When the students get their card, the other students who have not get the card then ask yesno questions to determine what
kind of job is written on their friend’s card. Tell the student who get the job card to keep a note from the
number of question asked by their friends. They win one point for each question asked. While the person who eventually
guessed the jobs gets three points and is next to pick a card. But if the next student guesses further jobs correctly, that student
gets three points again and nominates a different student to choose the next card.
Continue this games for an appropriate time or until all the cards have been used.
3 Variation
This may also be used as a follow-up after doing the main activity or can be done in the next meeting.
Give each pair a job card and a piece of sticky tape. Tell them to stick their
card on another student’s back and make sure that the student does not know what the card is.
Students then move around the classroom asking each other five yesno questions in order to discover their job.
The student they ask the question to looks at the card on their back and give the appropriate answer.
The game continues until all the students have identified their jobs.
4 Follow-up
As a follow-up activity, the teacher gives each student a copy of the cards. Ask them to mark five jobs they would most like
to do with a tick and the five jobs they would least like to do across. Then compare what they have marked with other
students in their groups. The students explain why they would or would not like to do the jobs they marked. If there is enough
time, check out with the whole class which were the most and the least popular jobs.
5 Homework
As for homework, the students need to choose any job from the activity and write a paragraph about why they would or would
not like to do that job. Then divide the page into tree columns with the following
headings: Job, Good points, Bad points. Choose ten jobs from the card and write down a good and bad point from each job you
choose, e.g. accountant earn a lot of money work can be boring.
22
CHAPTER III RESEARCH METHODOLOGY
A. The Place and Time of the Research
The writer held this research at the seventh grades of SMP Negeri 18 Tangerang. The address of this school is Perum Poris Indah, Blok G,
Cipondoh, Kota Tangerang, Banten 15148. This research was held from January 7
st
to January 31
th
, 2014.
B. The Method of the Research
This research used quasi-experimental method to test whether card games are effective as one of the alternative ways of teaching vocabulary. In
the beginning of this research the writer held a pre-test in all the class at the seventh grade of SMP Negeri 18 Tangerang to know their English
competence. After knowing the result of the pre-test, the writer chose two classes which have relatively equal scored as the sample. The first class was
chosen as the experiment class and the second one as the control class. Then, she taught the experiment class by using card games and in the control class
the writer taught the student’s by conventional teaching ways. The last, the writer gave a post-test to both classes to know whether there was significant
difference to the use of card games technique in teaching vocabulary.
C.
The Population and Sample
The population in this research is the students’ of the seventh grade of SMP Negeri 18 Tangerang
. There are 400 students’ of the seventh grade. In selecting the sample of this research, the writer used simple random sampling.
The writer took 80 students which are divided into two classes. The first class
was the experiment class X consist s of 40 students’ and the control class also
Y consisted of 40 students’.
D. The Technique of Data Collection
The writer did a test to obtain the data of student’s vocabulary achievement by using card games. There are two kinds of tests in this research
the pre-test and post-test. Both of the tests were an objective test, a multiple- choice test that consists of 50 questions about vocabulary. The writer used the
result of pre-test and post-test from both classes to identify the effectiveness of using card games technique in teaching vocabulary. The writer used
“ANATEST” software version 4.0.9 developed by Drs. Karno To, M.Pd and Yudi Wibisono, ST to score the reliability and validity of the instrument used.
E. The Technique of Data Analysis
After collecting the data the writer needed for this research, the writer compared the post-test score from both of the classes to know the average of
gained score. The higher gained score indicated the influence of using card games technique in teaching vocabulary. According to Anas Sudijono, the
formula used to test the difference between the two means is t-test.
1
The procedures of calculation were: a. Determining mean of variable X with formula:
∑
1
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2011, pp.346-348.
