THE EFFECT OF JUMBLED-LETTERS GAME TO IMPROVE VOCABULARY MASTERY OF THE SEVENTH-GRADE STUDENTS OF SMPN 3 BATU
CHAPTER 1
INTRODUCTION
This chapter discusses the background of study, statement of problem,
hypothesis, purpose of study, significance of study, scope and limitation, and
definition of key terms.
1.1 Background of the Study
Language is the most significant possession of human being. It is a
means of communication to transfer ideas, information, feeling and so on. Brown
(2000) states that language is a systematic, a set of arbitrary symbol human,
essentially although possibly not limited for human, acquired by all people in
much the same way. Language is also a key of successful second language
learning.
English is important for everyone who wants to gain access in this global
era. Now, English language has been used by people over the world. English is
really important for everyone to study and become tool that makes international
relationship with other countries. The importance of English as the key to the
international communication and commerce makes it compulsory subject for
students from the junior high school up to the senior high school.
According to Mukoroli (2011), vocabulary teaching and learning is a
constant challenge for teachers as well as students because historically there has
been minimal focus on vocabulary instruction in the ESL classroom. The ability
to master vocabulary is very crucial in junior high school. Vocabulary is as the
1
2
key to improve English achievement. Cameron (2003) says that building up a
useful vocabulary is central to the learning of a foreign language at primary level.
There are four skills that we learn in study English, such as listening, speaking,
reading and writing. All of them must be supported by vocabulary that can help us
in apply of the skill. Students who have a lot of vocabularies will be easy to
understand English learning process. Without good vocabulary mastery students
will face difficult in their study. When they do not know some vocabulary they
will feel frustrated in learning English.
Teaching vocabulary is not only conveying the meaning to the students
but also asking them to learn those words by heart. If teachers believe that the
words are worth explaining and learning, then it is important that they should do
this efficiently. Teachers should use different techniques and activities in teaching
English vocabulary to motivate the learners, enrich their vocabulary and enable
them to speak English properly.
Through game, students can improve their vocabulary. According to
Huyen (2003), the students feel bored learning new word by underlining new
word in their textbook and forgotten soon, they more active when they learn
vocabulary with game. So, vocabulary game is an ideal method to improve their
vocabulary skills because they subtly to enforce the skills without boring them. In
addition, Sari (2003) says that learning vocabulary through games is one effective
and interesting way that can be applied in any classroom. Then, vocabulary game
can help students not only enjoy and entertain the language that they learnt but
also practice it directly. Jumbled-letters is the one common game in the world.
3
Jumbled-letters Game can make fun and interesting learning vocabulary. They can
analyze the spelling word and the writing, play with words, and enjoy it. The goal
of using this game is that student will enjoy spelling word and writing, increase
their vocabulary, and easy to remember the word meaning.
In the previous study conducted by Muyasaroh (2007), it was found that
crossword puzzle and Jumbled-letters can increase students’ vocabulary mastery.
After used Jumbled-letters and crossword puzzle the researcher find that the
students’ vocabulary improved. The students’ average score was 5.49 in pre test,
6.25 in Cycle 1, 6.43 in Cycle 2 and 7.18 in Cycle 3. Besides gave positive
responses, students also had high motivation in learning vocabulary used game.
One of problem that was faced by the teacher and students is how to deal
with vocabulary. Sometimes, the students could master, understand, and
remember all of the vocabularies that the teacher explaining, but after they
finished their study they lost all of the vocabulary that they had learnt. Those
phenomena are faced by the students in SMPN 3 Batu. Based on the researcher’s
observation, she found that the students of SMPN 3 Batu felt difficult to
remember vocabulary that they have learnt after they finished their study. The
researcher also found that the students still have low mastery in vocabulary and
their spelling also need to be improved.
Based on the phenomena, it is necessary to create effective act supported
by effective media or activities in order to improve vocabulary mastery. This
study focuses on the students’ vocabulary mastery. So, the researcher decided to
4
do a research entitled the effect of Jumbled-letters Game to improve vocabulary
mastery of the seventh-grade students of SMPN 3 Batu.
1.2 Statement of Problem
Based on the background of the study above, the research problem can be
formulated as follows:
Does teaching vocabulary by using Jumbled-letters Game improve
vocabulary mastery of the seventh-grade students of SMPN 3 Batu ?
1.3 Hypothesis
The researcher states the hypothesis as below:
Ha : Jumbled-letters Game give significant effect to improve vocabulary mastery
of the seventh-grade students of SMPN 3 Batu.
Ho : Jumbled-letters Game does not give significant effect to improve vocabulary
mastery of the seventh- grade students of SMPN 3 Batu.
1.4 Purpose of Study
Based on the statement problems above, this study is intended to find out
the effect of Jumbled-letters Game to improve vocabulary mastery of the seventhgrade students of SMPN 3 Batu.
1.5 Significance of the Study
The researcher expects that this study can give valuable contribution in
education and have some advantages for several parties who are related to this
study :
5
1. Teachers
It is hope that the teacher can get additional information and select a suitable
technique in teaching vocabulary for students’ junior high school.
2. Students of English Department
This research can be used as a reference for the students’ of English
Department when they conduct teaching practice at school.
3. Next researcher
The result of this research is also expected to give benefit to next researchers
who want to conduct research on other subjects. Hopefully, this research can
provide additional information about technique in teaching vocabulary.
1.6 Scope and Limitation
The scope of the study focus on the use of Jumbled-letters Game as a
instructional media in teaching vocabulary. In addition, this study is limited to the
seventh-grade students of SMPN 3 Batu class D which consist of 32 students’ and
class E which consist of 31 students.
1.7 Definition of the Key Terms
Jumbled-letters Game is a game that allows students arrange letter to make a
word. Pictures and alphabets are used to construct words. This game is
played by the students to learn vocabulary.
Vocabulary is component of words or things. This study focus on the use of game
and selected topics related to the students’ needs. The topic includes
instruction, short notices, and warning/cautions.
6
Vocabulary mastery is students’ mastery on vocabulary that wants to be improved
by using picture and game.
THE EFFECT OF JUMBLED-LETTERS GAME TO IMPROVE
VOCABULARY MASTERY OF THE SEVENTH-GRADE
STUDENTS OF SMPN 3 BATU
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By :
Nova Arianti
NIM : 201110100311082
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
i
ii
iii
iv
MOTTO AND DEDICATIONS
ُ ِﺟْ ﺴﺪ ﺴ ﺴﻜْ ﺴ ْ ﺴ ﺴ ﺴﻚُ ﻏﺴ ﻓِ ﻓﺴﻨﺴﺪﺴ ﺴﺔ ﻌُﻘْﺒﻰﺴ ِ ﺴﻦْ ﻳﺴﺴﻜﺴ ﺴ
(Bersungguh-sungguhlah dan jangan bermala-malasan dan
jangan pula lengah, karena penyesalan itu bagi orang yang
bermalas-malasan)
“Formulas of a success are hard work, pray hard, and never
give up “
This thesis dedicated for
My beloved father Supir Gianto,
my beloved mother Sri Rianti R,
and my beloved little sister Dinda.
All of my family,
Thank you for everything
I LOVE YOU
v
ACKNOWLEGMENT
Alhamdulillah hirobil’alamin,
All praise to Allah SWT for giving a great blessing and guidance to the
writer, so that she can finish this thesis.
The researcher would like to express her deepest gratitude to the first
advisor, Dr. Sudiran, M.Hum for his time to help, advice, suggestion, and guide in
the process of writing this thesis. Then, the researcher also expresses her great
thanks to the second advisor, Santi Prastiyowati, M.Pd, for her patient in giving
correction, explanations, suggestions, and guide the writer to finish this thesis.
The deepest gratitude is also express to the headmaster of SMPN 3 Batu,
Djihad, M.Kpd and the teacher, Edy Winaryanto, S.Pd Who gave her opportunity
to conduct the research.
Furthermore, the special thanks to researcher’s family especially to
mother, Sri Rianti Rahajeng, father Supir Gianto, and beloved little sister Dinda
Fitri Melania for the greatest affection, pray, care, and support her to finish this
thesis.
Then, for the researcher’s roomate Wiwit Rahmawati who like a sister
and family thank you for your patient, support and accompanied her from first till
the end of our study in this university.
The researcher thanks to all of her friends in B class English Department,
especially Ika, Okta, Fifi, Shelfi, Ade who always helped and accompany her
vi
from first semester. Thanks to my boarding mate “kost merah” Pita, Ayu, Hasbi,
Diah, Titin for your support, kindness, friendship, and always being there.
May Allah bless them all for their help and contribution. Finally, the
researcher realizes this research is still far from being prefect, so the researcher
hopes the critics and suggestions to improve it to be better.
Writer,
Nova Arianti
vii
TABLE OF CONTENTS
COVER ............................................................................................................... i
APPROVAL PAGE BEFORE DEFENSE ....................................................... ii
APPROVAL PAGE AFTER DEFENSE .......................................................... iii
STATEMENT OF WORK’S ORIGINALITY ................................................. iv
MOTTO AND DEDICATION ........................................................................... v
ABSTRACT ......................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................. vii
TABLE OF CONTENTS.................................................................................... ix
LIST OF TABLE ................................................................................................ xi
LIST OF FIGURE .............................................................................................. xii
CHAPTER I INTRODUCTION
1.1 Background of Study ................................................................................ 4
1.2 Statement of Problem ................................................................................ 4
1.3 Hypothesis ................................................................................................. 4
1.4 Purpose of Study ....................................................................................... 4
1.5 Significance of Study ................................................................................ 4
1.6 Scope and Limitation ................................................................................ 5
1.7 Definition of Key Term ............................................................................. 5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching and Learning English .................................................................. 7
2.2 Teaching Vocabulary ................................................................................. 8
2.3 Technique of Teaching Vocabulary ........................................................... 9
2.4 Games ......................................................................................................... 13
2.5 The Advantage of Games ........................................................................... 15
2.6 Jumbled-Letters Game as the Technique of Teaching Vocabulary ........... 16
viii
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ......................................................................................... 18
3.2 Population and Sample ............................................................................... 19
3.3 Data Collection ........................................................................................... 20
3.3.1 Research Instrument ......................................................................... 20
3.3.2 Procedure of the Data Collection ..................................................... 21
3.4 Data Analysis ............................................................................................. 21
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ...................................................................................... 23
4.1.1 The Result of Pre-test ...................................................................... 23
4.1.2 The Result of Post-test ..................................................................... 24
4.1.3 The Result of Normality Testing ..................................................... 25
4.1.4 The Result of Homogeneous Testing ............................................... 26
4.1.5 The Result of Dependent T-test ....................................................... 27
4.1.6 The Result of Hypothesis Testing .................................................... 28
4.2 Discussion .................................................................................................. 30
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion .................................................................................................. 34
5.2 Suggestions ................................................................................................. 35
REFERENCES .................................................................................................... 37
APPENDICES ..................................................................................................... 40
ix
LIST OF TABLE
Table 3.1 Nonrandomized Control Group, Pre-test Post-test Design ................... 19
Table 4.1 The Result of Pre-test ............................................................................ 24
Table 4.2 The Result of Post-test .......................................................................... 25
Table 4.3 The Result of Normality Testing of Control Group and
Experimental Group ............................................................................. 26
Table 4.4 The Result of Homogeneous Testing .................................................... 27
Table 4.5 The Result of Dependent Test of Experimental Class .......................... 27
Table 4.6 The Result of Dependent Test of Control Class ................................... 28
Table 4.7 The Result of Independent Sample T-test ............................................. 29
x
LIST OF FIGURE
2.1 Example of Word Card .................................................................................. 11
2.2 Examples of the Picture and Jumbled-Letters................................................ 16
2.3 Example of the Alphabet ............................................................................... 17
2.4 Example of Match and Stamp the Correct Answer........................................ 18
xi
REFERENCES
Ary. et al. 2010. Introduction to Research in Education. Wadsworth: Wadsworth
Engage Learning.
A’yun, Qurrota. 2012. Improving Vocabulary Mastery Using Beberan Board
Game for Grade 8 Students in SMPN Plus Hidayatul Mubtadia’in
Singosari Malang. Malang: Unpublished Thesis UMM
Brown, Douglas. 2000. Principle of Language Learning and Teaching. San
Fransisco: Longman.
Cameron, Lynne. 2003. Teaching Language to Young Learners. Cambridge:
Cambridge University Press.
Deesri, Angkana. 2002. Games in the ESL and EFL class. The Interenet TESL
Journal, 8(9). Retrieved from http://iteslj.org/Techniques/DeesriGames.html. Accessed on July 22nd, 2015
Fambudi, Angga and Wicaksono, Bayu. 2014. A Study on the Teaching Method
of Speaking English by Using Debate as Used by Debate Coach at ILF of
the University Muhammadiyah Malang. CELTIC, 1(1), 22. Malang: UMM
Press.
Fajriyah, Annnahdhi and Wahyuni, Erly. 2014. The Discovery Learning Activities
of “Science is Fun” Program of Kompas TV to Teach English for Young
Learners. A Journal of CELTIC, 1(1), 48. Malang: UMM Press.
Hadfield, Jill. 2001. Intermediate Vocabulary Games. England: Longman.
Harmer, Jeremy. 2009. The Practice of English Language Teaching. Cambridge:
Longman.
Hiebert, Elfrieda and Kamil, Michael. 2005. Teaching and Learning Vocabulary.
London: Lawrence Erlbaum Associates.
Huyen, Nguyen T T and Nga, Khuat T T. 2003. “The Effectiveness of Learning
Vocabulary Through Games”. Asian EFL Journal. (Online)
(http://www.asian-efl-journal.com/dec_03_vn.pdf). Accessed on January
2th, 2015
Latief, Mohammad. 2014. Research Methods on Language Learning an
Introduction. Malang: State University of Malang Press.
xii
Mukoroli, Joseph. 2011. “Effective Vocabulary Teaching Strategies for the
English for Academic Purposes Esl Classroom”. MA TESOL Collection.
(Online) (http://digitalcollections.sit.edu/ipp_collection/501/). Accessed on
February 16th, 2015
Muyasaroh. 2007. Increasing the Students’ Vocabulary Mastery Through Games
at the Third Year of Madrasah Tsanawiyah Negeri Genteng Banyuwangi.
Malang: Unpublished Thesis UNISMA
Sari, Ghada. 2003. “Using Games in Teaching Vocabulary”. (Online)
(http://opimetodikaiigodina.pbworks.com/f/teaching+vocabulary+using+g
ames.pdf). Accessed on January 2th, 2015
Sudijono, Anas. 2010. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo
Persada.
Thornbury, Scott. 2002. How to Teach Vocabulary. London: Longman.
xiii
INTRODUCTION
This chapter discusses the background of study, statement of problem,
hypothesis, purpose of study, significance of study, scope and limitation, and
definition of key terms.
1.1 Background of the Study
Language is the most significant possession of human being. It is a
means of communication to transfer ideas, information, feeling and so on. Brown
(2000) states that language is a systematic, a set of arbitrary symbol human,
essentially although possibly not limited for human, acquired by all people in
much the same way. Language is also a key of successful second language
learning.
English is important for everyone who wants to gain access in this global
era. Now, English language has been used by people over the world. English is
really important for everyone to study and become tool that makes international
relationship with other countries. The importance of English as the key to the
international communication and commerce makes it compulsory subject for
students from the junior high school up to the senior high school.
According to Mukoroli (2011), vocabulary teaching and learning is a
constant challenge for teachers as well as students because historically there has
been minimal focus on vocabulary instruction in the ESL classroom. The ability
to master vocabulary is very crucial in junior high school. Vocabulary is as the
1
2
key to improve English achievement. Cameron (2003) says that building up a
useful vocabulary is central to the learning of a foreign language at primary level.
There are four skills that we learn in study English, such as listening, speaking,
reading and writing. All of them must be supported by vocabulary that can help us
in apply of the skill. Students who have a lot of vocabularies will be easy to
understand English learning process. Without good vocabulary mastery students
will face difficult in their study. When they do not know some vocabulary they
will feel frustrated in learning English.
Teaching vocabulary is not only conveying the meaning to the students
but also asking them to learn those words by heart. If teachers believe that the
words are worth explaining and learning, then it is important that they should do
this efficiently. Teachers should use different techniques and activities in teaching
English vocabulary to motivate the learners, enrich their vocabulary and enable
them to speak English properly.
Through game, students can improve their vocabulary. According to
Huyen (2003), the students feel bored learning new word by underlining new
word in their textbook and forgotten soon, they more active when they learn
vocabulary with game. So, vocabulary game is an ideal method to improve their
vocabulary skills because they subtly to enforce the skills without boring them. In
addition, Sari (2003) says that learning vocabulary through games is one effective
and interesting way that can be applied in any classroom. Then, vocabulary game
can help students not only enjoy and entertain the language that they learnt but
also practice it directly. Jumbled-letters is the one common game in the world.
3
Jumbled-letters Game can make fun and interesting learning vocabulary. They can
analyze the spelling word and the writing, play with words, and enjoy it. The goal
of using this game is that student will enjoy spelling word and writing, increase
their vocabulary, and easy to remember the word meaning.
In the previous study conducted by Muyasaroh (2007), it was found that
crossword puzzle and Jumbled-letters can increase students’ vocabulary mastery.
After used Jumbled-letters and crossword puzzle the researcher find that the
students’ vocabulary improved. The students’ average score was 5.49 in pre test,
6.25 in Cycle 1, 6.43 in Cycle 2 and 7.18 in Cycle 3. Besides gave positive
responses, students also had high motivation in learning vocabulary used game.
One of problem that was faced by the teacher and students is how to deal
with vocabulary. Sometimes, the students could master, understand, and
remember all of the vocabularies that the teacher explaining, but after they
finished their study they lost all of the vocabulary that they had learnt. Those
phenomena are faced by the students in SMPN 3 Batu. Based on the researcher’s
observation, she found that the students of SMPN 3 Batu felt difficult to
remember vocabulary that they have learnt after they finished their study. The
researcher also found that the students still have low mastery in vocabulary and
their spelling also need to be improved.
Based on the phenomena, it is necessary to create effective act supported
by effective media or activities in order to improve vocabulary mastery. This
study focuses on the students’ vocabulary mastery. So, the researcher decided to
4
do a research entitled the effect of Jumbled-letters Game to improve vocabulary
mastery of the seventh-grade students of SMPN 3 Batu.
1.2 Statement of Problem
Based on the background of the study above, the research problem can be
formulated as follows:
Does teaching vocabulary by using Jumbled-letters Game improve
vocabulary mastery of the seventh-grade students of SMPN 3 Batu ?
1.3 Hypothesis
The researcher states the hypothesis as below:
Ha : Jumbled-letters Game give significant effect to improve vocabulary mastery
of the seventh-grade students of SMPN 3 Batu.
Ho : Jumbled-letters Game does not give significant effect to improve vocabulary
mastery of the seventh- grade students of SMPN 3 Batu.
1.4 Purpose of Study
Based on the statement problems above, this study is intended to find out
the effect of Jumbled-letters Game to improve vocabulary mastery of the seventhgrade students of SMPN 3 Batu.
1.5 Significance of the Study
The researcher expects that this study can give valuable contribution in
education and have some advantages for several parties who are related to this
study :
5
1. Teachers
It is hope that the teacher can get additional information and select a suitable
technique in teaching vocabulary for students’ junior high school.
2. Students of English Department
This research can be used as a reference for the students’ of English
Department when they conduct teaching practice at school.
3. Next researcher
The result of this research is also expected to give benefit to next researchers
who want to conduct research on other subjects. Hopefully, this research can
provide additional information about technique in teaching vocabulary.
1.6 Scope and Limitation
The scope of the study focus on the use of Jumbled-letters Game as a
instructional media in teaching vocabulary. In addition, this study is limited to the
seventh-grade students of SMPN 3 Batu class D which consist of 32 students’ and
class E which consist of 31 students.
1.7 Definition of the Key Terms
Jumbled-letters Game is a game that allows students arrange letter to make a
word. Pictures and alphabets are used to construct words. This game is
played by the students to learn vocabulary.
Vocabulary is component of words or things. This study focus on the use of game
and selected topics related to the students’ needs. The topic includes
instruction, short notices, and warning/cautions.
6
Vocabulary mastery is students’ mastery on vocabulary that wants to be improved
by using picture and game.
THE EFFECT OF JUMBLED-LETTERS GAME TO IMPROVE
VOCABULARY MASTERY OF THE SEVENTH-GRADE
STUDENTS OF SMPN 3 BATU
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By :
Nova Arianti
NIM : 201110100311082
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
i
ii
iii
iv
MOTTO AND DEDICATIONS
ُ ِﺟْ ﺴﺪ ﺴ ﺴﻜْ ﺴ ْ ﺴ ﺴ ﺴﻚُ ﻏﺴ ﻓِ ﻓﺴﻨﺴﺪﺴ ﺴﺔ ﻌُﻘْﺒﻰﺴ ِ ﺴﻦْ ﻳﺴﺴﻜﺴ ﺴ
(Bersungguh-sungguhlah dan jangan bermala-malasan dan
jangan pula lengah, karena penyesalan itu bagi orang yang
bermalas-malasan)
“Formulas of a success are hard work, pray hard, and never
give up “
This thesis dedicated for
My beloved father Supir Gianto,
my beloved mother Sri Rianti R,
and my beloved little sister Dinda.
All of my family,
Thank you for everything
I LOVE YOU
v
ACKNOWLEGMENT
Alhamdulillah hirobil’alamin,
All praise to Allah SWT for giving a great blessing and guidance to the
writer, so that she can finish this thesis.
The researcher would like to express her deepest gratitude to the first
advisor, Dr. Sudiran, M.Hum for his time to help, advice, suggestion, and guide in
the process of writing this thesis. Then, the researcher also expresses her great
thanks to the second advisor, Santi Prastiyowati, M.Pd, for her patient in giving
correction, explanations, suggestions, and guide the writer to finish this thesis.
The deepest gratitude is also express to the headmaster of SMPN 3 Batu,
Djihad, M.Kpd and the teacher, Edy Winaryanto, S.Pd Who gave her opportunity
to conduct the research.
Furthermore, the special thanks to researcher’s family especially to
mother, Sri Rianti Rahajeng, father Supir Gianto, and beloved little sister Dinda
Fitri Melania for the greatest affection, pray, care, and support her to finish this
thesis.
Then, for the researcher’s roomate Wiwit Rahmawati who like a sister
and family thank you for your patient, support and accompanied her from first till
the end of our study in this university.
The researcher thanks to all of her friends in B class English Department,
especially Ika, Okta, Fifi, Shelfi, Ade who always helped and accompany her
vi
from first semester. Thanks to my boarding mate “kost merah” Pita, Ayu, Hasbi,
Diah, Titin for your support, kindness, friendship, and always being there.
May Allah bless them all for their help and contribution. Finally, the
researcher realizes this research is still far from being prefect, so the researcher
hopes the critics and suggestions to improve it to be better.
Writer,
Nova Arianti
vii
TABLE OF CONTENTS
COVER ............................................................................................................... i
APPROVAL PAGE BEFORE DEFENSE ....................................................... ii
APPROVAL PAGE AFTER DEFENSE .......................................................... iii
STATEMENT OF WORK’S ORIGINALITY ................................................. iv
MOTTO AND DEDICATION ........................................................................... v
ABSTRACT ......................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................. vii
TABLE OF CONTENTS.................................................................................... ix
LIST OF TABLE ................................................................................................ xi
LIST OF FIGURE .............................................................................................. xii
CHAPTER I INTRODUCTION
1.1 Background of Study ................................................................................ 4
1.2 Statement of Problem ................................................................................ 4
1.3 Hypothesis ................................................................................................. 4
1.4 Purpose of Study ....................................................................................... 4
1.5 Significance of Study ................................................................................ 4
1.6 Scope and Limitation ................................................................................ 5
1.7 Definition of Key Term ............................................................................. 5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching and Learning English .................................................................. 7
2.2 Teaching Vocabulary ................................................................................. 8
2.3 Technique of Teaching Vocabulary ........................................................... 9
2.4 Games ......................................................................................................... 13
2.5 The Advantage of Games ........................................................................... 15
2.6 Jumbled-Letters Game as the Technique of Teaching Vocabulary ........... 16
viii
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ......................................................................................... 18
3.2 Population and Sample ............................................................................... 19
3.3 Data Collection ........................................................................................... 20
3.3.1 Research Instrument ......................................................................... 20
3.3.2 Procedure of the Data Collection ..................................................... 21
3.4 Data Analysis ............................................................................................. 21
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ...................................................................................... 23
4.1.1 The Result of Pre-test ...................................................................... 23
4.1.2 The Result of Post-test ..................................................................... 24
4.1.3 The Result of Normality Testing ..................................................... 25
4.1.4 The Result of Homogeneous Testing ............................................... 26
4.1.5 The Result of Dependent T-test ....................................................... 27
4.1.6 The Result of Hypothesis Testing .................................................... 28
4.2 Discussion .................................................................................................. 30
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion .................................................................................................. 34
5.2 Suggestions ................................................................................................. 35
REFERENCES .................................................................................................... 37
APPENDICES ..................................................................................................... 40
ix
LIST OF TABLE
Table 3.1 Nonrandomized Control Group, Pre-test Post-test Design ................... 19
Table 4.1 The Result of Pre-test ............................................................................ 24
Table 4.2 The Result of Post-test .......................................................................... 25
Table 4.3 The Result of Normality Testing of Control Group and
Experimental Group ............................................................................. 26
Table 4.4 The Result of Homogeneous Testing .................................................... 27
Table 4.5 The Result of Dependent Test of Experimental Class .......................... 27
Table 4.6 The Result of Dependent Test of Control Class ................................... 28
Table 4.7 The Result of Independent Sample T-test ............................................. 29
x
LIST OF FIGURE
2.1 Example of Word Card .................................................................................. 11
2.2 Examples of the Picture and Jumbled-Letters................................................ 16
2.3 Example of the Alphabet ............................................................................... 17
2.4 Example of Match and Stamp the Correct Answer........................................ 18
xi
REFERENCES
Ary. et al. 2010. Introduction to Research in Education. Wadsworth: Wadsworth
Engage Learning.
A’yun, Qurrota. 2012. Improving Vocabulary Mastery Using Beberan Board
Game for Grade 8 Students in SMPN Plus Hidayatul Mubtadia’in
Singosari Malang. Malang: Unpublished Thesis UMM
Brown, Douglas. 2000. Principle of Language Learning and Teaching. San
Fransisco: Longman.
Cameron, Lynne. 2003. Teaching Language to Young Learners. Cambridge:
Cambridge University Press.
Deesri, Angkana. 2002. Games in the ESL and EFL class. The Interenet TESL
Journal, 8(9). Retrieved from http://iteslj.org/Techniques/DeesriGames.html. Accessed on July 22nd, 2015
Fambudi, Angga and Wicaksono, Bayu. 2014. A Study on the Teaching Method
of Speaking English by Using Debate as Used by Debate Coach at ILF of
the University Muhammadiyah Malang. CELTIC, 1(1), 22. Malang: UMM
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