The Effectiveness of Guessing Game Technique in Teaching Vocabulary at MTs Darussalam (An Experimental Study at the Second Grade of MTs Darussalam Academic Year 2013/2014)
“A skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
In Partial Fulfillment of the Requirements
for the Degree of S.Pd (Bachelor of Arts) In English Language Education
BY:
HARI SUPRIYATNA NIM: 109014000179
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS” TRAINING
STATE ISLAMIC UNIVERSITY (UIN) SYARIF HIDAYATULLAH JAKARTA
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ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiyah and Teachers’ Training
certifies that the “A skripsi” scientific paper entitled, “The Effectiveness of Guessing Game Technique in Teaching Vocabulary at MTs Darussalam (An Experimental Study at the Second Grade of MTs Darussalam Jakarta)” written by Hari Supriyatna, student’s registration number: 109014000179, was examined by committee on August 2014, and was declared to have passed and have fulfilled one of the requirements for the degree of S.Pd (Bachelor of Arts) in English language Education at the Department of English Education.
Jakarta, 18th August2014 EXAMINATION COMMITTEE
Chairman : Drs. Syauki, M.Pd (………..)
Nip. 19641212 199103 1 002
Secretary : Zaharil Anasy, M.Hum (………..)
Nip. 19761007 2007101 002
Examiner I :Drs. Nasifudin Jalil, M.Ag (………..) Nip. 19560560 199003 1 002
Examiner II :Ummi Kultsum, M.Pd (………..)
Nip.19790811 200912 2 001
Acknowledged by
The Dean of Faculty of Tarbiyah and Teachers’ Training
Nurlena Rifa’i, MA, Ph.D Nip. 19591020 198603 2 001
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ABSTRAK
The Effectiveness of Guessing Game Technique in Teaching Vocabulary at MTs Darussalam (An Experimental Study in the Second Grade of MTs Darussalam). Skripsi,
Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Pembimbing: Sunardi Kartowisastro, Dipl.Ed Ertin, MA TESOL
Vocabulary adalah elemen yang paling penting dalam suatu bahasa. Vocabulary sangat penting untuk dipelajari. Semakin baik tingkat pengajaran vocabulary maka akan semakin baiklah pengajaran suatu bahasa tersebut. Penelitian ini ditujukan untuk melihat tingkat keefektifitasan teknik mengajarkan vocabulary menggunakan permainan menebak kata pada siswa di sekolah MTs Darussalam Jakarta Selatan pada tingkat kelas delapan. Penelitian ini mencakup seberapa cepat siswa dapat menghafal suatu kosa kata yang baru saja diajarkan oleh guru dan juga bagaimana cara siswa memahami kosakata baru tersebut di dalam kalimat.
Adapun tujuan dari penelitian ini adalah untuk membuat suatu pengajaran vocabulary yang efektif pada siswa kelas delapan MTs Darussalam menggunakan tekhnik permainan menebak. Penelitian ini menggunakan pendekatan kuantitatif. Tekhnik yang digunakan dalam mengumpulkan data pada penilitian ini adalah tes, yang terdiri dari dua buah tes yaitu: Pre-test dan Post-test
Hasil yang diperoleh dari penelitian ini membuktikan bahwa adanya peningkatan yang signifikan pada hasil nilai test vocabulary siswa yang belajar menggunakan tekhnik permainan menebak. Hal itu dapat dilihat dari hasil to
(tobservation) yaitu 5.48 dan hasil ttable sebesar 1.67 dengan derajat kebebasan 64. Itu
berarti to>tt.
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1. Para siswa harus menyadari bahwa pembelajaran vocabulary tidak dapat hanya mengandalkan kegiatan belajar mengajar di kelas tetapi harus dilakukan juga di luar kelas secara mandiri;
2. Guru bahasa inggris harus mempunyai variasi tekhnik dalam mengajar bahasa inggris khususnya dalam mengajarkan vocabulary agar siswa tidak merasa bosan dalam mengikuti pelajaran;
3. Perlunya melibatkan siswa dalam kegiatan mengajarkan vocabulary di dalam kelas untuk lebih menambah pemahaman siswa dalam menyerap dan mengingat vocabulary baru yang diajarkan.
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ABSTRACT
The Effectiveness of Guessing Game Technique in Teaching Vocabulary at MTs Darussalam (An Experimental Study in the Second Grade of MTs Darussalam). A
skripsi, English Department, the Faculty of Tarbiyah and Teachers’ Training, UIN Syarif Hidayatullah, Jakarta, 2014.
Advisors : Sunardi Kartowisastro, Dipl.Ed Ertin, MA TESOL
Vocabulary is an important element in a language. Vocabulary is important to be learnt. Better level of teaching vocabulary means better teaching of a language. This research is conducted in order to make an effective teaching and learning vocabulary at second grade students of MTs Darussalam South Jakarta. This research included memorizing vocabulary and how to applied the
new vocabulary in it’s context.
The aim of this research is to make an effective teaching vocabulary to second grade students of MTs Darussalam by using guessing game. This research was using quantitative approach. The technique of collecting data in this research was test. The test was consisted of two test; Pre-test and Post-test.
The findings of this research states that there was a significance in the students’ score learning vocabulary using guessing game. It could be seen from the result of to (tobservation) is 5.48 and the result of ttable is 1.67 with the degree of freedom is 64. It means to>tt.
Based on the findings previously, it can be suggested that:
1. Students must realize that learning vocabulary cannot only depend on the learning in the class but also must be done outside of the class by their own; 2. English teacher must have variation of technique in teaching English,
especially in teaching English vocabulary in case to avoid the students from boredom;
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3. It is important to include the students in activity of teaching vocabulary in the class to gain more understanding of the students in adopt and memorize new vocabulary.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
All praised is due to Allah, Lord of the world, who has given the writer love and blessing to finish his last assignment in his study, “Skripsi”. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.
It is a pleasure to acknowledge the help and contributions to all of lecturers, institution, family and friends who have contributed in the different
ways hence this “Skripsi” is processed until it becomes a complete writing which
will be presented to the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the requirement for the degree S.Pd (Bachelor of Arts) in English Language Education.
The first, he would like to give his sincere thanks to his advisors Mr. Sunardi Kartowisastro, Dipl.E dan Mrs. Ertin, M.A.TESOL who have given the writer precious help, the guidance, and the advices patiently during the completion and the development of the study.
Secondly, the writer also would like to express his thanks and gratitude to his beloved parents, Mr. Muhammad Yunus and Mrs. Nani Kurniasih who never stop to motivate him and always pray for him everytime; his lovely brother Yoga Supriyatna who always be a mood booster for him during writing this research; and Mr. Suherman Mihardja and Mrs. Lisa Mihardja who always support him and encourage him to keep study in his university; also Bunda Ade who always remind him to study. A thousand thanks for their precious time.
Thirdly, the writer also realized that he never finish this skripsi without help from some people around him. Therefore, the writer would like to give him gratitude and appreciations to:
1. Nurlena Rifa’i, MA.Ph.D, as the Dean of Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
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2. Drs. Syauki, M.Pd, as the Head of English Education Department. 3. Zaharil Anasy, M.Hum, as the Secretary of English Education
Department.
4. All lecturers in English Education Department who always give motivation and valuable knowledge during his study.
5. Saprudin, S.Pd. MM, as the principal of MTs Darussalam.
6. Mufti Hidayat, S.Pd, as the teacher of second grade of MTs Darussalam.
7. All of his friends in English Education Department 2009 academic year, especially E class and his best friends ( Dessy Iryanti, Zaki Habibillah, Sari Anjani, Zen Zarkasih, Reni Septiani, Arif Prasojo, Bayyini Rosyada Elka, Trianti Kumala, Hayyin Azizah, Cangak, and Anita Latifah Adrianti)
The words are not enough to say any appreciation for their help and contribution in this skripsi. May Allah, the Almighty bless them all. Moreover, the writer also realized that this skripsi is far from perfect. It is a pleasure for him to get critiques and suggestions to make this paper better.
Ciputat, 18thAugust, 2014
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TABLE OF CONTENTS
APPROVAL ...i
ENDORSEMENT SHEET ...ii
ABSTRAK ...iii
ABSTRACT ...v
ACKNOWLEDGEMENT ...vii
TABLE Of CONTENTS ...ix
LIST OF TABLE ...xi
LIST OF APPENDICES ...xii
CHAPTER I: INTRODUCTION ...1
A. Background of the Study ...1
B. Problem Identification ...3
C. Limitation of the Problem ...4
D. Formulation of Problem ...4
E. Scope of the Study ...4
F. Purpose of the Study ...4
G. Significance of the Study ...5
CHAPTER II: LITERATURE REVIEW ...6
A. Definition of Game ...6
B. Principles of Game Selection ...6
C. Guessing Game ...8
D. Vocabulary ...9
E. Kinds of Vocabulary ...10
F. Principles in Teaching Vocabulary ...11
G. The Effectiveness of Using Guessing Games in Teaching Vocabulary ...15
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CHAPTER III: RESEARCH METHODOLOGY ...17
A. Research Design ...17
B. Place Time and Study ...17
C. Population and Sample ...18
D. Technique of Collecting Data ...18
E. Instrument ...18
F. Technique of Analyzing Data ...18
G. Hypothesis of the Study ...20
CHAPTER IV: RESEARCH FINDING AND INTERPRETATION ...21
A. Data Description ...21
B. Test of Hypothesis ...27
C. Data Interpretation ...28
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ...29
A. Conclusions ...29
B. Suggestions ...30
BIBLIOGRAPHY ...32
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LIST OF TABLES
Table 4.1 The Result of Experiment Class... 21 Table 4.2 The Result of Control Class ... 23 Table 4.3 Standard Deviation Table... 24
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LIST OF APPENDICES
APPENDIX 1 Pre Test of English Vocabulary... 34
APPENDIX 2 Post Test of English Vocabulary ... 36
APPENDIX 3 Result of Validity Test using anates ... 38
APPENDIX 4 Result of Reliability Test using anates ... 42
APPENDIX 5 Result of Difficulties’ Level ... 43
APPENDIX 5 T-Test Table ... 44
APPENDIX 6 Syllabus of Control Class ... 50
APPENDIX 7 Syllabus of Experiment Class ... 53
APPENDIX 8 Letter ... 56
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CHAPTER I
INTRODUCTION
A. Background of the Study
Vocabulary is one of the most important element in a language. It is one element that links the four skills of speaking, listening, reading, and writing all together. Vocabulary is a bridge which can express ideas from the speaker to listener, from the writer to reader. Without vocabulary, the communication will be difficult and almost possible to do. Because of that, vocabulary is very important to learn by the students who want to master a language.
In learning English in Indonesia, vocabulary is an important element that should be learnt by students. Based on the explanation above, it is known that vocabulary is needed in order to express an idea of someone. Without a good and accurate vocabulary, the speaker or writer will be difficult to send his or her message to listener or reader and tend to miscommunication. Moreover, the amount of vocabulary that mastered by someone is one of some indicators that can influence students to master a language. It is because the fluency of someone in a language can be seen from how much vocabulary they have and how they can use them effectively. Because of that vocabulary is very important to learn by the students.
When I was observing at MTs Darussalam junior high school Ulujami, I found that teaching vocabulary was done explicitly. In syllabus and lesson planning are not explained how to teach vocabulary. Technique and ways of
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teaching were fully depend on the teacher. In the observation in some classes, the main problems in teaching vocabulary were the technique and the method which were used monotone and less of variation. From that main problem then rose another problem that is the students felt bored with monotone teaching technique and would lost their focus in learning vocabulary. Beside that the students will get difficulties to improve their vocabulary.
The main problem in teaching and learning vocabulary is technique in teaching vocabulary that less of variation and tend to be monotone. In the class that I observed, teacher taught vocabulary by listing new vocabulary, then translated the meaning one by one into native language. After that the teacher showed the students how to read each vocabulary. Teacher asked the students to take a note and give 5 until 10 minutes to memorize those vocabulary. After that the teacher asked several students the meaning of those vocabulary randomly. This technique has been done so many times by the teacher and the teacher did variation of technique teaching vocabulary hardly.
Few variation of technique made the students got another problem, the students felt bored with that technique. The students did not interest and pay attention what the teacher explained. When the teacher asked to memorize the new vocabulary, the students did not memorize it and the effect is the students’ vocabulary did not develop. The other effect of that is the students have difficulties to follow the next material which contain the new vocabulary.
The condition of students in Darussalam Junior High School is limited English vocabulary. Learning vocabulary is very needed for the students but the less of technique variation which applied by the teacher and feeling bored that came from that technique made the students difficult to develop their vocabulary. The students said that so difficult to memorize English vocabulary because they did not pay attention and rarely to use that vocabulary in daily life or in the class.
Based on the explanation above I conclude that the solution of the problem of teaching vocabulary is by making an activity that students can involved to use the new vocabulary in the class, and efficient because it relates to the learning time students in the class.
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To handle that problem can be used Guessing game as an alternative activity to solve the problem. As it is an activity that can be applied in the classroom in the limited time. With the game, the students can join to the activity and use the vocabulary in that activity. Teacher only needs a box that contain of some words that relate to the material, and then the teacher makes several groups of the students. After that the leader of each group take the word and describe it to his or her group, and let the members of group guess the words.
This activity is designed to build up the students’ interest and more focus to the material. Besides that, guessing game can be played by all of the students in the class. Topic and material of vocabulary that be used can be varied to the material such as animal, sport, movies, and others. In this research, the writer limit vocabulary that be played in the class only to active vocabulary. Active vocabulary is vocabulary that mostly used by the students in their daily activities.
This research will be conducted in 2nd grade of MTs Darussalam. I choose MTs Darussalam because the location is not far from my house. MTs Darussalam has big classes and the character and level of the students are same with Islamiyah Junior high school which is the place I had observed previously. The method that the teachers used in MTs Darussalam also same that is using translating and memorizing method.
To sum up, the writer interest is to know how the guessing game can be applied in teaching vocabulary in the classroom, and how effective the guessing game method would improve the students’ vocabulary. The title of this research is “The Effectiveness of Using Guessing Game in Teaching Vocabulary at MTs Darussalam”.
B. Problem Identification
The writer finds some problems in this research.
1. Students are lazy to memorize vocabulary because the activity of teaching and learning vocabulary is so boring.
2. The teacher just asked the students memorize the new vocabulary that the students find in text.
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3. There are no interesting methods or activity to make the students more interested in learning vocabulary.
4. The student often lost their focus when the teacher explained the material in the class even it was the important material that students should be understood.
5. The effect of that is the students have difficult to improve their vocabulary because the material that teacher gave to the students could not deliver to the students well.
C. The Formulation of the Problem
Based on the descriptive above the writer formulates the problem of the research as follow:
1. “Is guessing game technique effective for teaching vocabulary at MTs
Darussalam?” D. Scope of the Study
The writer limits the study to the effectiveness of guessing game in teaching vocabulary at first grade of MTs Darussalam. The writer limit the vocabulary to the verb.
E. Purpose of the Study
This research is conducted in order to make an effective teaching and learning vocabulary at first grade students of MTs Darussalam through guessing game. By conducting an experiment research, the writer tries to know whether guessing game activity is effective in improving the students at MTs Darussalam. the teacher knows what activity that is effective to make the students higher motivation to learn vocabulary. Later, students will not only able to know about new words, but also know about how to use the new words in the sentences.
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F. Significances of Study
The result of this research is expected to be useful for:
1. The Students of MTs Darussalam, so they will know how much their vocabulary level, how big vocabulary they have, and develop their vocabulary with fun and enjoyable.
2. The English teacher especially English teacher in MTs Darussalam. Thus they can use this activity and develop this activity according to situation they have in the class.
3. The researcher himself, so they can apply the theory and know whether this activity is effective or not.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Definition of Game
“Game is mean an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with others.”1 Beside that according to Webster dictionary, “game is activity engaged in for diversion or amusement.”2“
Game is any form of play or way of playing, amusement, recreation, sport, frolic, play.”3 In conclusion, game is an activity that has fun and enjoyment value inside of that. Game can motivate the students learn the new vocabulary, because only use the new vocabulary they can win the game.4
B. Principles of Game Selection
In determining the role of games in developing student’s vocabulary, the
teacher needs to have their purpose clearly in mind if the major purpose is to make learning English vocabulary effectively and successfully.According to Andrew Wright, David Betteridge and Michael Buckby, it is important to make sure that the games which are want to played is familiar with the students to reduce the
1
Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning,
(United Kingdom: Cambridge University Press, 2006), p. 1
2
Merriam-Webster’s Collegiate Dictionary. Eleventh Edition.
3Webster’s new world college dictionary fourth edition USA. 2002 4
Virginia French Allen, Techniques in Teaching Vocabulary (New York: Oxford University Press, 1983). P.52
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difficulties in conducting the games.5In using games in the class, the English teacher not only responsible inselecting game that want to use in the class but also in creating conditions in the class, in term conditioning students and the material.
Like Allen’s said that “language teachers are responsible for creating conditions which encourage vocabulary expansion, and a well-chosen game can help the
students acquire English words”.
According to Houston, there are some principles of using games in the class:
1. Specify your purpose.
The teacher should know what the purpose of the games that he or she plays in the class.
2. Explain the rules clearly before you begin
It is important to make sure the students understand how to play the games. The purpose of the game cannot be reached if the students do not understand how to play the game. It is fine if the teacher explain the rule in
native’s language.
3. Be prepared for the “extra student”
The teacher has to make sure all of the students join to the games. 4. Avoid drifting off during the game
When the games is playing, watch for potential problems that can be remained. If you feel that is a student who is not understands the rules, stop the game and go for the rules again.
5. Look for signs that students are getting tired
If the students look tired, the teacher should stop the game before the students lost their attention.
6. Choose games carefully to save money and time. Try to use a game that can be prepared easily. 7. Find new sources
Try to use a new game that never be used before. 8. Recycle
5
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If there is an old game that success applied in the class before. It is ok to use it again in another class.
9. Make a file
Make a file that consists of games. It can make you easy if you want to use games in another time.
10.Share
If you have a favorite game that you use to play with your best friend. You can use that game to your class.
11.Don’t do overdo it
Game is joyful and interesting play in the class, but if you do it too much, it can waste the time and make another important thing do not have time to teach in the class.6
C. Guessing Game
Guessing game is a simply game that can be applied in the class. This
game is played by several group in the class. Allen’s said that Guessing game can
be applied in the class in intermediate school.7 There are some rules in Guessing game. We can choose and adjust depend on the material and situation in the class. One such game is conducted as follows:
1. Four students are asked to come to the front of the classroom.
One of them is selected to draw a slip from a box which contains words related to many different categories.
2. The student who has drawn a slip from a box which contains words related to many different categories.
3. The other members of the class try to guess the word on the slip which has been drawn from the box. They take turns asking first about the category,
“is it a word for food? For furniture? For transportation?” The four students who have seen the slip take turns answering “No, it isn’t” until
the right category has been guessed.
6Hall Houston, „Playing Games’
Modern English Teacher, Vol 18 no. 1, p. 33
7
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4. After the correct category has been discovered (transportation, for
instance) members of the class continue to ask Yes/No questions: “Is the word bus? Is it taxi? Is it train?”
5. The one whose guess is correct may draw a slip from the box the next time the game is played.
D. Vocabulary
In Hornby dictionary, vocabulary can be defined as the total number of words that (with ruler for combining them) make up a language.8
Vocabulary also can be defined, roughly, as the words we teach in the foreign language. The words also can be made up of two or three words or more but express a single idea.9In turn, word is defined as a unit of language, consisting of one or more spoken sounds or their written representation, that functions as a principal carrier of meaning.10In Webster’s Dictionary, vocabulary is defined as follows:
1. A list or collection of words and phrases usually alphabetically arranged and explained or defined.
2. A sum or stock of word employed by a language group individual or work or in relation to a subject: Scope of language.
3. A list of a foreign language textbook of the word and phrases taught or used.11
While Hatch and Brown define vocabulary as a list or set of words for particular language or a list or set of words that individual speakers of language might use.12
8
A. S Hornby, (1985). Oxford Advanced Learner’s Dictionary.Oxford University Press. P. 956
9
Penny Ur, A course in Language Teaching Practice and Theory. (Cambridge: University Press, 2003). P. 60
10P. David Pearson, Elfrieda H. Hiebert and Michael L. Kamil, „Vocabulary Assessment:
What We Know and What We need to Learn’, Reading Research Quarterly, Vol. 42 no. 2 p. 284
11
Philip Babvock Gove (1966). Webster’s Third New International Dictionary. USA: Massachusetts. G & C. Meriam Company, 1966. P. 2560.
12
Evelyn Hatch and Cherryl Brown. Vocabulary, Semantics, and Language Education(Cambridge: Cambridge University Press, 1995), p.1
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E. Kinds of Vocabulary
There are several kinds of vocabulary according to several expertises: According to the basis of frequency, vocabulary can be divided into two kinds; there are high frequency vocabulary and low frequency vocabulary.
1. High frequency vocabulary consists of words that are used very often in normal language, use in all four skills and across the full range of situation of use. High frequency vocabulary consists of 2000 word families, which are about 87% of the running words in formal written text and more than 95% of the words in informal spoken texts.
2. The low frequency vocabulary on the other hand, covers only small proportion of the running words of a continuous text, it means that low frequency vocabulary is rarely, used in common activity of English language. This group includes well over 100.000 word families. 13
Furthermore, Evelyn Hatch and Charly Brown classify the vocabulary into active and passive.14
1. Active Vocabulary (Productive Vocabulary)
Active vocabulary is word which the students understand, can pronounce correctly, and uses constructively in speaking and writing.
It refers to put item which the learner can use appropriately in speaking or writing, and it is also called as productive vocabulary, although in fact it is more difficult to put into practice, its means that to use the productive vocabulary, the students must know how to pronounce it well, they must familiar with collocation and understand the connotation meaning of the word. This type is often used in speaking and writing skill. 2. Passive Vocabulary (Receptive Vocabulary)
Passive Vocabulary is words that recognize and understand when they occur in a context, but which the students cannot produce correctly by themselves.
13
Paul Nation, New Ways of Teaching Vocabulary (New York: Teacher of English to Speaker ofAnother Language/TESOL Inc, 1994), p.3
14
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher, (Cambridge: Cambridge University Press, 1997), p. 139
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It refers to language items that can be recognized and understood in the context of reading or listening and also called as receptive vocabulary. Fries said vocabulary consists of two, namely; function and content word. 1. The function words are a closed class, we cannot add to the preposition or
auxiliaries or modals or any structure word of language.
2. The content words, on the other hand, can be added to any times as new scientific advances make new words and communication about new inventions necessary.15
F. Principles in Teaching Vocabulary
Vocabulary is one of important language element, since vocabulary exists even at skill fourth language which is reading, writing, listening, and speaking. We cannot share what we have observed unless we can put it into words.16 Jordan also said, although vocabulary development, as such, is not a specific study skill, but relates to all language learning, it is given separate attention here.17Vocabulary likes a bridge that can bring as to develop another skill like reading, writing, speaking and listening. Lightbrown and Spada said that acquiring a basic vocabulary is a significant accomplishment for a second learner.18Without large size of vocabulary, it is difficult to acquire the other skills. Spears said that learning more vocabulary words is a crucial step to helping you become a better reader.19The importance of extending our vocabulary admitted by Milton that said a learner who knows 2000 words in a foreign language can be said to have twice the knowledge of a learner who knows only 1000 words.20 In the other words,
15
Charles C. Fries, Teaching and Learning English as A Foreign Language, (New York: The University of Michigan, 1985), p.47
16
Hans P. Guth, Words and Ideas, A Handbook for College Writing, (California: WadsworthPublishing Company Inc, 1969). P. 75
17
R.R Jordan, English for Academic Purposes a guide and resource book for teachers,
(United Kingdom: Cambridge University Press, 1997), p. 149
18
Datsy M. Lightbrown and Nina Spada, How Language Learned, (Oxford: Oxford University Press, 2006). P. 97
19
Deanne Spears and David Spears, In Tandem, Reading and Writing for College Students. (New York: McGraw-Hill Company, 2008). P. 95
20
James Milton, Measuring Second Language Acquisition, (Bristol: Short Run Press Ltd, 2009). P. 7
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with more size of vocabulary students can learn more rather than students with less vocabulary.
Instead the importance of vocabulary, as we know that, there is no special time allotment to teach vocabulary in syllabus. Furthermore vocabulary is important, so the teacher should make his own time to teach vocabulary in the class. In the middle class when the teacher is explaining the lesson or in the last time before the class end commonly used by the teacher to teach vocabulary related to the material at that time.
Therefore in teaching vocabulary in a foreign language in this case English language should be serious. There are many teachers who argue that vocabulary will acquire equal with their experience. It is wrong because vocabulary should be studied. According to Andrew Wright, David Betteridge and Michael Buckby, it may be necessary to draw attention to the form of a word as well as its meaning.21Vocabulary also need a steady work over a long period of time to learn.22Of course, the students have to learn the vocabulary outside in the class to keep it steady because the time in the class is not enough. The students cannot depend all of the learning vocabulary on their teacher. As Snow said that the teacher only facilitate and providing the students material.23Moreover, Nation said that Learners need to take responsibility for their own learning, that is, they need to become autonomous learners. Becoming an autonomous learner involves deciding what words to learn, making decisions about how to learn them and revise them, seeking out opportunities to use the language, and keeping motivated to keep on with leaving and using the language.24It means they have to be independent to learn vocabulary.
Students needs to take some responsibilities for their own vocabulary learning, making it necessary to introduce them to vocabulary learning strategies
21
Wright, BetteridgeBuckby,op. cit., p. 94
22
Don Snow, More Than a Native Speaker. An introduction to Teaching English Abroad, (Virginia: TESOL Inc, 2006). P. 186
23
Ibid., p. 177
24
I.S.P. Nation, Teaching vocabulary: Strategies and Techniques, (Boston: Cengage LearningProducts, 2008). P. 7
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so that they can do this more effectively.25Experience of using words perhaps make the students know about how to use the words in daily conversation, but without study that word the students may not know about the words itself deeply like the form of the words, and another function of that words.
In teaching vocabulary in the class, the teacher cannot teach all of the vocabulary, thus the teacher should select carefully the material of vocabulary that needed to learn by the students. According to Gairns and Redman, there are four main sources vocabulary that can be used by the teacher in the class;
1. Through the course book. This will include the written and spoken texts, activities for the presentation and practice of grammatical structures, testing exercises, and so on.
2. Through supplementary materials (not designed specifically for vocabulary development) provided by the educational institution or selected by the teacher himself.
3. Through the students. A wide range of unanticipated and unpredictable items will inevitably surface from students enquiries, queries, and errors. 4. Through specific vocabulary activities designed by the teacher for his
particular group of students.26
Learning vocabulary not only focuses on memorizing a word, but also focuses on the usage of the word. It is similar with the expertise that extending the
learner’s vocabulary is important, right from the earlier stages. Learning
vocabulary must be based on attaching meaning to the word, rather than just remembering the form of the word.27 Furthermore, in some classes for beginners, teachers use all three ways to show the meanings of vocabulary words28:
1. Pictures
2. Explanation in the students’ own language
25
Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University Press, 2000). P. 138
26
Ruth Gairns and Stuart Redman, Working with Words, (Cambridge: Cambridge University Press, 2003). P. 54
27
Wright, Betteridge, and Buckby, op. cit., p. 94
28
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14
3. Definitions in simple English, using vocabulary that the students already know.
Learning vocabulary is not only must with memorizing the new words that students find in the textbook, but there are many ways to learn vocabulary instead. Like Schmitt said that the aim of learning vocabulary is to transfer the lexical information from the short-term memory into the long term memory.29 There are some principles to ensure the vocabulary to the long-term memory:30
1. Repetition 2. Retrieval 3. Spacing 4. Pacing 5. Use
6. Cognitive Depth 7. Personal Organizing 8. Imaging
9. Mnemonics 10.Motivation 11.Attention/ arousal 12.Affective Depth
One of alternative activity that we can use is games. Games can make the students use the new vocabulary and motivate the students. It can transfer the new vocabulary from the short-term memory to the long-term memory. We can also
use games as an alternative to develop the students’ vocabulary unconsciously. According to Read, one distinction that has been influential in vocabulary is that between incidental and intentional learning where vocabulary learning is more incidental to classroom activity.31 The other expertise, Snow also said that one way for students to stay alert as they work is to use memorization methods that
29
Schmitt, op. cit., P. 131
30
Scott Thornburry, How to Teach Vocabulary, (Edinburgh: Peason Education Limited, 2002). P.24
31John Read. “Research in Teaching Vocabulary”, annual review of applied linguistics,
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involve physical activity. The combination of mental and physical activity appears to enhance memory and as long as students are moving their minds are less likely to switch off.32It means that vocabulary is easier to remember if we often use it in our physical activity that is game. Moreover, games can get the students’ attention rather than the teacher only gives the new vocabulary with oral presentation in the class. Like Read’s explanation in his article that only a few words that students get from the teachers’ explanation in the class.
From the definition above, therefore the best thing in learning vocabulary is emphasize on meaning and also its purpose was rather than by that word form itself. It is similar to Sarah Philips, vocabulary is best learned when the meaning of the word(s) is illustrated, for example by a picture, an action, or a real object. The children should then meet and use the word(s) in relevant contexts, in order to
„fix’ them in their minds. This helps establish their relationship to other words, so
that a vocabulary network is built up.33
G. The Effectiveness of Using Guessing Games in teaching Vocabulary. Vocabulary is one of important language element, since vocabulary exists even at skill fourth language which is reading, writing, listening, and speaking. It is being said by Jordan, although vocabulary development, as such, is not a specific study skill, but relates to all language learning, it is given separate attention here.34Moreover, Schmitt said that vocabulary has strong relationship with the language skills.35It is also said that words are magical in the way they affect the minds of those who use them.36 Without accurate and good vocabulary, we cannot express our idea. Because of that, mastering vocabulary of the students is important.
32
Snow, op. cit., P. 199
33
Sarah Phillips, Young Learners, (United Kingdom: Oxford University Press, 1993), p. 68
34
Jordan, op. cit., p. 149
35
Norbert Schmitt, Researching Vocabulary: a Vocabulary Research Manual, (London: PALGRAVE MACMILLAN, 2010). P. 4
36
Tom E Kakonis and David Allan Evans, From Language to Idea: an Integrated Rhetoric, (New York: Holt, Rinehart and Winston, Inc: 1971). P. 34
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16
Schmitt said that in using language to communicate, naturally one most important key is how much vocabulary is necessary to enable this communication.37Instead of the size of vocabulary, the accurate and the level of fluent are important too, in conducting the communication in second language. We do not need to remember all of the English vocabulary. Schmitt said that second language learners do not need to achieve native-like vocabulary sizes in order to use English well. A more reasonable vocabulary goal for these learners is the amount of lexis necessary to enable the various forms of communication in English.38McCarthy and O’dell also said that the students just need to learn the words that actually need to use in their daily conversation.39
According to John Langan, studies have shown that students with a strong vocabulary, and students who work to improve a limited vocabulary, are more successful in school, and one research study found that a good vocabulary, more than any other factor, was common to people enjoying successful careers.40
But, mostly student gets their material by memorize each word that they finds. It can cause student feel bored and impressed that vocabulary's learning is not interesting, eventually the ideal learning shall be done with enjoyful way but still follow the rules and the purpose of the study.
Because of that explanation, in this research, to reduce the students’ difficulties in studying vocabulary, the researcher use one of games which is guessing game to reduce that problem. The writer explains how to play the game and gives it in the end session of the class before the class finish and then the writer see whether the guessing game is effective or not in teaching and learning vocabulary.
37
Schmitt, op. cit., P. 6
38
Ibid., p. 7
39Michale McCarthy and Felicity O’Dell,
English Vocabulary in Use, (Cambridge: Cambridge University Press, 1994). P. 2
40
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17
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The writer use quantitative research in this study. According to Muijs, quantitative research is about explaining phenomena by collecting quantitative data which are analyzed using mathematically based methods.1 The writer use quasi-experimental study and use Pre-test and post-test design. In this research, the writer does two observations, before experiment and after experiment2. The observation before experiment is called Pre-test (O1), and the observation after
experiment is called Post-test (O2). In the middle of Pre–test and Post-test, the
writer gives the treatment to the class that is use guessing game activity in the class. Then, at the end of the treatment the writer administered the result of pre-test and post pre-test score to find out whether the guessing game activity effective or not in teaching vocabulary.
B. Place Time and Study
This research took place at MTs Darussalam Bintaro that is located on Jl. Ulujami Bintaro, South Jakarta.
1
Daniel Muijs, Doing Quantitative Research in Education, (London: SAGE Publications Ltd, 2004). P. 11
2
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 2006), h. 85
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18
C. Population and Sample
The subject of this research is second grade students of MTs Darussalam.
D. The Technique of Collecting Data
The techniques of collecting data used in this research are: 1. Pre-test
The writer will give a pre-test to the class. There are 15 items of multiple choices that consist of 5 question of synonym, 5 questions of antonym, and 5 questions of describing of words.
2. Treatment
The writer will teach vocabulary in the rest 15 minutes in every English meeting. He will deliver guessing game activity to the class in teaching vocabulary.
3. Post-test
The last step is giving post-test. It will give after the treatment will finish. The post-test is purposed to know the result of students’ achievement after the students’ have been given teaching/ treatment.
E. Instrument
The instrument that the writer used for collecting data was test. The test divided into two tests, pre-test and post-test. The pre-test would give to the students before the treatment and the post-test after the treatment.
There were 15 items of multiple choices in each of the test. The score per item was 20 for correct answer. Students would get 100 point if they could answer correctly to all of the questions. Both of the classes, experiment group and control group would give the same test.
F. Technique of Analyzing Data
To find out the differences of students’ score in using guessing game, the
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post-test, they analyzed and processed by using statistic calculation of the t-test formula with the significance degree 5%. The formula is:3
√[
] [
]
The procedure of calculation as formula:1. Determining mean Variable Xi with formula:
2. Determining mean Variable X2 with formula:
3. Determining deviations Variable X1 with formula:
4. Determining deviations Variable X2 with formula:
5. Determining to with the formula:
√[
] [
]
6. Determining t-table in significance level 5% with df:
Where
M1 : Mean of Post-test of the experimental class M2 : Mean of Post-test of control class
: Sum of square deviation score in the experiment class
: Sum of square deviation score in the control class N1 : Number of students of the Experimental class N2 : Number of students of the control class
3
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20
: Degree of Freedom G. Hypothesis of the Study
This study is to answer such a question “is there any significant difference between the students’ vocabulary achievement through guessing game activity and without guessing game activity?’ To get the answer the writer proposes Null
Hypothesis (Ho) and Alternative hypothesis (Ha) as below:
1. Null hypothesis (Ho): there is no significant difference between the
students’ vocabulary achievement through guessing game activity and
without guessing game activity to the second grade students of MTs Darussalam South Jakarta.
2. Alternative hypothesis (Ha): there is significant difference between
students’ vocabulary achievement through guessing game activity and
without guessing game activity to the second grade students of MTs Darussalam South Jakarta.
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21 BAB IV
RESEARCH FINDING AND INTERPRETATION
A. Data Description
The data of students’ achievement divided into two kinds, namely the data
in experiment class and the data in control class, which were gained from pre-test and post-test that were applied in both of class.
The test was arranged in a blank paper for pre-test and post-test. To know the result of the test, it will be presented on the table below:
Table 4.1 The Test Result of Experiment Class
Students Pre-Test Score Post-Test Score Gained Score
1. 33 80 47
2. 60 87 27
3. 40 60 20
4. 27 93 66
5. 47 80 33
6. 67 93 26
7. 47 80 33
8. 40 47 7
9. 33 80 43
10. 67 87 20
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22
12. 47 87 40
13. 47 93 46
14. 47 60 13
15. 47 80 33
16. 40 87 47
17. 67 80 13
18. 33 73 40
19. 40 67 27
20. 27 80 53
21. 40 73 33
22. 13 80 67
23. 47 80 33
24. 67 93 26
25. 60 87 27
26. 33 87 54
27. 47 60 13
28. 67 73 6
29. 67 80 13
30. 57 87 30
31. 60 80 20
32. 60 87 27
33. 47 60 13
1574 2608 1030
M 47.7 79
As mentioned in the table, it can be clarified that, the mean score of pre-test in experiment class was 47.7, while the mean score of post-pre-test was 79. The total gained score in this class was 1030. It can be concluded there was significant difference in the pre-test and post-test.
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Table 4.2 The Result of Control Class
Students Pre-Test Post-Test Gained Score
1. 33 33 0
2. 53 47 -6
3. 47 53 6
4. 73 60 -13
5. 53 47 -6
6. 47 33 -14
7. 27 60 33
8. 67 73 6
9. 27 47 20
10. 67 47 -20
11. 13 47 34
12. 40 40 0
13. 47 47 0
14. 20 60 40
15. 60 40 -20
16. 40 40 0
17. 27 47 20
18. 27 53 26
19. 40 47 7
20. 40 53 13
21. 40 67 27
22. 33 40 7
23. 47 53 6
24. 27 53 26
25. 27 47 20
26. 27 47 20
27. 33 53 20
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24
29. 40 33 -7
30. 33 60 27
31. 40 33 -7
32. 47 53 6
33. 33 53 20
∑ 1308 1626 318
M 39.6 49.3
The table II above informs that the mean score of pre-test in control class was 39.6, while the mean score of post-test here is 49.3. There is still improvement score between pre-test and post-test but not as significance as in the experiment class. The total gained score 318.
From the tables presented above, the writer can conclude the experiment class (learning vocabulary using guessing game) got the higher score than in the control class (learning vocabulary without using guessing game).
As mentioned before, in analyzing the data from the result of pre-test and post-test, the writer used statistic calculation of the t-test formula with the degree of significance 5%.
Table 4.3 Standard Deviation Table
Students X1
(gained Score)
X2 (gained
score)
X1 X2 X12 X22
1. 47 0 15.8 -9.6 249.64 92.16
2. 27 -6 -4.2 -15.6 17.64 243.36
3. 20 6 -11.2 -3.6 125.44 12.96
4. 66 -13 34.8 -22.6 1211.04 510.76
5. 33 -6 1.8 -15.6 3.24 243.36
6. 26 -14 -5.2 -23.6 27.04 556.96
7. 33 33 1.8 23.4 3.24 547.56
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9. 43 20 11.8 10.4 139.24 108.16
10. 20 -20 -11.2 -29.6 125.44 876.16
11. 34 34 2.8 24.4 7.84 595.36
12. 40 0 8.8 -9.6 77.44 92.16
13. 46 0 14.8 -9.6 219.04 92.16
14. 13 40 -18.2 30.4 331.24 924.16
15. 33 -20 1.8 -29.6 3.24 876.16
16. 47 0 15.8 -9.6 249.64 92.16
17. 13 20 -18.2 10.4 331.24 108.16
18. 40 26 8.8 16.4 77.44 268.96
19. 27 7 -4.2 -2.6 17.64 6.76
20. 53 13 21.8 3.4 475.24 11.56
21. 33 27 1.8 17.4 3.24 302.76
22. 67 7 35.8 -2.6 1281.64 6.76
23. 33 6 1.8 -3.6 3.24 12.96
24. 26 26 -5.2 16.4 27.04 268.96
25. 27 20 -4.2 10.4 17.64 108.16
26. 54 20 22.8 10.4 519.84 108.16
27. 13 20 -18.2 10.4 331.24 108.16
28. 6 27 -25.2 17.4 635.04 302.76
29. 13 -7 -18.2 -16.6 331.24 275.56
30. 30 27 -1.2 17.4 1.44 302.76
31. 20 -7 -11.2 -16.6 125.44 275.56
32. 27 6 -4.2 -3.6 17.64 12.96
33. 13 20 -18.2 10.4 331.24 108.16
N= 33 ∑X1=1030 ∑X2=318 ∑X1= 0.4 ∑X1= 1.2 ∑X12= 7903.52 ∑X22= 8465.68
Based on the data presented in the table, it shows that the lowest gained score was 0 and the highest was 67. Furthermore, after decided the calculation of the text both pre-test and post-test, the writer used t-test formula according Anas
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26
Sudijono, to find out the effectiveness of teaching vocabulary by using guessing game.1
M1
=
M2 =
=
=
= 31.2
= 9.6
t
o
=
√[
][
]
t
o
=
√
{ } { }{ } { }t
o
=
√
{ { } { } { }}t
o
=
√
t
o
=
√
t
o
=
1
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada), p. 308
(39)
t
o
= 5.48
Determining t-table in significance level 5% with df:
d = N1 + N2 – 2
= 33 + 33 – 2 = 64
The value of ttableis 1.67. From the result of the statistic calculation, it can
be seen that the value of to is 5.48 and the degree of freedom in the table of
significance that on the d = 64
The comparison between tobservation (to) is higher than tt (ttable)
B. Test of Hypothesis
As mentioned in chapter one that this field research was conducted in order to know whether teaching vocabulary using guessing game at second grade at MTs Darussalam Ulujami more effective than memorizing method.
To answer those questions above, the writer hypothesis that:
1. The experiment hypothesis (Ha) is: there is significant influence on the
vocabulary scores of students by using guessing game.
2. The null hypothesis (Ho) is: there is no significant influence on the
vocabulary scores of students by using guessing game.
According to Anas Sudijono stated, if to>tt, the null hypothesis (Ho) is
rejected, on the contrary the alternative hypothesis (Ha) is accepted. It means that
between variable x and y is significance. While if to<tt, the null hypothesis (Ho) is
accepted and the alternative hypothesis (Ha) is rejected. It means that between
variable x and y is not significance2
By comparing the value of to = 5.48 and ttable on the degree of significance
5% = 1.67, the writer made conclusion of the hypothesis that to was higher than
ttable, 5.48 > 1.67. it means that the alternative hypothesis (Ha) was accepted and
the null hypothesis (Ho) was rejected, so teaching vocabulary using guessing game
2
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28
was more effective than teaching vocabulary only with memorizing to the second grade MTs Darussalam Ulujami, South Jakarta.
C. Data Interpretation
The test of hypothesis shows that there is significance in students’ score between before and after they are taught by guessing game. The score of students using guessing game is higher that memorizing method.
There were some facts that were found during the observation in the class related to the teaching and learning vocabulary in the class for junior high school level especially for second grade MTs Darussalam Ulujami such as:
1. Situation in the class should be the first concerned of the teachers before they want to start the class. We can make a good situation with using ice breaking in the beginning of the class.
2. Enjoyable and cheerful situation can motivate students to learn better. 3. The students will more easy to remember and to adopt new vocabulary if
they have a chance to use the new vocabulary, whatever they use it, in the class or outside the class.
4. Variation of the technique in teaching vocabulary is absolutely needed in teaching vocabulary.
Based on the data analysis and the discussion above, the writer can interpret that teaching vocabulary by using guessing game is more effective and enjoyable for second grade students of MTs Darussalam Ulujami, South Jakarta.
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29 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After carrying experiment and according to the result of students’ pre-test and post-test in the second grade of MTs Darussalam Ulujami, South Jakarta, the writer found that the students who were taught vocabulary through guessing game technique got higher result than the students who were not taught vocabulary through guessing game. It can be proven that in the gained score from the experimental class is higher than gained score from the control class.
The writer concludes that teaching vocabulary using guessing game is more effective than only using memorizing method. It is because game is more interesting. According to the data, the result of statistic calculation above where the value of to is higher than tt. From the explanation above, it means that there is
effectiveness between the results of teaching vocabulary using guessing game. Based on the result of the data analysis, it shows that the value of to
(tobservation) is 5.48 and the value of tt (ttable) from the (64) on degree of
significance of 5% is 1.67. It means that the value of to is higher than the value of
tt, so the alternative hypothesis (Ho) is accepted and the null (Ho) is rejected, or it
can be said that there is significance in the students’ score learning vocabulary
using guessing game.
In this case, teacher needs to develop their ways in teaching English especially in vocabulary, to give enthusiasm to the students by creating a new
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30
atmosphere in the classroom varies. It is possible, by using certain methods or activity in teaching English, the students will get the new experiences so they will not get bored. Variation of activity in teaching vocabulary is needed to make the students motivate to use their new vocabulary that can retain their mind to memorize it.
B. Suggestion
After involving with education environment, the writer gives some suggestion for:
1. Students
Every student should realize that learning English is their need. They cannot only depend on the teacher to learn it. They have a responsibility to learn it by themselves. Especially in learning vocabulary, it is impossible to learn all of the new vocabulary from the teacher. The students should learn it from the other sources like magazine, internet, etc. It is hoped that the students can use the guessing game technique in their learning process. The students also have a responsibility to apply the new vocabulary in their daily life in order to retain their memory of the new vocabulary.
2. English Teacher
Teacher is one of the most important factors in teaching English. Teacher is the facilitator and become the key of the successful of teaching and learning English. The teachers have to be more creative in design and make a lesson plan. Guessing game can be one of many alternative techniques that teachers can use in teaching vocabulary. there are several advantages from guessing game. The first is because guessing game is a simple game that can be used in the class easily. Second, with guessing game, teachers can give a chance to the students to use the new vocabulary. as we know we memorize the new word faster if we often use it in our daily life. From the good lesson plan, the teachers can make a good situation of learning in the class that can motivate students to join the
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activity of learning in the class. Without bored, teaching and learning vocabulary will more easy to conduct in the class, and the students will more easy to adopt it.
3. Principal
It is necessary to the school’s principal to send the English teacher
join any activities to improve the quality of teaching and the profession by taking part in seminar or workshop.
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32
BIBLIOGRAPHY
Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 2006)
Arikunto, Suharsimi, Suhardjono & Supardi, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009).
Aebersold, Jo Ann and Field, Mary Lee. From Reader to Reading Teacher, (Cambridge: Cambridge University Press, 1997)
Allen, Virginia French, Techniques in Teaching Vocabulary, (New York: Oxford University Press, 1983)
Fries, Charles C., Teaching and Learning English as A Foreign Language, (New York: The University of Michigan, 1985)
Gairns, Ruth and Redman, Stuart, Working with Words, (Cambridge: Cambridge University Press, 2003)
Guth, Hans P, Words and Ideas, a Handbook for College Writing, Third Edition, (California: Wadsworth Publishing Company Inc, 1969).
Hatch, Evelyn and Brown, Cherryl. Vocabulary, Semantics, and Language Education (Cambridge: Cambridge University Press, 1995)
Hall Houston, „Playing Games’ Modern English Teacher, Vol 18 no. 1,
Jordan, R. R English for Academic Purposes a guide and resource book for teachers, (Cambridge: Cambridge University Press, 1997)
Langan, John, English Skills, (New York: McGRaw-Hill, 2003)
Lightbrown, Datsy M and Spada Nina, How Language Learned, (Oxford: Oxford University Press, 2006)
Kakonis, Tom E and Evans, David Allan, From Language to Idea: an Integrated Rhetoric, (New York: Holt, Rinehart and Winston Inc, 1971).
McCarthy, Michael and O’Dell, Felicity, English Vocabulary in Use, (Cambridge: Cambridge University Press, 1994).
Milton, James, Measuring Second Language Vocabulary Acquisition, (Bristol: Short Run Press Ltd, 2009).
Muijs, Daniel, Doing Quantitative Research in Education, (London: SAGE Publications Ltd, 2004).
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Nation, I.S.P, Teaching Vocabulary: Strategies and Techniques, (Boston: Cengage Learning Products, 2008)
Nation, Paul. New Ways of Teaching Vocabulary (New York: Teacher of English to Speaker of Another Language/TESOL Inc, 1994)
Pearson, P. David, Hiebert, Elfrieda H and Kamil, Michael L. “Vocabulary
Assessment: What We Know and What We Need to Learn”, Reading Research Quarterly, Vol. 42. No. 2, June 2007.
Phillips,Sarah,Young Learners, (Oxford: Oxford University Press, 1993)
Read, John. “Research in Teaching Vocabulary”, annual review of applied linguistics, march, 24 2004.
Schmitt, Norbert, Vocabulary in Language Teaching, (Cambridge: Cambridge University Press, 2000).
Schmitt, Norbert, Researching Vocabulary: a Vocabulary Research Manual, (London: Palgrave Macmillan, 2010).
Spears, Deanne and Spears, David, In Tandem. Reading and Writing for College Students, (New York: McGraw-Hill Company Inc, 2008).
Snow, Don, More Than a Native Speaker, an Introduction to Teaching English Abroad, (Virginia: TESOL Inc, 2006).
Sudijono, Anas, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2010).
Thornburry, Scott, How to Teach Vocabulary, (Edinburgh: Pearson Education Limited, 2002).
Ur, Penny, a Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 2003).
Wright, Andrew, Betteridge, David and Buckby, Michael, Games for Language Learning, (United Kingdom: Cambridge University Press, 2006)
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34
English Vocabulary Test
Name : Class : Answer these questions by crossing A, B, C, or D!
I. Choose the correct meaning of the underline word!
1 Do you need something? A. Something wanted B. Something refused C. Something rejected D. Something afraid
2 I move your bike near the tree. A. Keep quiet
B. Keep drinking C. Want to see D. Change the place
3 Do you know about the news? A. Lie about something
B. Understand about something C. Fall about something
D. Cry about something 4 Chris John has a good body.
A. Own something B. Confuse
C. Think
D. Listen something
5 The remote can control the machine. A. To say
B. To command C. To tell
D. To build
II. Choose the synonym of the underline word!
1 What do you think about the class? A. Realize
B. Misunderstand C. Reject
D. Fail
2 When do you finish the class? A. Start
B. End C. Try D. Repeat
3 She watches the movie every Saturday. A. Smell
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D. See
4 Meghan brings four books from the library
A. Give B. Share C. Carry D. Leave
5 They start the final exam at 7.30 am A. Run
B. Begin C. Continue D. Connect
III. Choose the antonym of the underline word!
1 Can you give send me this letter to the teacher?
A. Share B. Take C. Release
2 Please close me to open the door ! A. Touch
B. Dig C. Break D. Open
3 Did you sleep enough last night? A. Awake
B. Stand up C. Lie down D. Conscious
4 Could you please remember these new vocabularies?
A. Learn B. Think C. Forget D. Write
5 I want to inform your score. A. Tell
B. Keep Secret C. Instruct D. Caution
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36
English Vocabulary Test
Name : Class : Answer these questions by crossing A, B, C, or D!
I. Choose the correct meaning of the underline word!
1 Edward meets the receptionist to call the bellboy.
A. To ask to order to come B. To give something C. To meet someone D. To greet him
2 Sangkuriang hunt in the deep forest.. A. To visit
B. To see and enjoy
C. To seek out and find food. D. To build a house
3 I find my cat in the park? A. To play with
B. To get or discover C. To bring
D. To feed
4 Teachers discuss about the result of the final examination.
A. Meet and greet B. Write or make
C. Give something
D. Consider about something
5 The students arrive at school at 6.30 am A. Join to activity
B. Stay at the place
C. Depart from somewhere D. Reach the place
II. Choose the synonym of the underline word!
1 Mrs. Adam looks at their students? A. See
B. Talk C. Play D. Ask
2 My father builds tree house in my garage.
A. Destroy B. Paint C. Draw D. Construct
3 He makes steam engine model. A. Draw
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C. Sing D. Paint
4 Sangkuriang fail to build a lake and a boat.
A. End B. Start C. Abort D. Delay
5 Deny surprise his teacher with his talent.
A. Talk B. Meet C. Make D. Shock
III. Choose the antonym of the underline word!
1 Indah answers the test correctly. A. Value
B. Question C. Think D. Discuss
A. Take B. Dig C. Reject D. Open
3 Sangkuriang capture the deer in the jungle.
A. Release B. Take C. Kill D. Trap
4 Could you please push the red button? A. Run
B. Walk C. Climb D. Pull
5 The students listen to the teacher’s explanation.
A. Read B. Watch C. Stay D. Ignore
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DATA MENTAH ===========
Jumlah Subyek= 21 Jumlah Butir Soal= 15 Jumlah Pilihan Jawaban= 4
Nama berkas: C:\USERS\CANGAK\DOCUMENTS\TES UJI VALIDITAS.ANA
Nomor Nomor No. Butir Baru ---> 1 2 3 4 5 6 7 8 9 Urut Subyek No. Butir Asli ---> 1 2 3 4 5 6 7 8 9 Nama Subyek | Kunci -> A D B A B A B D C 1 1 Achmad Nurdin A D B A D A B D C 2 2 Andri Saputra C D B A A C C B 3 3 Apriliani B C C A C C A D 4 4 Armaya A D C A B B D B 5 5 Desna Tiara A D B A B A B D C 6 6 Difa Aulia A D B A A A B D D 7 7 Erina S C D B A A A B D D 8 8 Esha H P A D B A B B C D C 9 9 Galang Rizki R A D B A C A B D C 10 10 Gina Febiola A D B A B A B D C 11 11 Givni Meitika A D B A B A B D C 12 12 Malana B D B A D D D B A 13 13 M. Ihsan A D B A A B D C 14 14 M. Rafidh R A D B A D A B D C 15 15 M. Rayhan T A D B A D A B C C 16 16 Mutia A D B A B A B D C 17 17 Nursaputri A D B A A A B D D 18 18 Rahel Leni C P A D B A A A B D D 19 19 Riski Rahmad Irfandi A D B A A B D C 20 20 Risma Andayani A D B A B A B D C 21 21 Siska Wulandari A D A A B A B C C
(51)
Urut Subyek No. Butir Asli ---> 10 11 12 13 14 15 Nama Subyek | Kunci -> B C D A C B 1 1 Achmad Nurdin B C D D A C 2 2 Andri Saputra A A A A A C 3 3 Apriliani C B B B D B 4 4 Armaya C D B B A D 5 5 Desna Tiara B C D A C A 6 6 Difa Aulia B C D A C A 7 7 Erina S B C D A C D 8 8 Esha H P B C B A C D 9 9 Galang Rizki R B C A A A C 10 10 Gina Febiola B C D A C A 11 11 Givni Meitika B C D A C A 12 12 Malana B A D D A C 13 13 M. Ihsan B C A A A C 14 14 M. Rafidh R B C C C A C 15 15 M. Rayhan T C C D D A C 16 16 Mutia B C D A C D 17 17 Nursaputri B C B A C A 18 18 Rahel Leni C P B C A A C A 19 19 Riski Rahmad Irfandi B C A A A C 20 20 Risma Andayani B C D A C A 21 21 Siska Wulandari B C D A C A
KORELASI SKOR BUTIR DG SKOR TOTAL =================================
(52)
Jumlah Subyek= 21 Butir Soal= 15
Nama berkas: C:\USERS\CANGAK\DOCUMENTS\TES UJI VALIDITAS.ANA
No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 0.657 Sangat Signifikan
2 2 0.588 Signifikan 3 3 0.534 Signifikan 4 4 0.715 Sangat Signifikan 5 5 0.600 Signifikan 6 6 0.691 Sangat Signifikan 7 7 0.657 Sangat Signifikan 8 8 0.615 Sangat Signifikan 9 9 0.618 Sangat Signifikan 10 10 0.760 Sangat Signifikan 11 11 0.897 Sangat Signifikan 12 12 0.455 -
13 13 0.648 Sangat Signifikan 14 14 0.671 Sangat Signifikan 15 15 -0.588 -
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01 10 0,576 0,708 60 0,250 0,325
15 0,482 0,606 70 0,233 0,302 20 0,423 0,549 80 0,217 0,283 25 0,381 0,496 90 0,205 0,267 30 0,349 0,449 100 0,195 0,254
(53)
(54)
SKOR DATA =========
Rata2= 10.29
Standar Deviasi= 3.62
Nama berkas: C:\USERS\CANGAK\DOCUMENTS\TES UJI VALIDITAS.ANA
Nomor Nomor No. Butir Baru ---> Skor 1 2 3 4 5 6 7 8 Urut Subyek No. Butir Asli ---> 1 2 3 4 5 6 7 8 Nama Subyek | Kunci -> A D B A B A B D 1 1 Achmad Nurdin 11 1 1 1 1 - 1 1 1 2 2 Andri Saputra 5 - 1 1 1 * 1 - - 3 3 Apriliani 1 - - - * - - - - 4 4 Armaya 4 1 1 * - - - 1 1 5 5 Desna Tiara 14 1 1 1 1 1 1 1 1 6 6 Difa Aulia 12 1 1 1 1 - 1 1 1 7 7 Erina S 11 - 1 1 1 - 1 1 1 8 8 Esha H P 11 1 1 1 1 1 - - 1 9 9 Galang Rizki R 11 1 1 1 1 - 1 1 1 10 10 Gina Febiola 14 1 1 1 1 1 1 1 1 11 11 Givni Meitika 14 1 1 1 1 1 1 1 1 12 12 Malana 5 - 1 1 1 - - - - 13 13 M. Ihsan 11 1 1 1 1 * 1 1 1 14 14 M. Rafidh R 10 1 1 1 1 - 1 1 1 15 15 M. Rayhan T 9 1 1 1 1 - 1 1 - 16 16 Mutia 14 1 1 1 1 1 1 1 1 17 17 Nursaputri 11 1 1 1 1 - 1 1 1 18 18 Rahel Leni C P 11 1 1 1 1 - 1 1 1 19 19 Riski Rahmad Irfandi 11 1 1 1 1 * 1 1 1 20 20 Risma Andayani 14 1 1 1 1 1 1 1 1
(55)
1 1 Achmad Nurdin 11 1 1 1 1 - - - 2 2 Andri Saputra 5 - - - - 1 - - 3 3 Apriliani 1 - - - 1 4 4 Armaya 4 - - - - 5 5 Desna Tiara 14 1 1 1 1 1 1 - 6 6 Difa Aulia 12 - 1 1 1 1 1 - 7 7 Erina S 11 - 1 1 1 1 1 - 8 8 Esha H P 11 1 1 1 - 1 1 - 9 9 Galang Rizki R 11 1 1 1 - 1 - - 10 10 Gina Febiola 14 1 1 1 1 1 1 - 11 11 Givni Meitika 14 1 1 1 1 1 1 - 12 12 Malana 5 - 1 - 1 - - - 13 13 M. Ihsan 11 1 1 1 - 1 - - 14 14 M. Rafidh R 10 1 1 1 - - - - 15 15 M. Rayhan T 9 1 - 1 1 - - - 16 16 Mutia 14 1 1 1 1 1 1 - 17 17 Nursaputri 11 - 1 1 - 1 1 - 18 18 Rahel Leni C P 11 - 1 1 - 1 1 - 19 19 Riski Rahmad Irfandi 11 1 1 1 - 1 - - 20 20 Risma Andayani 14 1 1 1 1 1 1 -
(56)
SKOR DATA DIBOBOT =================
Jumlah Subyek = 21
Butir soal = 15
Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Keterangan: data terurut berdasarkan skor (tinggi ke rendah) Nama berkas: C:\USERS\CANGAK\DOCUMENTS\TES UJI VALIDITAS.ANA No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1 5 Desna ... 14 1 0 14 14
2 10 Gina F... 14 1 0 14 14
3 11 Givni ... 14 1 0 14 14
4 16 Mutia 14 1 0 14 14
5 20 Risma ... 14 1 0 14 14
6 6 Difa A... 12 3 0 12 12
7 21 Siska ... 12 3 0 12 12
8 1 Achmad... 11 4 0 11 11
9 7 Erina S 11 4 0 11 11
10 8 Esha H P 11 4 0 11 11
11 9 Galang... 11 4 0 11 11
12 13 M. Ihsan 11 3 1 11 11
13 17 Nursap... 11 4 0 11 11
14 18 Rahel ... 11 4 0 11 11
15 19 Riski ... 11 3 1 11 11
16 14 M. Raf... 10 5 0 10 10
17 15 M. Ray... 9 6 0 9 9
18 2 Andri ... 5 9 1 5 5
19 12 Malana 5 10 0 5 5
20 4 Armaya 4 10 1 4 4
(1)
RPP
Nama Sekolah : MTs Darussalam Mata Pelajaran : Bahasa Inggris Kelas/ Semester : VIII/ 2
Alokasi Waktu : 2 X 45 menit (1 x pertemuan ) Tahun Ajaran : 2013/2014
Standar Kompetensi : Berbicara
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar : Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
Indikator :
1. Kognitif 1.1.Proses
1.1.1. Membaca salah satu jenis teks narrative.
1.1.2. Mengidentifikasi dan mengungkapkan makna yang terdapat di dalam teks narrative.
1.2.Produk
1.2.1. Menceritakan kembali cerita dari teks narrative yang telah dibaca. 2. Afektif
2.1. Karakter
Perhatian, Saling mempercayai, Berani. 2.2. Skill Sosial.
Bertanya, menjadi pendengar yang baik, melakukan interaksi diskusi dengan baik. 2.3.Psikomotor
Membuat ringkasan cerita dari sebuah jenis teks narrative. Tujuan Pembelajaran:
1. Kognitif 1.1.Proses
1.1.1. Berdasarkan penjelasan dari guru, Murid-murid dapat menjelaskan makna yang ada di dalam teks narrative.
(2)
1.1.2. Para murid dapat membuat sebuah ringkasan cerita berdasarkan teks narrative yang dibaca oleh para siswa.
1.1.3. Para murid dapat memainkan permainan Guessing Game dengan baik dalam rangka meningkatkan vocabulary mereka.
1.2.Produk
1.2.1. Berdasarkan penjelasan yang diberikan oleh guru, murid-murid dapat membuat sebuah ringkasan cerita dari sebuah teks narrative.
1.2.2. Murid-murid dapat memainkan permainan Guessing Game untuk meningkatkan vocabulary mereka.
2. Afektif 2.1. Karakter
2.1.1. Dalam kegiatan belajar mengajar, Diharapkan bahwa murid-murid dapat untuk bersikap hormat, memperhatikan, dapat dipercaya dan berani.
2.2. Skill Sosial
2.2.1. Dalam proses belajar, murid-murid diharapkan dapat menunjukkan skill social mereka seperti bertanya, memberikan pendapat, menghargai pendapat teman. 2.3.Psikomotor
2.3.1. Dengan pengalaman para siswa, para siswa dapat memahami makna cerita yang terdapat pada teks narrative.
Materi Pembelajaran:
Ceritakan kembali contoh teks narrative yang telah kalian cari sebelumnya di depan kelas.
.
Model dan Metode Pembelajaran:
1. Model Pembelajaran : Pendekatan Kontekstual 2. Metode Pembelajaran : Diskusi
Alat:
(3)
Proses Belajar dan Mengajar: Pembukaan (± 10 menit)
Aktivitas
1. Guru menunjuk salah satu murid untuk memberi salam kepada guru. 2. Guru menyapa para siswa dan menanyakan bagaimana kabar mereka.
3. Guru menginstruksikan kepada siswa untuk memperhatikan tempat duduknya masing-masing apakah ada sampah atau tidak. Jika ada segera diambil dan dibersihkan oleh siswa. 4. Guru menanyakan mengenai materi yang diajarkan sebelumnya.
Kegiatan Utama (± 60 Menit)
Aktivitas
1. Guru menginstruksikan kepada siswa untuk duduk sesuai dengan kelompoknya yang telah dibuat pada pertemuan sebelumnya.
2. Guru meminta para siswa untuk mengeluarkan tugas mencari salah satu cerita teks narrative yang telah diminta sebelumnya.
3. Guru meminta 2 orang perwakilan tiap grup untuk menceritakan cerita yang dibawa grupnya masing-masing
4. Guru menuliskan vocabulary yang telah dikumpulkan oleh para siswa pada pertemuan selanjutnya di papan tulis.
5. Guru menuliskan arti dari masing-masing vocabulary tersebut di papan tulis. 6. Guru mengajarkan bagaimana cara mengucapkan vocabulary tersebut
7. Guru memberikan waktu 5 menit untuk para siswa menghafalkan vocabulary tersebut. 8. Setelah 5 menit, guru menunjuk secara acak siswa dan meminta beberapa siswa
menyebutkan arti kata yang diminta untuk mengecek sejauh mana siswa dapat menghafal.
Penutupan (±20 menit)
Aktivitas
1. Guru meminta siswa untuk mencatat dan meneruskan hafalan di rumah. 2. Guru memberikan kesempata kepada siswa untuk bertanya.
3. Guru menutup pertemuan dengan mengucapkan salam.
Sumber : LKS siswa: Cakrawala Karangan Putra Nugraha.
(4)
RPP
Nama Sekolah : MTs Darussalam Mata Pelajaran : Bahasa Inggris Kelas/ Semester : VIII/ 2
Alokasi Waktu : 2 X 45 menit (1 x pertemuan ) Tahun Ajaran : 2013/2014
Standar Kompetensi : Berbicara
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar : Mengungkapkan makna dalam teks lisan fungsional pendek sederhanadengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
Indikator :
1. Kognitif 1.1.Proses
1.1.1. Membaca salah satu jenis teks narrative.
1.1.2. Mengidentifikasi dan mengungkapkan makna yang terdapat di dalam teks narrative.
1.2.Produk
1.2.1. Menceritakan kembali cerita dari teks narrative yang telah dibaca. 2. Afektif
2.1.Karakter
Perhatian, Saling mempercayai, Berani. 2.2. Skill Sosial.
Bertanya, menjadi pendengar yang baik, melakukan interaksi diskusi dengan baik. 2.3.Psikomotor
Membuat ringkasan cerita dari sebuah jenis teks narrative. Tujuan Pembelajaran:
1. Kognitif 1.1.Proses
1.1.1. Berdasarkan penjelasan dari guru, Murid-murid dapat menjelaskan makna yang ada di dalam teks narrative.
1.1.2. Para murid dapat membuat sebuah ringkasan cerita berdasarkan teks narrative yang dibaca oleh para siswa.
(5)
1.1.3. Para murid dapat memainkan permainan Guessing Game dengan baik dalam rangka meningkatkan vocabulary mereka.
1.2.Produk
1.2.1. Berdasarkan penjelasan yang diberikan oleh guru, murid-murid dapat membuat sebuah ringkasan cerita dari sebuah teks narrative.
1.2.2. Murid-murid dapat memainkan permainan Guessing Game untuk meningkatkan vocabulary mereka.
2. Afektif 2.1.Karakter
2.1.1. Dalam kegiatan belajar mengajar, Diharapkan bahwa murid-murid dapat untuk bersikap hormat, memperhatikan, dapat dipercayadan berani.
2.2. Skill Sosial
2.2.1. Dalam proses belajar, murid-murid diharapkan dapat menunjukkan skill sosial mereka seperti bertanya, memberikan pendapat, menghargai pendapat teman. 2.3.Psikomotor
2.3.1. Dengan pengalaman para siswa, para siswa dapat memahami maknacerita yang terdapat pada teks narrative.
Materi Pembelajaran:
Ceritakan kembali contoh teks narrative yang telah kalian cari sebelumnya di depan kelas.
.
Model dan Metode Pembelajaran:
1. Model Pembelajaran : Pendekatan Kontekstual 2. Metode Pembelajaran : Diskusi
Alat:
1. LKS
Proses Belajar dan Mengajar: Pembukaan (± 10 menit)
Aktivitas
1. Guru menunjuk salah satu murid untuk memberi salam kepada guru. 2. Guru menyapa para siswadan menanyakan bagaimana kabar mereka.
(6)
3. Guru menginstruksikan kepada siswa untuk memperhatikan tempat duduknya masing-masing apakah ada sampah atau tidak. Jika ada segera diambil dan dibersihkan oleh siswa. 4. Guru menanyakan mengenai materi yang diajarkan sebelumnya.
Kegiatan Utama (± 60Menit)
Aktivitas
1. Guru menginstruksikan kepada siswa untuk duduk sesuai dengan kelompoknya yang telah dibuat pada pertemuan sebelumnya.
2. Guru meminta para siswa untuk mengeluarkan tugas mencari salah satu cerita teks narrative yang telah diminta sebelumnya.
3. Guru meminta 2 orang perwakilan tiap grup untuk menceritakan cerita yang dibawa grupnya masing-masing
4. Guru mempersiapkan permainan Guessing game.
5. Guru menjelaskan peraturan dan tata cara permainan guessing games.
6. Guru mengambil sebuah kotak yang berisi list vocabulary yang telah didiskusikan pada pertemuan sebelumnya.
7. Guru memanggil ketua kelompok untuk menggambil gambar pada sebuah kotak yang telah disediakan dan memperagakan kepada kelompoknya masing-masing. Kegiatan itu dilakukan secara bergantian.
Penutupan (±20menit)
Aktivitas
1. Guru menghitung perolehan skor di akhir permainan. 2. Guru mengevaluasi permainan yang telah dilakukan.
3. Guru kembali menjelaskan maknadan pemakaian vocabulary yang telah dimainkan di dalam permainan Guessing Game.
4. Guru memberikan kesempatan kepada siswa untuk bertanya apakah ada yang masih belum dipahami mengenai materi hari ini ataupun mengenai pekerjaan rumah.
5. Guru menutup pertemuan dengan mengucapkan salam.