THE EFFECT OF USING PICTURE-BASED QUESTION AND ANSWER GAME ON THE SEVENTH YEAR STUDENTS’ TENSE ACHIEVEMENT AT SMPN SUKORAMBI JEMBER IN THE 2011/2012 ACADEMIC YEAR

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THE EFFECT OF USING PICTURE-BASED QUESTION AND ANSWER
GAME ON THE SEVENTH YEAR STUDENTS’ TENSE ACHIEVEMENT
AT SMPN SUKORAMBI JEMBER IN THE 2011/2012 ACADEMIC YEAR

THESIS

By
DYAH AYU NUGRAHENI
NIM 070210401083

ENGLISH
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1. My beloved parents, Drs. EdyhPranoto and Utari, S.Pd;

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DEDICATION

2. My beloved brother,id
Rachmat Udhi Prabowo and sisters,
id Evi Suci Lestari

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MOTTO

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(Tony Stockwell)

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CONSULTANTS’ APPROVAL

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Consultant II

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NIP. 19590412 198702 1 001

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APPROVAL OF THE EXAMINATION COMMMITTEE

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Examiners team

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NIP. 19501017 198503 2 001

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1. Dra. Siti Sundari,
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2. Drs. Bambang Suharjito,
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Drs. dH. Imam Muchtar, S.H.,M.Hum.
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SUMMARY

The Effect of Using Picture-Based Question and Answer Game on the
Seventh Year Students’ Tense Achievement at SMPN Sukorambi Jember in
the2011/2012 Academic Year; Dyah Ayu Nugraheni, 070210401083; 2012:50;
English Education Program of Language and Arts Education department, the
Faculty of Teacher Training and Education, Jember University.
Tense is one of the major factors in learning English that should be learnt
and mastered by students in order to be able to communicate with others. By
mastering tenses, the students can produce grammatically English sentences both
in spoken and written forms. However, for EFL learners, learning tenses is a hard
task which can sometimes be depressing because English grammatical patterns are
greatly different from those of Indonesian. To solve this problem, it is
recommended that the English teacher select an interesting and challenging
learning technique that can motivate the students in learning English tenses. One
of the learning techniques that can meet the requirement is a game. Game can help
and encourage many learners to sustain their interest and work.
This research was conducted to investigate the effect of using PictureBased Question and Answer Game on the seventh year students’ tense
achievement at SMPN Sukorambi Jember in the 2011/2012 academic year. The
population of this research was the seventh year students of SMPN Sukorambi
Jember in the 2011/2012 academic year. The research respondents were
determined by cluster random sampling by a lottery. The number of the
respondents was 72 students, consisting of 35 students of grade VII E as the
experimental group taught tenses by using Picture-Based Question and Answer
Game, while the control group consisted of 37 students of grade VII D taught
tenses by lecturing technique.
The primary data of this research were collected from the students’ scores
of tense test. They were collected from the post test to compare the two different
groups after the treatments, and analyzed the test results by using Independent

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sample T-Test (SPSS). Based on the calculation, the result of this research showed
that there was a significant effect of using Picture-Based Question and Answer
Game on the seventh year students’ tense achievement. It was proved by the value
of significant column of t-test table by using SPSS sofware, and the result was
0.003 which was lower than 0.05 (significance level of 5%). This means that the
null hypothesis (H0) formulated: “there is no significant effect of using PictureBased Question and Answer Game on the seventh year students’ tense
achievement at SMPN Sukorambi Jember in the 2011/2012 academic year” was
rejected, thus the alternative hypothesis: “there is significant effect of using
Picture-Based Question and Answer Game on the seventh year students’ tense
achievement at SMPN Sukorambi Jember in the 2011/2012 academic year” was
accepted.
The research results proved that there was a significant effect of using
Picture-Based Question and Answer Game on the seventh year students’ tense
achievement at SMPN Sukorambi Jember in the 2011/2012 academic year.
Therefore, it is recommended for the English teacher to apply Picture-Based
Question and Answer Game as an alternative technique in teaching tenses.

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viii

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ACKNOWLEDGEMENT

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8. The Principal, the English teacher, and the seventh year students of SMPN
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TABLE OF CONTENTS

ca.cid.id
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TITLE
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iii
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2.5 The Advantages and Disadvantages of Games in Language

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19
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xii

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THE LIST OF APPENDICES

ca.cid.id
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Appendix
A.
Research
Matrix...........................................................................
55
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Appendix B. The Schedule of Administering the Research ............................. 57

d
d
d
.........................................................
58
d
ca.cid.iInstrument
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aj.ca.ci .id Appendix C. Supporting
aj.ca.ci .id
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ne Test .......................................................................
ne
ne
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Appendix D. Homogeneity
59 ilib.bu.une
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Appendix
E.
The
Answer
Key
of
Homogeneity
Test
.......................................
61
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Appendix F. Lesson Plan 1 .............................................................................. 62

id.id
87
ca.cid.id Appendix G. Lesson Plan
ca2.c...............................................................................
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Appendix
H.
Post
111
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Appendix
I.
The
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Key
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Post
Test
.....................................................
116
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Appendix J. The Distribution of Odd and Even Number................................ 117

d
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.cid.iOdd
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119
aj.ca.ci .id
aj.ca.ci .id Appendix K. The Division
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Appendix L. The
120 ilibi.bu.un
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Appendix
M.
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..................................................
122
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Appendix N. The Score of Homogeneity Test ................................................ 123

.cid.idTest...............................................................
124
ca.cid.id Appendix O. The Scorej.aofcaPost
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Appendix
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Appendix
hthttp Q. Students’ Worksheets h................................................................
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Appendix R. The Result of Students’ Observation Checklist ......................... 132

dd Accomplishing the Research
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Letter
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aj.ca.ci .id Appendix S. Statement
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Appendix
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.i
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xiii

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THE LIST OF TABLES

Page

Academic Year……………………………………………………
37
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SMPN Sukorambi Jember………………………………………... 39

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xiv

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