THE EFFECT OF USING PICTURE GAMES ON STRUCTURE ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF SLTPN 11 JEMBER IN THE 2000/2001 ACADEMIC YEAR

THE EFFECT OF USING PICTURE GAMES ON STRUCTURE
ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF
SLTPN 11 JEMBER IN THE 2000/2001
ACADEMIC YEAR
THESIS

Presented

II

one of the Requirements to Obtain the oe,ree of S- l at the En&lish

Education Program of the Faculty Teacher Trainln& and Education
The Uftlvertlty of jember / .

by :

E.mi l/ulitsfi
NIM : BIGI9S306

THE FACULTY OF TEACHER TRAINING AND EDUCATIOI


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THE UNIVERSITY OF JEMBER
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Then, when thou hast tal Teaching Material ofStmcture for the Second Year

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Students ofSLTP ........ ... ....................................................... 19
The Effect of Using Picture Games on Students' Structw-e
Achieven1ent ..................... . ............ . .................. ..... . ............. 19
2..6 Hypothesis .......................................................................... 20

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III R ESEARCH lVlETIIO DS
3. 1 The Research Design ......................... . .. ............ . .. . .. .... . ......... 21

3.2 Area Determination Me thod .... .... .. ..... . .. ... . .. ....... ... ... ..... .. ..... ... 22
3.3 Respondent D etermination Method . . .. . . . . . . . .. . . . . .. . .. . .. . .. . .. . ... . .. . .. . . 22
3.4 Data Collection Method ........................... . ..... . ..... . ......... . ..... . . 2 2

3. 5 Data Anal ysis Method ............ .... . ..... .. .. . ... .. ... . ... ..... .... ... ... .. . . 25

IV. RESEARCH RES ULTS AND DATA AN ALYSIS
4. 1 The Results of Secondary Data . ............... .. ... . ... ... . .. . .. . ... ... .. . .. . . 26

4.2 The Results of Test . . .. . .. . .. . .. . .. . . . . .. . .. . .. . .. . .. . . . . . . . .. . . . . . . . . . . .. . . . . .. 27

-L 3 Data Anal ysis and Interpretati on . . .. . .. . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...

28

4.4 Discussion ................... ...... ..... . . .. . ... .. ... ... .... .. ... . .. ... . .. ... . ..

31

V. CONCL USI ONS AND SUGGESTIONS

5. 1 Conclusions .................................................... .. ............ . ... 33
5.2 Suggestions .... . ................................. . .. . ........ . .. ... . ... .. . ... ... .. 33

BILB U OGRAPHY

APPENDICES
1. Rest'arch Matrix
") Instrument G uide
3. The Perso nnel of SLTPN 11 Jember
4. The Names ofRespondents

5. Research Schedule
6. Lesson P lan
7. Example ofPicture Games Material
8. Pre-test/Post-test Item
9. Answer Keys
10. Penuission Letter for co nducti ng the r esearch of the Faculty
11. Pemtission Letter of SLTPN 11 Jember
12. T11e List off-table
13. 'TI1e List oft-table
14. Consultations Sheet
15. Consultations Sheet
16. The Pre-Test Analysis (Homoge neity test)

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THE LIST OF TABLE

No

Name oftable


Page

I

I

1

1 Post-test Scores ofthe Control and Experimental Classes

IX

28

ABSTRACT

Emi Yuli Esti, May 2001, The Effect of Using Pictw"e Games on Structure
Achievement of the Second Year Students of SLTPN 11 Jember in the 2000/2001
Academic Year

Thesis, English Program, Faculty ofTeacher Training and Education, The University
ofJcmber.
Consultants:
(1) Dra Siti Sllildari, MA.
(2) Dra Zaki yah Tasnim, MA
TI1e key words :
Picture games, structure achievement
This research is intended to know whether there is a significant effect of using
picture games in teaching structw·e on students' structw"e achievement Related to
this problem, the research problem was formulated as follows: Is there any
significant effect of using picture games on structw"e achievement of the second year
students of SLTPN 11 Jember in the 2000/2001 academic year? Based on the
research problem, the hypothesis was formulated as follows: There is a significant
effect of using picture games on structw·e achievement of the second year students of
SLTPN 11 Jember in the 2000/2001 academic year. In relation to this, the
respondents were the class II-A and class II-D of SLTPN 11 Jember in the
2000/2001 academic year. They were selected by using cluster random sampling
with lottery. The method used to get the primary data was an achievement test in the
form of objective type. Interview and documentation were used to collect the
secondary data The primary data were analyzed by using t-test formula with

significant level of5%. Based on the result ofthe data analysis, it was found that the
statistical value oft-test was 6.12, while critical value oft-test table with the degree
of freedom 81 was 1,987. It means that the statistical value oft-test was higher than
the critical value oft-test table. In short, alternative hypothesis was accepted So, it
can be concluded that there is a significant effect of using picture games on structw"e
achievement of the second year students of SLTPN 11 Jember in the 2000/2001
academic year. It means that the results show that the students who were taught
stn1cture by using picture games got better scores of structure than those who were
not. They suggest that the use of picture games in teaching structure are effective to
improve the students' structure achievement

X

I. INTRODUCTION
1.1 Background of the Research
As the first foreign language> English i3 taught as a compulsory subject at

Jtu1ior and Senior High Schools in Indonesi2.. Even, the Government has already
introduced it to the Elementary Schools since the 1994 English Ct.UTiculwn has been
implemented. In Junior High School, the objective ofteaching English is to develop

the students' English skills that cover the four language skills, namely listening,
speaking, reading and writing. In line with this, Widdowson (1984; 1) says that the
leamerH are e>q,ected to under!:ltand. speak, read, and write in teaming a language.
Therefore, those four ski lis arr constdcrccl as lhe main poiul of virw in

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and

learning English.
However, like all languages, English is full of problems for the foreign
learners (Swan : ix). One of the

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deals with the structure mastery.

Moreover. the ability of oroducing grarrunat!cally correct sentences becomes an
essential aspect in learning language. Both, oral and written languages need
sentences in order to make the language understandable as a means of

communication. Hence, in teaching and learning a language, it is not enough to focus
on the fotu· language skills only. but the elements of the language also

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an

important role in improving the English skill
Structure is the basic concept of a language that is supposed to be one of the
important elements that should be mastered by the students, as a means oflearniug the

tow· English language skills. By mastering the English structure or the rules of
English, students can produce granunatically correct sentences. The fact shows that
many students have problems with the structure. It ciDUlot be denied that students who
are not able to speak English often face problems in structure. Therefore, teaching
structure to the students should not be neglected; moreover, structure can be taught
integratedly with the four English skills. In other words, structure is still necessary

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