THE EFFECTIVENESS OF TREASURE HUNT GAME TO IMPROVE ELEMENTARY SCHOOL STUDENT’S ENGLISH VOCABULARY MASTERY (Quasi Experimental Research of the Fourth Graders of SD Islam Darul Huda Semarang in the Academic Year 2016/2017) - Unissula Repository
APPROVAL
A Final Project
THE EFFECTIVENESS OF TREASURE HUNT GAME TO IMPROVE
ELEMENTARY SCHOOL STUDENT’S ENGLISH VOCABULARY
MASTERY(Quasi Experimental Research of the Fourth Graders of SD Islam Darul Huda Semarang in the Academic Year 2016/2017)
Prepared and Presented by:
Dewi Masitoh 31801200410
This final project has been approved by the advisor to be examined
rd Approved by: Semarang, April 3 , 2017 Advisor Choiril Anwar S.Pd.,M.Pd NIK. 210815024
VALIDATION
A Sarjana Pendidikan Final Project on
THE EFFECTIVENESS OF TREASURE HUNT GAME TO IMPROVE
ELEMENTARY SCHOOL STUDENT’S ENGLISH VOCABULARY
MASTERY
(Quasi Experimental Research of the Fourth Graders of SD Islam Darul Huda Semarang
Prepared and Presented by:
Dewi Masitoh
31801200410
Defended before the board of Examiners On April and declared acceptable
Board of Examiners
Chairman : Choiril Anwar, S.Pd., M.Pd. ____________________
Secretary : Huyi Intan Sari, S.Pd., M.Pd. ____________________
Member : Kurniawan Yudhi N., S.Pd., M.Pd. ____________________
Semarang, April 3, 2017
Dean of FBIK Sultan Agung Islamic University Hartono, S.S., M.Pd. NIK. 210496038
STATEMENT OF WORK’S ORIGINALITY
Hereby, I honestly declare that the undergraduate final project I wrote does not contain the works of other people, except those which are citied in the quotations and references as a scientific paper should. If my statement is not valid in the future, I absolutely agree to accept an academic sanction in the form of revocation of my paper and my degree obtained from the paper.
Semarang, April 3, 2017 The Researcher
Dewi Masitoh NIM. 31801200410 ABSTRACT Masitoh, Dewi. 2017. The Effectiveness of Treasure Hunt Game to Improve
Elementary School Student’s English Vocabulary Mastery (Quasi Experimental
Research of the Fourth Graders of SD Islam Darul Huda Semarang in the
Academic Year 2016/2017). English Language Education Study. Facuty of
language and Communication Science. Program Bachelor Degree. Sultan Agung Islamic University Semarang. Advisor: Choiril Anwar, S.Pd., M.Pd. The objective of this study was to find out whether the use of Treasure Hunt Game is effective to improve students’ English vocabulary mastery in the fourth graders of SD Islam Darul Huda Semarang in the academic year of 2016/2017. The researcher used quasi experimental method and chose two classes as the sample, they were: IVA grade as experimental class with 36 students and IVB grade as control class with 37 students. In this study, the researcher collected the data in three steps: pre-test, treatment, and post-test to look for the data, then they were analyzed by using SPSS for Windows Version 21.0. The result of this study showed that there was a significant difference in the mean score of post-test in both group. The mean of post-test in experimental group was 88.00. Whereas the mean of post-test in control group was 76.32. Based on independent t-test, the result of independent sample t-test for post-test showed that t-value was 3.411. The sig (2-tailed) of t-test for equality of means = 0.001 < 0.05. It means that there was a significant difference in the mean score student’s skills achievement between the experimental and control group. So, it could be concluded that H
1
was accepted and H was rejected, meaning that the use of Treasure Hunt game was effective to improve students’ vocabulary mastery.
Keywords: Treasure Hunt Game, Vocabulary Mastery.
INTISARI Masitoh, Dewi. 2017. The Effectiveness of Treasure Hunt Game to Improve
Elementary School Student’s English Vocabulary Mastery (Quasi Experimental
Research of the Fourth Graders of SD Islam Darul Huda Semarang in the
Academic Year 2016/2017). Program Studi Pendidikan Bahasa Inggris. Fakultas
Bahasa dan Ilmu Komunikasi Sarjana Pendidikan, Universitas Islam Sultan Agung Semarang. Pembimbing: Choiril Anwar, S.Pd., M.Pd. Penelitian ini bertujuan untuk menemukan penggunaan “Treasure Hunt Game” efektif untuk meningkatkan kemampuan kosakata bahasa Inggris siswa di Kelas
IV SD Islam Darul Huda Semarang pada tahun ajaran 2016/2017. Peneliti menggunakan metode quasi experimental dan memilih duakelas sebagai sampel, kelas tersebut adalah kelas IVA sebagai kelas eksperimental dengan 36 siswa dan kelas IVB sebagai kelas control dengan 37 siswa. Dalam penelitian ini, peneliti mengumpulkan data dalam tigat tahap: pre-test, treatment, dan post-test untuk mencari data kemudian mereka dianalisis dengan menggunakan SPSS 21.0 untuk Windows. Hasil dari penelitian ini menunjukkan adanya perpedaan yang signifikan dalam hasil post-test di kedua kelas tersebut. Nilai rata-rata post-test untuk kelompok eksperimentala dalah 88.00 Sedangkan nilai rata-rata post-test untuk kelompok control adalah 76.32. Hasil T-value post-test t-value 3.411. Sig (2-tailed) dari t-test equality of means = 0.001 < 0.05. Hal tersebut menunjukan perbedaan yang signifikan dalam pencapaian kemampuan belajar siswa antara experimental dan control grup. Jadi dapat disimpulkan bahwa H
1 diterima dan H
ditolak, dalam artian Treasure Hunt Game efektif dalam meningkatkan penguasaan kosakata siswa.
Kata kunci: Treasure Hunt game, penguasaan kosakata.
MOTTO
“Whoever came out to seek knowledge then he is on the path of Allah” (HR.Turmudzi)
DEDICATION
This final project is especially dedicated to: My beloved parents Bapak Moh.Umar and Ibu Ngatimah who always give
- me spirit, support, prayers and motivation to finish this final project.
- My sister Nur Chasanah, S.Pd.I and her husband Ghufronul Muqorrobin, who always give me spirit and support.
ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin. All praises be to Allah, the Lord of the worldfor His mercies and blessings to enable the researcher to finish this final project completely. In this opportunity, the researcher would be very grateful to many people who helped her in finishing this final project. The researcher would like to express her sincere gratitude to:
1. H. Anis Malik Thoha, L,C., M.A., Ph.D. as the Rector of UNISSULA.
2. Hartono, S.S., M.Pd. as the Dean of Language and Communication Science.
3. Dian Marhaeni Kurdaninsih, S.Sos., M.Si as the secretary of of Language and Communication Science.
4. Kurniawan Yudhi Nugroho, S.Pd., M.Pd. as the Head of English Education Program of Language and Communication Science.
5. Choiril Anwar, S.Pd., M.Pd. as her advisor who always gave her guidance and help to finish this final project.
6. Huyi Intan Sari, S.Pd., M.Pd., who has given guidance in completing her proposal writing.
7. All of lecturers and staffs of Language and Communication Science UNISSULA, who have given motivation, lesson, support and precious knowledge during her study.
8. Slamet Nurul Aini, S.Pd.I. as the Headmaster of SD Islam Darul Huda who has given his permission to do this research.
9. Siti Munasyaroh, S.Pd.I and Dian Noor Ekowati, S.Pd. as teacher in SD Islam Darul Huda for his help and cooperation during her study.
10. Researcher’s family and especially her beloved parents and sister for loving, supporting and giving her motivation in finishing my final project.
11. Her best friend Kariyan A.J.F. who always support her.
12. For all of my friends, Niswa, Fadhilah, Afifah, Lala, Amel, Lutfi and all of my friends in E1 class who always give support and knowledge that had shared with her.
13. The great family of Education Program 12 of College of Languages.
Finally, the researcher realizes that this final project has not been still being perfect. However, the researcher hopes that this final project will be useful for the readers.
Semarang, April 3, 2017 Dewi Masitoh 31801200410
TABLE OF CONTENTS
CHAPTER I INTRODUCTION This chapter discusses background of the study, reasons for choosing the topic,
research question, hypothesis, objectives of the study, limitation of the study, significance of the study, definition of key terms, and outline of the study.
1.1 Background of the Study English is the first foreign language taught to students of elementary school.
Teaching English in elementary has been accepted in Indonesia in line with the government’s plan on the nine years basic education. In the elementary school, English is taught as one of the local content. The aim of it is to motivate them to be ready and have self confident in learning english at higher level education.
Students of elementary school just learn English in simple pattern (vocabulary, grammar, pronunciation, etc.) since they learn it for the first time.
In communication using english, students need vocabulary which can support them to produce and use meaningful sentences. That is why vocabulary very essential to be mastered. The more the vocabulary students have, the better they are able to comprehend their foreign language. Rich of vocabulary make students are able to master English skill. In other side, poor vocabulary can be the major cause of failure in learning foreign language.
Vocabulary is very important for foreign language learners. Webster (1966:22) stated the definition of vocabulary is a sum or stock of vocabulary which is employed by a language in group or individually in work and in relation to a subject. Vocabulary is one of the elements to support language teaching process, because vocabulary is a basis of learning English. To learn language, we have to master vocabulary to know the meaning of the words and to use them in sentences. Vocabulary is also useful in listening, speaking, reading, and writing. Without vocabulary, learners cannot produce sentences. For example, when a student wants to say something, he or she does not know how to say it appropriately. Developing student’s vocabulary is one of the most important tasks for english teachers. It means vocabulary must be taught earlier. In this way, teacher is expected to be imaginative and creative to make the English lesson more exciting.
In learning English, vocabulary is being the main priority to be taught to the learners from the early stage. As stated by Fauziati (2010: 91), children in primary or elementary school are at the concrete operational stage of cognitive development and classroom activities should create and offer opportunities to learners for learning. Learners need to be actively involved in the learning process and they have to take responsibility to expand their vocabulary by themselves. Consequently, the teacher should use appropriate technique in teaching vocabulary which is relevant and motivating the learners. One of interesting games which can be used to teach vocabulary is Treasure Hunt.
Treasure Hunt is a game in which the organizers prepare a list defining specific items, which the participants – individual or teams – seek to gather all items on the list – usually without purchasing them or perform tasks or take photographs of the items, as specified (Wise, 2003: 158).
Basically, children like playing and learn things while playing. So, games are effective ways for teaching language (Fauziati, 2010: 92). Furthermore, Fauziati (2010: 91) states that they learn through hands or experience and through manipulation of object in the environment as well as they primarily learn by doing activities. So, in teaching vocabulary, words ar e not enough and the teacher will need to have plenty of objects and pictures to work with (Scott and Ytreberg, 2004: 5). In SD Islam Darul Huda Semarang, the students of class VI of English just one meeting on one week, so the students have limited vocabulary. When they are just given or provided a list of words to be written in their book, they tend to be lazy and finally for a short time they have forgot it because they do not want to learn again at home. So, it is needed an interesting technique in teaching vocabulary to them and one of the techniques is Treasure Hunt. It is due to some reasons, such as: (1) the students have limited vocabulary; (2) in order to make the learning situation more enjoyable with various activities; (3) in order to give learning experience to the students through indoor activities and outdoor activities. Based on the facts and theories above, the writer would like to investigate the effectiveness of Treasure Hunt Game to improve student’s vocabulary mastery.
1.2 Reasons for Choosing Topic
Some reasons why writer chose the topic “The Effectiveness of Treasure Hunt Game to Improve Student’s Vocabulary Mastery in Academic Year 2016/2017” are: Vocabulary is a basic component in learning a foreign language. A lot of students have difficulty in mastering vocabulary. The writer tries to make it easier for the student’s to improve vocabulary by using Treasure Hunt Game.
The treasure hunt game has not been used intensively in SD Islam Darul Huda Semarang in the Academic Year of 2016/2017.
1.3 Research Question
The problem in this research was formulated as follows:
“Is Treasure Hunt game effective to improve English vocabulary mastery of the Fourth Graders of SD Islam Darul Huda Semarang?”
1.4 Objective of the Study
Based on the research problem above, the objective the research is as follow: “To find out the effectiveness of Treasure Hunt game to improve English vocabulary mastery of the Fourth Graders of SD Islam Darul Huda Semarang. ”
1.5 Hypothesis
The hypothesis of the research paper can be formulated as follows: H0 = There is no significant difference in the mean score of vocabulary test achievement between students taught by using Treasure Hunt game and those taught without using Treasure Hunt game. H1 = There is a significant difference in the mean score of vocabulary test achievement between students taught by using Treasure Hunt game and those taught without using Treasure Hunt game.
1.6 Limitation of the Study
This study is limited to find out whether or not Treasure Hunt game is effective to enhance vocabulary mastery of the Fourth Graders of SD Islam Darul Huda Semarang in the Academic Year of 2016/2017.
1.7 Significance of the Study
On the basis of the objective above, the significance of the study can be stated as follows: For the student, teaching vocabulary by using Treasure Hunt game can motivate them in order to be more interested in learning vocabulary.
For the teacher, it becomes a useful technique for teaching vocabulary.
1.8 Definition of the Key Terms
There are some terms included. In this study which need to be defined to avoid misunderstanding. They are defined as follows: Vocabulary According to Hornby (1963:1120), vocabulary is the number of words which kinds of rules for combining them to make up a sentence. It contains in every book and text. Vocabulary is a range of words known to or used by a person in a trade, profession etc.
Treasure Hunt Game According to Kohen (2012: 4), Treasure Hunt is a type of game in which participants are challenged to identify specific sites according to clues and to reach these sites. An additional activity could be assigned at the sites as a condition to advance in the game. The game could be played by individuals or by teams. Children Within education, the term children are generally used for learners between the ages of about 2 to 14 (Harmer, 2007: 14).
1.9 Outline of the Study
To enable the researcher to arrange the research and to make it easy to understand, the writer divides this research proposal writing into three chapters, they are as follows:
Chapter I is introduction which presents the background of the study, reason for choosing topic, limitation of the study, problem formulation, hypothesis, objectives of the study, significance of the study, definition of the key terms, and outline of the study.
Chapter II is Review of Related Studies. This chapter consists of Teaching and learning english at elementary school, Teaching vocabulary, games, Treasure hunt game, The advantages of using treasure hunt game, Review of previous studies.
Chapter III is research method. It consists of research design, the steps in research, population and sample, variable, instrument of the study, procedure of data collections, validity of the test, scoring of the test, and analysis of standard normality.
CHAPTER II REVIEWS OF THE RELATED LITERATURE This chapter concerns with Teaching and learning english at elementary school, Teaching vocabulary, games, Treasure hunt game, The advantages of using treasure hunt game, Review of previous studies.
2.1 Teaching and Learning English at Elementary School
2.1.1 The Definitions of Elementary School Student Now, English is not only taught at High School but also Elementary School.
According to Kasihani (2007: 4), there are two functions of English subject. First, English subject as vehicle to the students’ development in the field of science, technology and culture. Second, English as one of local content subject function to improve students competence based on their region. Besides, the earlier the students learn English the more knowledge and skill in English they will have and the society or people in certain district the necessity of English to be taught at Elementary School students.
There are some experts who define the Elementary School students. Elementary school students here are categorized as beginners or young learners. Piaget (1963:26), defines that “Young learners are the students who learn English as a local content subject at Elementary School that they are between six to twelve years old”. Philips (1993: 3 ) explains that “Young learners mean children from the first year of formal school (five or six years old) to eleven of twelve years of age”. Based on the definitions, it can be concluded that young learners are the students who learn English at Elementary School students that they are between six to twelve years old.
According to Kasihani (2007: 4), young learners are divided into two groups: younger group (6-8 years old) and older group (9-12 years old). Based on the level of class, Kasihani divides young learners into two groups: lower class (students are in the 1, 2 and 3 classes), and upper class (students are in the 4, 5 and 6 classes). Besides, according to scott and Ytreberg in Kasihani, they divide young learners in to level one (5-7 years old) and level two (8-9 years old). Based on this explanation, the researcher concludes that elementary school students are categorized at beginner level.
2.1.2 The Characteristics of Elementary School Student
Teaching elementary school students is different from teaching adults because they have different characteristics. According to Brumfit (2008: 10), the characteristics of young learners are: Children respond the language well through concrete things (visual things) rather than abstract things, Children need physical movements and real activities to stimulate their thinking, Children will be enthusiastic if they are taught using fun activities or being involved in activities, Children love to play, and learn best when they are enjoying themselves, Children learn well through something that is close to their culture, Children like to work together.
Children of Elementary school are children at the age 7 up to 12. They are in the smart age and often show what they know and are proud of it. The researcher wants to add several characteristics based on Mary and Jane (2003: 5), that they: are learning to read and write in their own language, are developing as thinkers, understand the difference between the real and the imaginary, can plan and organize how best to carry out an activity, can work with other and learn from others and, can be reliable and take responsibility for class activities and routines. Teacher can help them with: encouraging them to read in English (stories, comics, reading games), encouraging them to work meaning out for themselves, explaining things about language, but only very simple things, using wider range of language input as their model for language use, encouraging creative writing and help them to experiment with language, and explaining your intentions and ask them to help with organization of activities. From the explanation above, the researcher concludes that the elementary school students still need a specific guide from their teacher and people around them especially their parents in order to follow the lesson well. In addition, they get bored easily during the class activity, so teacher should make the class interesting.
2.2 Teaching Vocabulary
2.2.1 Definition of Vocabulary
Vocabulary is one of the language components which have to be mastered by students of all level of school in Indonesia in learning a new language. They will get difficulties in using English if they are lack of vocabulary. As we know the language learners want to be success in studying language. Furthermore, they must master lists of vocabularies. If students did not have more vocabulary, they cannot communicate effectively of express their ideas both oral and written form.
Vocabulary is a listing of the words used in some enterprise. According to the Hornby (1995: 1337), vocabulary is the total of words you know in particular language. According the definitions above, the researcher concluded that vocabulary is a stock of words in language, written or spoken with the meaning that considered as cultural meaning used by group or individual community because it uses of the people to communicate and interact to other people.
Learning is the process of changing behavior; it is headed to behavior well and headed to bad behavior. Learning is the development of new associations as a result of experience.
2.2.2 Ways to Improve Students’ Vocabulary
According to Nunan (2003: 135), building up our vocabulary is arguably the most important part of a language learning process. If we do not have a basic vocabulary to work with we cannot study grammar, we have absolutely no use for spelling or pronunciation exercises and writing or reading is definitely out of the question. That is why it is crucial to have a good vocabulary work-up at the beginner of our studies but also to keep building it up as we go. Here are a few ways for us to improve students’ vocabulary:
1. Translated Texts This is great method to use in the beginning of our studies, when we cannot handle reading (and understanding) a text solely in the foreign language we are emphasizing on. Translated textsact as a natural dictionary as they will involuntary form connections as we read the two versions of the same text. The downside however is that if the texts are too ambiguous or too complicated, we risk misunderstanding entire phrases or mistakenly attributing meanings to certain words. That is why it is extremely important that the translated text we’re working with is well written and does not have any slang, confusing words, words with different meanings and so forth. We should also look for the most basic translated texts at first. Do not worry if you find it silly to translate “It is hot during the summer”, it is a starting point and we will not be better off skipping it.
2. Vocabulary Games Vocabulary games are a great way to enhance our word base, but they should usually be used only as an additional method for this purpose. The fact with vocabulary games is that they cannot teach us the same amount of new words as say translated texts or other methods that deal with improving your vocabulary, but they can be a fun alternative to take during those study breaks. Also, remember that everything we learn while relaxing and having fun is assimilated a lot easier and for a longer period of time.
3. Foreign Language Media Nunan (2003:135) stated, media is obviously a strong source of vocabulary gain and the fun fact about it is that you will not be shedding a sweat learning the new words, as they will come naturally. Every bit of radio, TV, stationary add, computer game or any other type of media we can watch or hear in the foreign language we are studying should be treated as an opportunity to improve vocabulary. Obviously, some languages will be harder to learn through this method, whereas other will be extremely easy English. If you find a good learning source, we could use foreign language media as main method of vocabulary increase, but if these sources are scare, we shouldn’t rely solely on it. Based on the theories above, there are three alternative ways to improve students’ vocabulary. They are translated text, vocabulary games, and foreign language media.
2.2.3 Teaching Vocabulary at Elementary School
According to Nunan (2003:135), learners see vocabulary as being a very important part of language learning and one of the difficulties in planning the vocabulary component of a course is making sure that is does not overwhelm other essential part of the course. The best way to avoid this is for the teacher and course designer to have set guiding principles that can be applied in a variety of teaching and learning situations.
These can be applied in course where there are parts of the course deliberately set aside for vocabulary development or in course where vocabulary is dealt with as it occurs in skill-focused or content focused lessons.
2.2.4 Types of Vocabulary
As we know, vocabulary is one of the important factors to study english. If students can master vocabulary more and more, it will be easier for them to study and understand english. According Finnochiaro (1974: 87), student’s vocabulary can be divided into two kinds of vocabulary, namely active vocabulary and passive vocabulary. Active vocabulary refers to students understanding it. They can pronounce correctly and use them constructively in speaking or writing. Active vocabulary is appropriate for the intermediate students because to improve their oral skill. The teacher can help them to enrich active vocabulary by applying appropriate method.
On the other hand, passive vocabulary is kinds of words in which students can understand about it when they are reading some English text, listening in target language. It does not used in writing or speaking. Actually, passive vocabulary is appropriate for the advanced learner because they had mastering active vocabulary first before starting to learn passive vocabulary. The teacher can explain the differences between active vocabulary and passive vocabulary clearly.
Based on the definition above, the researcher concludes that the more vocabulary the learners have, the easier it is for them to develop their four skilss (listening, speaking, reading, and writing) and to learn English as a foreign language.
2.3 Games
2.3.1 Games as a Teaching Strategy Teaching should not be always based on one or two strategies.
They can be various, where teacher asked to be creative so that the class will not be passive and students will be stimulated to be more interested in learning and the result expected from the process of teaching and learning will be well transferred to students.
Huyen and Nga (2003) said that learners of English have to deal with unfamiliar vocabulary during their language acquisition, so they should participate in different task-based activities in their classroom such as vocabulary games which especially focus on helping learners develop and use words in different context by making the lesson enjoyable.
In other hand, Slattery and Jane (2001) explained that game can help the learners to create context in which the language is useful and meaningful.
He also argues that in increasing vocabulary, teachers should need media to be used. One of them is game. Game can makes students more focus in learning because they do not feel they are forced to learn. In addition, Shaptoshvili (2006) said that game not only engage students in an enjoyable and challenging activity with a clear goal but also can provide practice in another key area i.e. vocabulary. Such games facilitate initial practice and periodic revision of vocabulary in an enjoyable context, thus making classroom vocabulary study an amusing and satisfying experience for teacher and student alike.
From those explanations, the researcher concludes that games as teaching strategies can increase vocabulary and student will be more interested in learning vocabulary.
2.3.2 Kinds of Game to Improve Students’ Vocabulary
Game is an activity that you do to have some fun. According to Wright (2006), there are some kinds of games for language learning to improve students’ vocabulary. They are: Matching: The students match the words based on the picture Crossword puzzle : The games that guess the words or letters by filling the boxes Colour chain: The game that consists of some groups, each group should sit in lines and the leader of the group whisper the colour down the line. The last player on each team must tell the colour. Miming: the teachers Randomly ask one learner from one team to mime an action (or sequence of actions).
Riddle Game: the teachers ask questions about the characteristics of an unknown object, in an attempt to identify it.
Songs: Songs can be media to teach vocabulary. The teacher may choose some songs related to the topic being taught. Using a song, the student are motivated to learn english more enthusiastically. Crossword puzzle: The teacher gives a crossword puzzle related to the theme of discussion, the student may do this by group or individual. They may use in a dictionary.
Treasure Hunt Games: Treasure hunt/scavenger hunt game is a game in which the organizers (teacher) prepare a list defining specific items, which the participants, individualseek to gather all items (treasure hunt) on the list.
2.4 Treasure Hunt Game
According to Kohen (2012: 4), Treasure Hunt is a type of game in which participants are challenged to identify specific sites according to clues and to reach these sites. An additional activity could be assigned at the sites as a condition to advance in the game. The game could be played by individuals or by teams. According to Marlene (2007: 5), treasure hunt can be played as individuals or teams competing for time. But in this study we play this game in group. Each group must find a correct picture of the treasure (vocabulary) list that the teacher gave to each group. The one of member of team read aloud about the treasure list and the other member must find a correct picture then there’s a time limit for students to find the pictures.
2.4.1 The Use of Treasure Hunt Game in Learning
According to Susannah (2016: 26), treasure hunt is a favorite game among foreign language learners. It allows them to work cooperatively in a group effort to find the items required. Before we start the game, firstly the teacher demonstrates the idea of a treasure hunt game for the class. So, the teacher describes something (place, person, fruit, animals or part of body) and then the students find a correct picture of the treasure (vocabulary) list that the teacher gave to each group.
The researcher tries to makes students find get answer based on picture on the blackboard well by the treasure hunt game, and this is the treasure hunt game in the writer’s class: Material needed: Paper carton picture (fruit, animals, sport or part of body) Markers Words cards Sticky note Blackboard The rules of the game are: Teacher makes a treasure map (or list of direction). There are ten treasure and the students have to find all the treasure.
In the map there are some picture and There are ten treasure and the students have to find all the treasure.
If the students find all the treasure (the answer on sticky note) and then they stuck on the whiteboard.
The students find the new vocabulary. The following steps are taken in organizing a treasure hunt game are: Divide the class into some groups.
Teachers will on stuck carton picture on the board and the first group will look at the picture.
A time limit should be given (3 minutes). Say “go” to indicate when the groups can begin their search. They must stuck on the answer on the blackboard in sequence from numbers 1 until 10.
At the end of the time limit, or when the first group returns, everyone gets together to check each item, giving points (one picture one points from ten picture) and do it was until the last group.
2.5 The Advantages of Using Treasure Hunt Game
According to Marlene (2007: 5), The advantages of using this game in the classroom are: Could improve student’s vocabulary mastery. Communication and cooperating skill Encourage students to think, interact and communicate.
2.6 Review of Previous Studies
The researcher found some studies in the previous years that support the research in vocabulary mastery through treasure hunt game, they are: First, a study that was done by Ardiana (2010), entitled “The Effectiveness of Treasure Hunt Game in Teaching English Spelling to the Seventh Year Students of SMPN 1 Gembong”. She found that teaching vocabulary in junior high school students by using treasure hunt game as media in teaching English spelling strategy was effective than teaching vocabulary by using conventional strategy.
This experimental research also used two classes as sample of the research. The experimental group was taught by using treasure hunt game as media in teaching English spelling strategy and the control group was taught by using conventional strategy. In this field of study, the result proved that the students are able to improve their vocabulary mastery. The score was increased after they who were taught by treasure hunt game as media in teaching english spelling strategy. Other thing, the scoring was adapted from different sources. In this study, the mean score of pre-test in experimental group was 66,00 and control group was 63,14, but in the post-test experimental group was 82,12 and control group was 66,39.
So, we concluded that the mean score of control group is lower than experimental group.
The second, a study that was done by Irmawaty (2015), entitled “The Effectiveness of Using Treasure Hunt Games in Teaching English Vocabulary at SMP Negeri 1 Tahuna”. She found that teaching English vocabulary in junior high school students by treasure hunt games as media in teaching English vocabulary strategy was effective than teaching English vocabulary by using conventional strategy. This pre-experimental research used only one classes as sample of the research. In this field of study, the result proved that the students are able to improve their vocabulary mastery. The score was increased after they who were taught by treasure hunt game as media in teaching English vocabulary strategy. Other thing, the scoring was adapted from different sources. In this study, the mean score of pre-test and post-test were analyzed and it showed a significant improvement. The mean score of post-test was 70.96 but pre-test
31.29. From the review above, there are same similarities among those two previous studies above that all the previous studies used treasure hunt game as media strategy to improve the student’s vocabulary mastery. However, there are also some differences among them. They are: In her study, Ardiana (2010) conducted the research by using an experimental design without followed by try-out in and the writer also without followed by try- out. She conducted it at junior high school, while the researcher will conduct at elementary school.
In her study, Irmawaty (2015) conducted the research by using an pre- experimental design without followed by try-out in and the writer also without followed by try-out. She conducted it at senior high school, while the research will conduct at elementary school.
In conclusion, this study entitled “The Effectiveness of Treasure Hunt Game to Improve Elementary School Student’s Vocabulary Mastery at the Fourth Graders of SDN Islam Darul Huda Semarang in the Academic Year of 2016/2017” is eligible to be conducted as a proposal writing because it is something new.
CHAPTER III RESEARCH METHOD In this chapter, the researcher will present with the method of study, which is
important as a guideline to attain the objectivity of the study. It provides with Research Design, Variables of the Study, Subject of the Study, Instrument of the Study, Procedure of Data Collection, Method of Collecting Data, Technique of Data Analysis. Will be mentioned as follows:
3.1 Research Design
The design of this study is experimental research. Experimental research is the blueprint of the procedures that enables the researcher to test hypothesis by reaching valid conclusions about relationships between independent and dependent variables (Best, 1981: 68).
In this study, the researcher will use quasi experimental design. It means that in choosing the sample the researcher did not use randomization. It would involve two groups; experimental and control group. An experimental group received a treatment while the control group not receive a treatment. Below is the design of the study:
E
01
X02
- - - - - - - - - - - - - - - -
C
03
04 Notes : E : Experimental group C : Control group 01 : Pretest for the experimental group 02 : Posttest for the experimental group 03 : Pretest for the control group 04 : Posttest for the control group X : Treatment for experimental group using Treasure Hunt Game
3.2 Variables of the Study
Variables are the conditions or characteristics that the experimenter manipulates, controls, or observes. According to Arikunto (2010: 161) state that variable is the object of the research or the focus of a research. There are two variables in this study: Independent Variable It is a variable that stands alone and it was not influenced by other variables. So that Treasure Hunt Game was selected as independent variable because it will not be affected by other variable and other factors (such as what students learn, how often the students learn and how much the students' knowledge) are not going to change a Treasure Hunt Game. In this case, (Airasian, 2000:151) states that independent variable is a variable that influences or causes of change or emergence of the dependent variable. Therefore, this variable is also known as Extraneous Variable.
Dependent Variable It is a variable that depends on an other variable. Therefore, Students’ Vocabulary Mastery is selected as dependent variable, where this variable can be affected by the independent variable (Treasure Hunt Game). So that Students’ Vocabulary Mastery can be changed any time by Treasure Hunt Game. In this case (Brown, 2004: 10) states that dependent variable is a variable of focus on which other variables will act if there is any relationship.
3.3 Subject of the Study
3.3.1 Population
According to Arikunto (2010: 173) “The population is the total subjects of the research”. The researcher can conclude that population is the group that will be researched. This research will be conducted in SD Islam Darul Huda Genuk Semarang. The population of this study was the students of the fourth graders of SD Islam Darul Huda Genuk Semarang in the academic year of 2016/2017. The total number of the population are 60 students which were divided into two classes IV A and IV B.
3.3.2 Sample Sample is a small proportion of a population selected for observation and analysis.
Airasian (2000: 140), said that “Sampling is the process of selecting a number of individuals for a study in such a way that the individuals represent the larger group from which they were selected”. There were two kinds of sampling, they were random sampling and non-random sampling but the writer used non random sampling. There are three types of nonrandom sampling. They are convenience, purposive, and quotas sampling and the writer chose purposive sampling. According to Airasian (2000: 138), purposive sampling is also referred to as judgment sampling in which the researcher selects a sample based on his or her experience or knowledge of the group to be sampled. Based on that statement, the researcher took two classes; A and B class as the sample of this study which each class consists of 30 students. Class A is an experimental group and class B as control group. The reason for choosing these classes was based on the experience from the teacher that taugth in the classes which these clasess have the characteristics that this research needed.
3.4 Instrument of the Study
Instrument is a device that will use to collect the data and make the work become easy to process (Arikunto, 2010: 203). By Applying good and appropriate instruments, the researcher can get valid and reliable data so that the research results would also be accurate and beneficial.
The researcher will use a test in order to get data needed. Test is a method to measure person’s ability, knowledge, or performance in a given domain (Brown, 2004: 384).
3.5 The Validity and Reliability of the Study
Validity Validity was the degree in which the test actually measures what it was intended to measure (Brown, 2000: 287). It means that, a test would be said valid when the result of the test was similar between the data reported by researcher with the data that was actually happening on the object of research.
Three types of validation were important to be known: content validity, face validity and construct validity. In this present study, the researcher would analyze the test from content validity. If the test requires, the test-taker to perform the skill that was being measured.
Reliability Reliabilty of the test is one of important thing to show necessary characteristic of any good test. A test could be called reliable if the result of the test shows consistency. According to Bungin (2006: 96) reliability is the compability of the instrument to what it is measured, so that the instrument can be trusted and be relied on.
3.6 Procedures of the Study
3.6.1 Try Out
3.6.2 Pre-test
Pretest will give before the treatment. The researcher made 20 items of Multiple- choice. The pretest will be run for 40 minutes. It is aim to find out the basic ability before students get treatment.
3.6.3 Treatment
This treatment will be gives in four times. The schedule of the treatment can be shown below: Table 3.1 The Schedule of Treatment Activity
No. Lenght Target Methods Material Activity og time Meeting
70 Students can Treasure Treasure The
1 Minutes understand well Hunt game Hunt about teacher about Treasure Fruit explain Hunt Game sabout
Treasure Hunt and the kind of fruit
Meeting
70 Students know Treasure Treasure The
2 Minutes more about Hunt game Hunt about teacher varieties of Animal explains vocabulary about Treasure Hunt and the kind of Animal
Meeting
70 Treasure Treasure The
3 Minutes Hunt game Hunt about teacher Sport plays
Treasure Hunt Game with students’
Meeting
70 Students can Treasure Treasure The
4 Minutes pronounce Hunt game Hunt about teacher vocabulary in all discuss correct way materials Treasure
Fruit, Hunt Game Animal to review and Sport. the topic of previous meeting.
3.6.4 Post Test