2. Non-Test Instrument
The writer observed the school situation, the class condition, and the English curriculum of the VIII grade students. In this case, the writer acted as
a teacher and an observer who observed the teaching and learning process. Therefore, this technique can be categorized as participant process.
E. Technique of Data Analysis
For the next step of research is processing the data. The writer used the comparative technique. The comparative technique is an analysis technique to
evaluated hypothesis concerning to the differences between two variables examined statistically.
In the comparative technique, the variables are compared to know whether differences are significant. The writer used t-test to find out the differences score
of students’ achievement in teaching vocabulary by using crossword puzzle game or without using it which adapted from Anas Sudijono.
The formula as is follows: 1. Determining Mean of variable X, with formula:
= ∑
: The average of gained score mean of variable X ∑ : Sum gained score variable X
N: number of students 2. Determining Mean of variable Y, with formula:
=
∑
: The average of gained score mean of variable Y ∑ : Sum gained score variable Y
N: number of students 3. Determining Standard Deviation Score of Variable X, with formula:
� = √
∑
� : Standard deviation score of variable X
∑ : Sum of squared gained score variable X : Number of the students
4. Determining Standard Deviation Score of Variable Y, with formula: � = √
∑
2
� : Standard deviation score of variable Y ∑ : Sum of squared gained score variable Y
: Number of students 5. Determining standard error mean of variable X, with formula:
�
�
=
� √ −
�
�
: Standard error mean of variable X � : Standard deviation of variable X
: Number of the students 6. Determining standard error mean of variable Y, with formula:
� =
� √ −
� : Standard error mean of variable Y
� : Standard deviation of variable Y : Number of the students
7. Determining standard error mean of difference mean of variable X and mean of variable Y, with formula:
�
�−
= √�
�
+ � �
�−
: Standard error of difference mean of variable X and mean of variable Y
�
�
: Sum of squared standard error mean of variable X �
: Sum of squared standard error mean of variable Y 8. Determining t0 with formula:
� =
− �
� −�
� : t observation
: Mean of variable X : Mean of variable Y
�
−
: Standard error mean of difference mean of variable X and mean of variable Y
9. Determining t-table in significant level 5 and 1 with df. df =
+ −
df: degree of freedom N1: number of students controlled class
N2: number of students experimental class
2
F. Statistical Hypothesis
The Statistical hypotheses of this research can be seen as: 1.
� = μ
1
= μ
2
: Crossword puzzle game is not effective on students’
vocabulary mastery for the second grade students of SMP Puspita Bangsa Ciputat.
2. �
�
= μ
1
≠ μ
2
: Crossword puzzle game is not effective on students’
vocabulary mastery for the second grade students of SMP Puspita Bangsa Ciputat.
And then the criteria used as follows: 1. If –test t
t-table t
t
in significant degree or α alpha of 0.01 H null
hypothesis is rejected. It means that the rates of mean score of the experimental class are higher than the controlled class. The using of
crossword puzzle game is effective on students’ vocabulary mastery. 2. If –test t
t-table t
t
in significant degr ee or α alpha of 0.01 H
null hypothesis is accepted. It means that the rates of mean score of the
experimental class are same or lower than the controlled class. The using of crossword puzzle game is effective on students’ vocabulary mastery.
2
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo Persada, 2006, pp. 315-316.
CHAPTER IV RESEARCH FINDING AND INTERPRETATION
A. Research Finding 1. Data Description
To know the result of the tests pre-test and post-test, the writer displayed the table of students score from both classes the experimental class and the
control class. There were 40 items of question on the test; score for whole items were 100. The form of the test and the key answer can be seen in
appendix.
Table 4.1 The Test Result of Experimental Class
by using Crossword Puzzle Game Students
Experimental Class Gained Score
Pre Test Post Test
1 50
60 10
2 70
75 5
3 50
75 25
4 55
85 30
5 45
80 35
6 45
60 15
7 35
30 -5
8 75
85 10
9 70
85 15
10 55
80 25
11 60
60 12
60 70
10 13
70 80
10 14
55 70
15 15
65 75
10 16
40 80
40 17
50 60
10 18
55 85
30 19
30 60
30 20
55 80
25 21
75 95
20 22
55 60
5
Students Experimental Class
Gained Score Pre Test Post Test
23 50
70 20
24 55
50 -5
25 45
85 40
26 65
75 10
27 60
75 15
28 65
65 29
65 75
10 30
65 75
10 31
45 80
35 32
55 80
25 33
70 90
20 34
55 65
10 35
60 70
10
Σ n = 35 Σ = 1975 Σ =2545
Σ = 570 AVERAGE
56.42 72.71
1628 MAX
75 95
40
Ratio Scale Calculation of Gained Score Experimental Class: -5,-
5,0,0,5,5,10,10,10,10,10,10,10,10,10,10,10,15,15,15,15,20,20,20,25,25,25,25, 30,30,30,35,35,40,40
1 n= 35 2 X
min
=-5, X
max
=40. Range: 40 – -10 =45
3 K=1+3.322 log
n
K= 1+3.322 logn
35
= 6.12 = 6 4 Interval i = = = 7.5 = 8
Table 4.2 Table Frequency Gained Score of Experimental Class
Interval Gained Score Frequency Percentage
-5 – 0
4 11
1 – 6
2 5
7 – 12
11 31
13 – 18
4 11
19 – 24
3 8
Interval Gained Score Frequency Percentage
25 – 30
7 20
31 – 36
2 5
37 – 42
2 5
From the table above, it can be seen that most of students got gained score in the interval 7
– 12. In the other word there were 31 students who got gained score between 7 up to 12 point. In the experimental class the higher
gained score was 40 and the lowest was -5.
Table 4.3 The Test Result of Controlled Class
without Using Crossword Puzzle Game Students
Controlled Class Gained Score
Pre Test Post Test
1 65
70 5
2 65
60 -5
3 60
60 4
65 55
-5 5
75 80
5 6
40 30
-10 7
30 35
5 8
80 90
10 9
40 50
10 10
80 85
5 11
65 80
15 12
50 50
13 50
45 -5
14 65
80 15
15 70
75 5
16 50
65 15
17 55
60 5
18 60
85 25
19 75
70 -5
20 75
90 15
21 65
60 -5
22 65
70 5
23 70
80 10
24 50
60 10
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