacher S1
-
In table 3.2, there were 14 staffs members of MTs Tarqiyatul
Himmah consist
of 3 administrators, 10 teachers and 1 head master.
e. Facilities
Mts Tarqiyatul Himmah had some facilities. There were 6
classrooms, 1
teacher room & head master room, 1 consultant room, 1
library, 1 UKS room,
cooperation room, 1 multimedia room, 2 teacher toilets, 6
students’ toilets and
1 warehouse. The table of facilities of Mts Tarqiyatul Himmah as
followed:
Table 3.2
Facilities of MTs Tarqiyatul Himmah
No Facilities Total
1 Classroom 6
2 Teacher room & Head master room 1
3 Consultant room 1
4 Library 1
5 UKS room 1
6 Cooperation room 1
7 Multimedia room 1
8 Teacher toilet 2
9 Students toilet 6
10 Warehouse 1
B. Subject of the Research
1. Population
Population is all members of the research subject (Arikunto,
2006: 130).
Population is all individuals from whom the data are collected.
The population of
-
the study was the first grade students of MTS Tarqiyatul Himmah
in the academic
year of 2013/2014.
2. Sample
Sample is a part of representative populations which is
investigated (Arikunto,
2006: 131). In this research the writer used class 7A and 7B as
a sample. The table
of research subject as followed:
Table 3.3
The Name of the Research Subjects
No Experimental Class No Control Class
1 Ahmad Bustanul Izzan 1 Abdul Manaf
2 Ahmad Defri Aristiyan 2 Agustina Dwi Astuti
3 Aristiyanto Alfi N.H. 3 AgustinaWahyu U.
4 Anik Nanda A.A. 4 Ahmad Arif Khoirudin
5 Aninda Rahayuningsih 5 Ari Setiawan
6 Annisa Fauziyah 6 Azzy Prasetyo
7 Dwi Apit Listiana 7 Bagas Puji Pangestu
8 Farhan Al-Godzy 8 Devi Setiyani
9 Iftitahul W. 9 Farida Azka
10 Indana Taqiyatul 10 Faza Noviana
11 Kurnia Dian Fajari 11 Iqbal Ari Setiawan
12 Muhammad Syarifudin 12 Isna Retnawati
13 Meida Cahyani 13 M.Sholikhul Hidayat
14 Muhammad Afrizal 14 M. Ulil Albab
-
15 Muhammad Fajar 15 Muhammad Nasikhin
16 Ahmad Musta’in 16 Muhammad Samsul
Khoidar
17 Nur Syarifah 17 Nailul Khasanatul M.
18 Nur Rohman Dai Irgianto 18 Nesa Rustanti
19 Rosyidah Anggraini 19 Siti Wardah Lia
20 Salamatul Alfa Syarifah 20 Silviana Melasari
21 Wahyu Iqbal Saputra 21 Soleh Budi Mustofa
22 Wahyu Tri Mulyani 22 Ulul Azmi
23 Yunia Prihati 23 Wafiq Al Fahri
24 YunitaR 24 Wanda Yunisa
25 Zahroul Ma’wa 25 Widyatno Bagus W.
C. Method of Research
The research method used in this study was descriptive
quantitative approach. The
descriptive research is a research which is purposed to give the
facts. Indications, and
phenomenon systematically and accurately about the
characteristic of the population in
certain area, thus the purpose of this research is to describe
systematically the facts and
the characteristics of a given population or area of interest,
factually and accurately.
Descriptive method is not only limited to collect and arrange
the data, but also to analyze
and interpret the meaning of the data.
Quantitative research is a process to get knowledge that applies
the nominal data
as a tool to analyze the information what we want to know
(Kasiram, 2010: 172).
Similarly, in this research, the writer will describe the
phenomenon that arises from the
object of the research factually and accurately by statistical
method.
-
The type of the research was experimental research. There were
two groups that
would be compared, they were experiment and control group. The
experiment group was
taught by Word Search Game and the control group was taught
without Word Search
Game. This research was aimed at identifying the effectiveness
of using Word Search
Game to increase the students’ mastery of vocabulary.
The two groups received the different treatment that might
relate to performance
of the dependent variable. After the group had been exposed to
the treatment for some
periods of time, the researcher administered a test of the
dependent variable and then
determined whether or not there was a significant difference
between the groups.
D. Evaluation Criteria
The evaluation criteria of Vocabulary mastery was presented as
follow:
Table 3.4
Evaluation Criteria
Classification Score Rating Category
Excellent 80-100 4 If the students can answer almost
question
Good 60-79 3 If the students can answer fewer of
the question errors
Fair 50-59 2 If the students can answer good
enough of the question
Poor >49 1 If the students can't answer almost
of the question
E. Research Design
-
To get some data, the research had three steps. Firstly,
students were given pre-
test to know the mastery of their vocabulary mastery and given
some topics of
vocabulary. Secondly, students were given the material for group
A used Word Search
Game as a teaching media and without Word Search Game for group
B. At the end, the
students were given post-test to know the vocabulary mastery how
well they understand
the material by using Word Search Game or without Word Search
Game.
The writer used experimental research to find out the
effectiveness of Word
Search Game. In this experimental design, the researcher
evaluated the experimental
class before and after given a treatment. Meanwhile, the other
class was as control class
and isolated from the treatment. In other word, control class
was not given any treatment.
Finally, the researcher compared the influence of the treatment
toward an experimental
class. The research design in this research can be seen as
follows:
O1 : Pre-test before given treatment for experimental class
O2 : Post-test after given treatment for experimental class
O3 : Pre-test for control class
O4 : Post-test for control class
X : Treatment for experimental class
F. Technique of Collecting the Data
1. Test
O1 X O2
O3 -- O4
-
Test is a set of stimulus that is given to people that aims at
getting answer as
the basic of scoring (Arikunto, 1992: 115). To get the data, the
writer used T-test
which consist of pre test and post test. The purpose of pre test
was to know how far
the students’ mastery of vocabulary before using Word Search
Game, whereas the
purpose of post test was to know the students’ mastery of
vocabulary after using word
search game.
2. Documentation
The writer also used documentation as the method of collecting
the data in
this research. According to Arikunto (2010:274) documentation is
a method used to
find the data related, by using book, transcript, newspaper,
magazine, ancient
inscription, notes of a meeting, agenda, etc. The documentation
was done by taking
the picture while the writer taught the control and experimental
class.
G. Techniques of Analysis Data
To analyze the result of the data from pre-test and post-test,
the writer used the
following steps:
1. Scoring the students’ test
In this step, the writer scored the result from the pre-test and
post-test from
experimental group and control group. The writer used 4 point
scale to measure the
students’ answer.
2. Calculate the Result of the test
After scoring the students’ test, the writer calculated the data
using t-test to
determine whether there was significant difference before and
after the treatment
-
both from experimental and control groups. If the mean improved,
it was suggested
that students’ vocabulary mastery also improved. The steps to
calculate the data
according to Arikunto (1990: 507) described as follows:
a. Calculate the mean (M) from each group using the following
formula:
b. Calculate the standard deviation from difference (SD)
SDD =
SDD = Deviation Standard for one sample t-test
D = Difference between pre-test and post-test
N = Total of Respondents
c. Calculating the T-test using this formula:
to =
to = T-test for the differences of pre-test and post-test
SD = Deviation standard for one sample t-test
D = Difference between pre-test and post-test
N = Total of Respondents
Criteria of hypothesis accepted describes as follows:
≥ = Reject Null hypothesis
< = Receive Null Hypothesis
Mean =
-
CHAPTER IV
ANALYSIS AND DISCUSION
1. The difference of lecturing and Word Search Game of the
seventh year students
of MTs. Tarqiyatul Himmah in the academic year of 2013/2014.
The writer collected the data from seventh grade students of MTs
Tarqiyatul
Himmah in the academic year of 2013/2014. They were consist of
25 students of
experimental group who were taught using Word Search Game and 25
students of
control group who were not taught using Word Search Game. The
researcher applied
pre-test, treatment, and post-test. This process as below:
1. Pre-test
A series of questions or other instrument which were used to
measure
in individual or group skill, Intelligence, capability,
knowledge or talent was
called a test. Pre-test was a test which is done before giving
treatment. The
researcher used multiple choices consist of 25 items in
pre-test. The
procedures of pre-test as follow:
a. The teacher gave the question sheets consist of 25 items
multiple
choices test to the students.
b. The teacher gave the students the rules of doing the
test.
c. Collected the answer sheet to the teacher who had finished
answer the
question.
-
d. Scoring. Each correct answer is scored 4; everyone who could
answer
all questions correctly will get 100, so that the researcher
used this
formula:
Where: S: the score of each student
C: the number of correct answer
Having done the test, the writer found the result of pre-test.
The
highest score was 92 of both class, the lowest was 48 for
control class and
40 for experiment class. The mean score was 62, 4 for control
class then
68, 48 for experiment class.
Table 4
The result of pre-test of Control class
No Respondent Score
1 Abdul Manaf 56
2 Agustina Dwi Astuti 52
3 Agustina Wahyu Utami 52
4 Ahmad Arif Khoirudin 56
5 Ari Setiawan 48
6 Azzy Prasetyo 60
7 Bagas Puji Pangestu 68
8 Devi Setiyani 80
9 Farida Azka 92
10 Faza Noviana 64
S = C X 4
-
11 Iqbal Ari Setiawan 52
12 Isna Retnawati 72
13 M. Sholikhul Hidayat 72
14 M. Ulil Albab 60
15 Muhammad Nasikhin 48
16 Muhamad Samsul Khoidar 52
17 Nailul Khasanatul M. 52
18 Nesa Rustanti 84
19 Siti Wardah Lia 72
20 Siviana Melasari 60
21 Soleh Budi Mustofa 60
22 Ulul Azmi 52
23 Wafiq Al Fahri 64
24 Wanda Yunisa 64
25 Widyatno Bagus W. 60
Based on the table below, there are 25 respondents have done
the
test. The highest score was 92 the lowest score was 40 and the
mean
score was 68, 48.
Table 4.1
The Result of Pre-test of Experimental Class
No Name Score
1 Ahmad Bustanul Izzan 76
2 Ahmad Defri Aristiyan 60
-
3 Aristiyanto Alvi Nur H. 92
4 Anik Nanda Anita Agusti 56
5 Aninda Rahayuningsih 72
6 Annisa Fauziyah 76
7 Dwi Apit Listiana 72
8 Farhan Al-Godzy 92
9 Iftitahul W. 72
10 Indana Taqiyatul 84
11 Kurnia Dian Fajari 88
12 Muhammad syarifudin 76
13 Meida Cahyani 80
14 Muhammad Afrizal 64
15 Muhammad Fajar 40
16 Ahmad Musta’in 80
17 Nur Syarifah 64
18 Nur Rohman Dai Irgianto 76
19 Rosyidah Anggraini 76
20 Salamatul Alfa Syarifah 60
21 Wahyu Iqbal Saputra 76
22 Wahyu Tri Mulyani 84
23 Yunia Prihati 40
24 Yunita R. 60
25 Zahrotul Ma’wa 60
2. Treatment
-
Treatment was activities from the researcher to the students by
giving
teaching learning in the class with Word Search Game. This
method was kind
of way that can increase students’ vocabulary mastery. The
researcher did
teaching learning process by giving explanation about Word
Search Game and
how to do assignment well. The teacher explained about procedure
text. The
teacher asked the students to read the material together. In
process of learning,
teacher found most of the students were able to mention and
pronounce the
material well. Although, there were some students that could not
mention it
well. The teacher explained until 2 times so the students can
understand the
material well.
After the students knew the name and the meaning all of the
word, the
teacher gave a puzzle by word search game in random words about
procedure
text “how to make ice juice” and asked them to analyze what word
there were
in random words. The teacher asked them to mention it one by one
and wrote
the meaning of it in their paper.
The students were very enthusiastic to analyze the word. It
could be
seen that many students were active to respond the teacher’s
question.
However, the teacher also noticed there were some of them who
were still
passive.
3. Post-test
After all of treatment process had been done, researcher did
post-test.
Post-test was test which was done after giving treatment to
measures how
significant of the influence of giving those assignments. In
post-test the
-
highest score was 92 for control class 88 for experiment class
and the lowest
score was 60 for control class 40 for experimental class, then
the mean score
was 72, 48 for control class and 73, 28 for experiment
class.
Based result above, the writer concluded that the students
ability in
vocabulary mastery was very well, because in fact the use of
Word Search
Game in teaching vocabulary was interesting for them.
In post-test the highest score was 92 and the lowest score was
60, then
the mean of pre-test was 72, 48.
Table 4.2
The Result of Post Test of Control Class
No Respondent Score
1 Abdul Manaf 76
2 Agustina Dwi Astuti 60
3 Agustina Wahyu Utami 64
4 Ahmad Arif Khoirudin 68
5 Ari Setiawan 68
6 Azzy Prasetyo 72
7 Bagas Puji Pangestu 84
8 Devi Setiyani 92
9 Farida Azka 92
10 Faza Noviana 80
11 Iqbal Ari Setiawan 68
12 Isna Retnawati 72
13 M. Sholikhul Hidayat 60
-
14 M. Ulil Albab 84
15 Muhammad Nasikhin 84
16 Muhamad Samsul Khoidar 72
17 Nailul Khasanatul M. 84
18 Nesa Rustanti 84
19 Siti Wardah Lia 72
20 Siviana Melasari 60
21 Soleh Budi Mustofa 60
22 Ulul Azmi 60
23 Wafiq Al Fahri 76
24 Wanda Yunisa 64
25 Widyatno Bagus W. 60
For experiment class the highest score was 88, the lowest score
was
40 and the mean score was 73, 28. The complete score as
followed.
Table 4.3
The Result of Post Test of Experimental Class
No Name Score
1 Ahmad Bustanul Izzan 80
2 Ahmad Defri Aristiyan 76
3 Aristiyanto Alvi Nur H. 68
4 Anik Nanda Anita Agusti 80
5 Aninda Rahayuningsih 72
6 Annisa Fauziyah 68
7 Dwi Apit Listiana 88
8 Farhan Al-Godzy 76
9 Iftitahul W. 80
-
10 Indana Taqiyatul 84
11 Kurnia Dian Fajari 80
12 Muhammad syarifudin 80
13 Meida Cahyani 80
14 Muhammad Afrizal 76
15 Muhammad Fajar 88
16 Ahmad Musta’in 76
17 Nur Syarifah 80
18 Nur Rohman Dai Irgianto 80
19 Rosyidah Anggraini 76
20 Salamatul Alfa Syarifah 60
21 Wahyu Iqbal Saputra 80
22 Wahyu Tri Mulyani 40
23 Yunia Prihati 72
24 Yunita R. 52
25 Zahrotul Ma’wa 40
Based on the table above, the result of student’s pretest and
posttest
shows:
Table 4.4
The Interpretation of Pre Test Score of Control class
The Number of
Respondent
Probable Performance
3
12
8
2
Excellent
Good
Good Enough
Poor
25 -
-
Table 4. 4 showed that there were 3 respondents got excellent,
12
respondents got good, 8 respondents got good enough and 2
respondents got poor.
Table 4.5
The Interpretation of Pre Test Score of Experimental class
The Number of
Respondent
Probable Performance
5
14
1
5
Excellent
Good
Good Enough
Poor
25 -
Table 4.5 showed that there were 5 respondents got excellent,
14
respondents got good, 1 respondent got good enough and 5
respondents got poor.
Table 4.6
The Interpretation of Post Test Score of Control class
The Number of
Respondent
Probable Performance
4
17
4
-
Good to Excellent
Average to Good
Poor to Average
Poor
25 -
Table 4.6 showed that there were 4 respondents got excellent,
17
respondents got good and 4 respondents got good enough.
Table 4.7
The Interpretation of Post Test Score of Experimental class
The Number of
Respondent
Probable Performance
-
12 10
1
2
Excellent Good
Good Enough
Poor
25 -
Table 4.7 showed that there were 12 respondents got excellent,
10
respondents got good, 1 respondent got good enough and 2
respondents got poor.
The table below showed that teaching vocabulary using Word
Search Game can
improve the students’ vocabulary mastery or not. The writer
compared the result of pre-
test and post-test score as follows:
Table 4.8
The Score Pre-Test and Post-Test
Student’s
Number
Control Class Experimental Class
Pre-test Post-test Pre-test Post-test
1 56 60 76 80
2 52 56 64 76
3 52 60 92 68
4 56 60 56 80
5 48 56 72 72
6 60 60 76 68
7 68 84 72 88
8 80 92 92 76
9 92 92 72 80
10 64 68 84 84
11 52 60 88 80
12 72 76 76 80
13 72 60 76 80
-
14 60 64 64 76
15 48 52 40 88
16 52 56 76 76
17 52 60 64 80
18 84 84 76 80
19 72 72 76 76
20 60 64 40 60
21 60 68 76 80
22 52 60 84 40
23 64 64 40 72
24 64 60 40 52
25 60 60 40 40
Table 4.9
Distribution of Pre-Test Score of Control Class
No Interval X f Fx
1 91-95 92 1 92
2 86-90 - - -
3 81-85 84 1 84
4 76-80 80 1 80
5 71-75 72 3 216
-
6 66-70 68 1 68
7 61-65 64 3 192
8 56-60 60 7 420
9 51-55 52 6 312
10 46-50 48 2 96
N=25 Σ=1560
Table 4.10
Distribution of Pre-Test Score of Experimental Class
No Interval X f Fx
1 91-95 92 2 184
2 86-90 88 1 88
3 81-85 84 2 168
4 76-80 76 8 608
5 71-75 72 3 216
6 66-70 - - -
7 61-65 64 3 182
8 56-60 56 1 56
9 51-55 - - -
10 46-50 - - -
11 41-45 - - -
12 36-40 40 5 200
N=25 Σ=1702
Table 4.11
Distribution of Post-Test Score of Control Class
-
No Interval X f Fx
1 91-95 92 2 184
2 86-90 - - -
3 81-85 84 2 168
4 76-80 76 1 76
5 71-75 72 1 72
6 66-70 68 3 204
7 61-65 64 3 192
8 56-60 60 13 780
N=25 Σ=1676
Table 4.12
Distribution of Post-Test Score of Experimental Class
No Interval X f Fx
1 91-95 - - -
2 86-90 88 2 176
3 81-85 84 1 84
4 76-80 80 14 1100
5 71-75 72 2 144
6 66-70 68 2 136
7 61-65 - - -
8 56-60 60 1 60
-
9 51-55 52 1 52
10 46-50 - - -
11 41-45 - - -
12 36-40 40 2 80
N=25 Σ=1832
2. The significant difference of lecturing and Word Search Game
of the seventh year
students of MTs Tarqiyatul Himmah in the academic year of
2013/2014.
In this research, the writer uses t-test to analyze, calculate
and compare the result
of score using word search game in teaching learning process.
The writer use formula as
follow:
1. Experiment Class
a. SD (Standard Deviation)
The formula is:
Table 4.13
The Comparison Score of Pre-test and Post-test of Experimental
Class
No. R Pre-Test Post-Test D=(X-Y) D2=(X-Y)2
1 R1 76 80 -4 16
2 R2 64 76 -12 256
3 R3 92 68 -24 576
4 R4 56 80 -24 576
5 R5 72 72 0 0
6 R6 76 68 -8 64
7 R7 72 88 -16 256
-
8 R8 92 76 -16 256
9 R9 72 80 -8 64
10 R10 84 84 0 0
11 R11 88 80 -8 64
12 R12 76 80 -4 16
13 R13 76 80 0 0
14 R14 64 76 -12 144
15 R15 40 88 -48 2304
16 R16 76 76 0 16
17 R17 64 80 -16 256
18 R18 76 80 -4 16
19 R19 76 76 0 0
20 R20 40 60 -20 X
21 R21 76 80 -4 16
22 R22 84 40 -24 576
23 R23 40 72 -32 1024
24 R24 40 52 -12 144
25 R25 40 40 0 0
N= 25
∑D=-
332 ∑D
2=8624
Calculate standard deviation of difference between pre-test and
post-test.
1) Standard Deviation
=
=12, 984
-
2) T-test (calculate to)
to =
=
=5, 011
3) Giving interpretation to
a) Calculate of df
df = n-1=25-1=24
b) Consult with t-table value
With df =24, the value of tt with level of signification 5% is
2,
063
c) Comparing to with tt
to = 5, 011, therefore to is greater than tt with level of
signification 5%
d) Conclusion
-
If to was greater than tt, null hypothesis (ho) was
rejected. T-table with n= 25 is 2, 063. The result is
5,011>
2,063. Therefore, t-test calculating Based on the above
calculation, research of experimental group showed that tt
was
2, 0639 and to was 5, 011, significant difference of this
research
was 2, 9471 It meant that to was greater than tt. The writer
could conclude that Word Search Game improved students’
vocabulary mastery from significant level 5% to tt. Ho was
rejected, therefore; there was a significant difference
between
pre-test and post test mean.
2. Control Class
a. SD (Standard Deviation)
The formula was:
Table 4.14
The Comparison Score of Pre-test and Post-test
Control Class
No. R Pre-Test Post-Test D=(X-Y) D2=(X-Y)2
1 R1 56 60 -4 16
2 R2 52 56 -4 16
3 R3 52 60 -8 64
4 R4 56 60 -4 16
5 R5 48 56 -8 64
6 R6 60 60 0 0
7 R7 68 84 -16 256
-
8 R8 80 92 -12 144
9 R9 92 92 0 0
10 R10 64 68 -4 16
11 R11 52 60 -8 64
12 R12 72 76 -4 16
13 R13 72 60 -8 64
14 R14 60 64 -4 16
15 R15 48 52 -4 16
16 R16 52 56 -4 16
17 R17 52 60 -8 64
18 R18 84 84 0 0
19 R19 72 72 0 0
20 R20 60 64 -4 16
21 R21 60 68 -8 64
22 R22 52 60 -8 64
23 R23 64 64 0 0
24 R24 64 60 -4 16
25 R25 60 60 0 0
N= 25
∑D=-
128 ∑D
2=1088
Calculate standard deviation of difference between pre-test and
post-
test.
=
= 4, 160
b. T-test (Calculate to)
-
to =
=
= 0, 023
c. Giving interpretation to
1) Calculate of df
df= n-1=25-1=24
2) Consult with t-table value
With df=24, the value of tt with level of signification 5% is 2,
063
3) Comparing to with tt
to=0, 023, therefore to is smaller than tt with level of
signification 5%
4) Conclusion
If to is smaller than tt so null hypothesis (ho) is accepted.
T-table
with n=25 is 2, 0639. The result is 0, 023< 2, 0639.
Therefore, t-test
calculating is smaller than t-table. Research of control group
showed
that tt was 2, 0639 and to was 0, 023. The significant
difference of
research was 2, 0409. It mean that tt was greater than to, and
it did not
-
improve students vocabulary mastery from significant level 5% to
tt.
Ho is accepted, there is no significant difference between
pre-test and
post-test mean.
The writer can see that the mean of pre-test and post-test score
between experiment
class and control class have a significant difference.
1. In experiment class, the mean of pre-test was 68, 48 and the
mean of post-test 73, 28.
Table 4.15
The score of the students
No. R Pre-Test Post-Test Student
achievement
1 R1 76 80 increase
2 R2 64 76 increase
3 R3 92 68 decrease
4 R4 56 80 increase
5 R5 72 72 No change
6 R6 76 68 decrease
7 R7 72 88 increase
8 R8 92 76 decrease
9 R9 72 80 increase
10 R10 84 84 No change
11 R11 88 80 decrease
12 R12 76 80 increase
13 R13 76 80 increase
14 R14 64 76 increase
15 R15 40 88 increase
16 R16 76 76 No change
17 R17 64 80 increase
18 R18 76 80 increase
19 R19 76 76 No change
20 R20 40 60 increase
21 R21 76 80 increase
22 R22 84 40 decrease
23 R23 40 72 increase
24 R24 40 52 increase
25 R25 40 40 No change
-
Highest score 92 92
Lowest score 40 40
Total score 1712 1832
Table 4.16
The students’ improvement
No Students Improvement Total Students Percentage
1 Increase 14 56%
2 Decrease 5 20%
3 No Change 6 24%
2. In control class the mean of pre-test was 62, 08 and the mean
of post-test was 65, 92
Table 4.17
The Score of the Students
No. R Pre-Test Post-Test Students
Achievement
1 R1 56 60 increase
2 R2 52 56 increase
3 R3 52 60 increase
4 R4 56 60 increase
5 R5 48 56 increase
6 R6 60 60 No change
7 R7 68 84 increase
8 R8 80 92 increase
9 R9 92 92 No change
10 R10 64 68 increase
11 R11 52 60 increase
12 R12 72 76 increase
13 R13 72 60 decrease
14 R14 60 64 increase
-
15 R15 48 52 increase
16 R16 52 56 increase
17 R17 52 60 increase
18 R18 84 84 No change
19 R19 72 72 No change
20 R20 60 64 increase
21 R21 60 68 increase
22 R22 52 60 increase
23 R23 64 64 No change
24 R24 64 60 decrease
25 R25 60 60 No change
Highest Score 92 92
Lowest Score 48 52
Total score 1552 1648
Table 4.18
The Students’ Improvement
No Students Improvement Total Students Percentage
1 Increase 17 68%
2 Decrease 2 8%
3 No Change 6 24%
The calculation of mean between Pre-test and post-test of
control group
that was taught by lecturing of the seventh year students of
MTs. Tarqiyatul
Himmah in the academic year of 2013/2014. The mean of pre-test
of students was
62, 08. It was smaller than the mean of post-test. The mean of
post-test of the
students was 73, 28. The mean of post-test of the students was
higher than the
mean of pre-test of the students that were taught by lecturing.
The difference of
-
mean between pre-test and post-test of students that were taught
by Word Search
Game was 4, 8.
The calculation above also showed the calculation of mean
between pre-
test and post-test of students that were taught by Word Search
Game of the
seventh year students of MTs. Tarqiyatul Himmah in the academic
year of
2013/2014. The mean of pre-test of students was 62, 08. It was
smaller than the
mean of post-test. The mean of post-test of the students was 65,
92. The mean of
post-test of the students was higher than the mean of pre-test
of the students that
were taught by word search game. The difference of mean between
pre-test and
post-test of students that were taught by word search game was
3, 84. Word
search game and lecturing were difference because mean of word
search game is
higher than mean of lecturing.
The hypothesis is tested by using t-test formula by comparing
the scores of
pre-test and post-test between experimental and control group.
The result of the
calculation of t-test for experimental group shows 5, 011.
Meanwhile, the critical
value for rejecting the null hypothesis at level of significance
5% with degree of
freedom (df) 25 is 2, 063. It means that t-value is higher than
critical value (5,
011 ≥ 2,063). Significant difference of this research was 2,
9471 It mean that to
was greater than tt.
The writer could conclude that there was a significant
difference between
pre-test and post-test of experiment class. Word Search Game
improved students’
vocabulary mastery from significant level 5% to tt.
-
After carrying out the research, the writer found that by using
word search
game the students’ vocabulary mastery was improved. Whit the
level of
significance is 5%. If the t-table 5%, it means that null
hypothesis (Ho) is
rejected and alternative hypothesis (Ha) accepted. T-table for
standard of
significance with df 25 shows 2, 063. The result shows that the
t-value was 5, 011
and significant difference of this research was 2, 9471 It can
be seen that t-value
is higher than t-table of 5% with the degree of freedom (df) of
Since the result of
t-value is higher than t-table, it can be concluded and It is
assumed that null
hypothesis (Ho) is rejected and alternative hypothesis (Ha) is
accepted.
Therefore, it can be concluded that there is a significant
difference of
post-test between the experimental (the students who were taught
using Word
Search Game) and the control group (the students who were not
taught using
Word Search Game). Thus, it can be said that Word Search Game is
effective to
improve students’ Vocabulary Mastery of the Seventh Year
Students of MTs
Tarqiyatul Himmah in the academic year of 2013/2014.
-
CHAPTER V
CLOSURE
In this chapter, the writer would like to conclude the result of
this research based on the data
analysis that has explained in chapter four. There are two
problems that the writer states, those
are to find out how are the difference of lecturing and word
search for the learners of the seventh
year students of MTs TARQIYATUL HIMMAH in the academic year
2013/2014 and to find out
how are the significant difference of lecturing and word search
of the seventh year students of
MTs TARQIYATUL HIMMAH in academic year 2013/2014.
A. Conclusion
Based on the data analysis in chapter four, it comes to the
following conclusion:
1. The difference of lecturing and Word Search Game of the
seventh year
students of MTs. Tarqiyatul Himmah in the academic year of
2013/2014.
The calculation of mean between Pre-test and post-test of
control group
and experiment group of the seventh year students of MTs.
Tarqiyatul Himmah in
the academic year of 2013/2014. The mean of post-test of the
students was higher
than the mean of pre-test of the students that were taught by
word search game.
Word search game and lecturing were difference because mean of
word search
game is higher than mean of lecturing.
2. The significant difference of lecturing and Word Search Game
of the seventh
year students of MTs Tarqiyatul Himmah in the academic year of
2013/2014.
-
The hypothesis is tested by using t-test formula by comparing
the scores of
pre-test and post-test between experimental and control group.
The result shows
that there is a significant difference between the students who
are taught using
Word Search Game (experimental group) and those who are not
taught using
Word Search Game (control group) of the seventh year students of
MTs
Tarqiyatul Himmah in the academic year of 2013/2014.
B. Suggestions
In this chapter, the writer would like to propose some
suggestions that hopefully
would be useful for the English teacher, researcher, student and
parents.
1. The Teachers
a. The teacher must be creative in teaching learning vocabulary.
So that the students
don’t get bored and they always enjoy in learning and easy
remembering the
word, learn and memorize new vocabularies.
b. The teacher should know the students’ improvement in
vocabulary mastery.
2. The Researchers
a. The researcher should apply the appropriate method in
teaching and learning,
most important in choosing the method is should make students
get new
vocabulary and new concept.
b. The researcher can develop this research using different
perspective and different
method. They can use this research as the reference in their
research paper.
3. The Students
a. The students should more seriously study and memorize English
vocabulary.
-
b. The students should be familiar with English vocabulary and
develop their
motivation because it is important in English learning.
c. Students should be active person and always practice their
vocabulary by
themselves.
4. The Parents
a. The parents are able to create educative condition at home,
so that students can
study optimally.
b. The parents are able to control their children’s study.
-
REFERENCES
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan
Praktik. Jakarta : Rineka Cipta.
Arikunto,S. (1990). Manajemen Penelitian. Jakarta: Rineka
Cipta.
Djamarah, S.B. (2005). Guru dan Anak Didik Dalam Interaksi
Edukatif. Jakarta: Rineka Cipta.
Endah, S.J et all (2006). The Corelation Between Students’
Abilility in Listening to the English
Songs and Their Vocabulary Mastery. Bengkulu. Universitas
Bengkulu. Unpublished
Thesis.
Fauziati, E. (2005). Teaching of English as A Foreign Language.
Surakarta: Muhammadiyah
University Press.
Hadjar, I. (1996). Dasar-dasar Metodologi Penelitian Kwantitatif
dalam Pendidikan. Jakarta:
Raja Grafindo Persada.
Harmer, J. (2001). The Practice of English Language Teaching.
Edinburgh Gate: Pearson
Education Limited
Harmer, J. (2007). How to Teach English. Edinburgh Gate: Pearson
Education Limited.
Hasan, I.M. (2002). Pokok-Pokok Materi Statistik 2 Statistik
Infrensif. Bumi Aksara. Jakarta.
Heaton, J, B. (1998). Writing English Language Test. New York:
New York Inc.
Hornby. (1984).Oxford Advanced Learners’ Dictionary
J.Rauch, S. and B. Weinstein, A. (1968). Mastering Reading
Skills. USA: American Book
Company.
Kasiram, M. (2010). Metodologi Penelitian
Kualitatif-Kuantitatif. Malang: UIN –Maliki Press.
Nunan, D. (1991). Language Teaching Methodology: A Textbook for
Teachers. London:
Prentice-Hall International (UK) Ltd.
Nurhamida, D. (2012). Improving Student’s Vocabulary Mastery
through Word Wall (A
Classroom Action Research on the First Grade Students of SMP N 2
Tuntang in the
Academic Year 2012/2013). Unpublished Thesis, Salatiga.
Scrivener, J. (1994). Learning Teaching. Jordan Hill: Oxford
Ltd.
Siregar, S. (2010). Statistika Deskriptif untuk Penelitian.
Jakarta: Rajawali Pers.
Sudijono, A. (2010). Pengantar Statistik Pendidikan. Jakarta:
Raja Grafindo Persada.
Sukmawati. (2006). The Correlation Between Vocabulary Mastery
and Speaking Skill of the
Second Year Students of SMA Negeri 4 Palu. Thesis. Palu: UNTAD
Unpublished.
Thornbury, S. 2002. How to Teach Vocabulary. Series Editor:
Jeremy Harmer. Malaysia:
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Widyasari, Z. (2010). The Use of Crossword to Improve Vocabulary
Mastery of the First Year
Students of MA Al Bidayah Candi Bandungan in the Academic Year
of 2009/2010.
Unpublished Teshis, Salatiga
Yulianto, D. (2011). Belajar Bahasa Inggris Dengan Ragam
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-
CURRICULUM VITAE
Personal data
Name : Ika Fitria Astutik
Student Number : 113 10 124
DoB : Kab. Semarang, June, 04th
1988
E-mail : [email protected]
Telp : +6285 740 377 073
Education :
1996-2001 : Program Primary School (SD N Kadirejo 03),
Pabelan,
Semarang.
2001-2004 : Program Junior High School (SMP N 2 Pabelan)
Pabelan,
Semarang.
2007-2010 : Program Islamic Senior High School (MA Attarmasi),
Arjosari, Pacitan.
-
2010-2015 : English Educational Faculty of State Institute for
Islamic
Studies (STAIN) Salatiga.
Appendixes
Photos during the Research
-
X-7 as Control Group X-6 as Experimental Group
The Researcher explain the material and give
instruction to the students
The students are asked to search many word in
jumble words
The students do the test by their self The student share their
opinion
-
The students share their idea The students are given
material
The researcher explain the students’ role in
Word Search Game
The students ask and give their opinion in pre-
test of Experimental group
The students do the test in control group The Researcher
monitors the students while
doing the test
-
Appendixes
Photos during the Research
X-7 as Control Group X-6 as Experimental Group
The Researcher explain the material and give
instruction to the students
The students are asked to search many words in
jumble words
-
The students do the test by their self The student share their
opinion
The students share their idea The students are given
material
The researcher explain the students’ role in
Word Search Game
The students ask and give their opinion in pre-
test of Experimental group
-
The students do the test in control group The Researcher
monitors the students while
doing the test
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : MTs Tarqiyatul Himmah
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII / 2
Standar Kompetensi : 12.Mengungkapkan makna dalam text tulis
fungsional dan esay pendek
sangat sederhana berbentuk descriptive untuk berinteraksi
dengan
lingkungan terdekat.
Kompetensi Dasar : 12.1 Mengungkapkan makna dalam text tulis
fungsional pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat,
lancar,
berterima untuk berinteraksi dengan lingkungan terdekat.
12.2 Mengungkapkan makna dan langkah retorika dalam esay
pendek
sangat sederhana dengan menggunakan ragam bahasa tulis secara
akurat,
lancer, dan berterima untuk berinteraksi dengan lingkungan
terdekat dalam
text berbentuk descriptive.
Indikator : - Bertanya dan menjawab tentang meminta dan membuat
sesuatu
-
- Bertanya dan menjawab tentang meminta dan memberi pendapat
dalam membuat sesuatu
Jenis teks : Transaksional dan interpersonal
Aspek/ skill : Menulis
Alokasi waktu : 1X 45 menit
Karakter yang dicapai : a. Religius
b. Bersahabat / berkomunikasi
c. Gemar membaca
d. Jujur
e. Rasa ingin tahu
f. Tanggung jawab
e. Demokratis.
A. Tujuan Pembelajaran
Pada akhir pertemuan siswa diharapkan dapat:
1. Memahami bentuk dan fungsi procedure text 2. Menggunakan
ungkapan tersebut untuk berinteraksi dengan temannya 3. Bertanya
dan menjawab tentang meminta dan memberi pendapat membuat
sesuatu
B. Materi Pembelajaran
Procedure text
C. Metode/ Teknik Pembelajaran 1. Ceramah 2. Tanya jawab 3.
Pemodelan
-
4. Latihan
D. Langkah-langkah Kegiatan Pembelajaran
1. Kegiatan Pendahuluan (5 menit) a) Berdoa (Religius) b)
Perkenalan( bersahabat / berkomunikasi ) c) Mengecek kehadiran
siswa d) Mengarahkan siswa kepada topik pembahasan yang akan di
pelajari
2. Kegiatan Inti (5 menit) Eksplorasi
a) Melibatkan peserta didik mencari informasi yang luas dan
dalam tentang topik/tema materi yang akan dipelajari. (Gemar
membaca)
b) Menanyakan kepada siswa sejauh mana pengetahuan sis