THE EFFECT OF JUMBLE LETTERS STRATEGY ON STUDENTS VOCABULARY ACHIEVEMENT.
THE EFFECT OF JUMBLE LETTERS STRATEGY ON
STUDENTS’ VOCABULARY ACHIEVEMENT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State
University of Medan, in Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
SITI HAMIDAH
Registration Number: 209121041
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Hamidah, Siti. The Effect of Jumble Letters Strategy on Students’ Vocabulary
Achievement. A Thesis: English Department, Faculty of Languages and Arts, State
University of Medan. 2014.
This study is limited on the elementary students’ vocabulary achievement after teaching by
applying Jumble Letters Strategy. The objective of the study is the investigation of the effect of
applying Jumble Letters Strategy on the elementary students’ vocabulary achievement. The
study was obtained by conducting experimental research that needed two groups of sample,
experimental group and control group. The subject of this study was the 2013/2014 fifth grade
students of SDN 104214 Delitua. The sample that was involved in this research was 60 students
that were chosen randomly, that in each group there were 30 students. The experimental group
was taught by applying Jumble Letters Strategy, while control group was taught without
applying Jumble Letters Strategy. The instrument used in this study was an objective test. The
data were taken by administering the pre-test and post-test to both of experimental and control
groups. Kudar Richardson (KR) 21 Formula was applied to acquire the reliability of the test.
Based on the calculation, it shows that the reliability of the test was 0.46, categorized as
moderate reliability. The data were statistically analyzed by using t-test formula at the level of
significance α (0.05) = 2.002 with the degree of freedom (df) = 58. It was found that the tobserved
was higher than ttable (tobserved= 2.548 > ttable = 2.002; α = 0.05). It means that Jumble Letters
Strategy significantly affect the students’ vocabulary achievement.
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Almighty, Allah Subhanahu
Wata’ala for His blessings so the writer is able to accomplish her thesis as a
partial fulfillment of the requirement for the degree of Sarjana Pendidikan at the
English and Literature Department, Faculty of Languages and Arts (FBS), State
University of Medan (UNIMED).
During the process of writing, the writer realizes that she cannot
accomplish without support from many people. The writer would like to express
her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M. Si as the Rector of State University
of Medan
Dr. Isda Pramuniati, M. Hum as the Dean of Faculty of Languages and
Arts
Prof. Dr. Hj. Sumarsih, M. Pd as the Head of English Department as
well as the Writer’s Thesis Reviewer for the precious time on giving
advices and correcting this thesis.
Rika, S. Pd, M. Hum as the Secretary of English Department
Dra. Masitowarni Siregar, M. Ed as the Head of Educational Program of
English Department as well as the Writer’s Thesis Reviewer for her
advices.
Dra. Sortha Silitonga, M. Pd as the Writer’s Thesis Advisor who has
consciously guided her in the entire process of the thesis writing with all
of the constructive comments, which helped the writer made the thesis
well.
Dr. Siti Aisah Ginting, M. Pd as the Writer’s Academic Advisor and all
the lecturers of English Department.
Dr. Anni Holila Pulungan, M. Hum and Drs. Bachtiar, M. Pd as the
Writer’s Thesis Reviewers who have guided and have given contructive
comments so the writer knew how to revise her thesis well.
Beloved father, (Alm) Sugiri and lovely mother, Armilati, the deepest
gratitude for their greatest supports, caring and loves to the writer. Thanks
and love to the writer’s sister and brother, Sri Lestari and Ardiansyah,
for they are the reason why the writer keeps on struggling.
Writer’s beloved friend Guntar cs, Christian and Rini , and the amazing
class B – Reg Dik’09 (especially for Rahma, Ika, Efri, Eryca Ona, Orli
, Ellis, Yani, Manja, Nila de Vamp-pie, Dayfreeri and Bernard) for
every single help, support and love that mean a lot to the writer.
Writer’s beloved friend, Abi Ichan and Mas Andre for his supports.
Sri Wardhani Rambe, S. Pd as the Writer’s Mentor in her Teaching
Experience Program and the Students of SDN 104214 Delitua at the year
of 2012/2013
Siti Yohani, S.Pd as the Headmaster of SDN 104214 Delitua, for the
responsibility in supporting the writer while doing her research in the
school.
Last but not least, the writer extends gratitude for those who cannot be
mentioned here, that give contribution on the writer’s life. The writer realizes that
the content of this thesis is still far from perfect, but she warmly accept any
constructive suggestions that will improve the quality of this thesis. She hopes it
would be useful for those who are interested in this field of study.
Medan,
January 2014
The Writer
Siti Hamidah
NIM.209121041
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................
i
ACKNOWLEDGEMENT .............................................................................
ii
TABLE OF CONTENTS ...............................................................................
iv
LIST OF TABLE ...........................................................................................
vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I INTRODUCTION...................................................................
1
A The Background of the Study......................................................... .........
1
B. The Problem of the Study........................................................ ..... ..........
4
C. The Objective of the Study....................................................... .... ..........
4
D. The Scope of the Study...........................................................................
5
E. The Significance of the Study................................................... .... ..........
5
CHAPTER II REVIEW OF LITERATURE............................ ..................
A. Theoretical Framework................................................................. .........
1. Teaching Students Grade V....................................................... .........
2. Games................................................................................. ...... ..........
3. Kinds of Game......................................................................... ...........
4. Jumble Letters........................................................................... ..........
a. Advantages of Jumble Letters.................................................. ........
b. Procedure of Jumble Letters.................................................... ........
5. Vocabulary.......................................................................... ..... ..........
a. Definition of Vocabulary....................................................... ........
b. Important of Vocabulary ............................................................... .
c. Kinds of Vocabulary............................................................. .........
d. Word and Affixes................................................................. ..........
e. The Principles of Teaching Vocabulary................................... ......
f. The Students’ Achievement in Vocabulary Learning................ ....
g. Assessment of Vocabulary..................................................... ........
B. Relevant Studies............................................................................. ........
C. Conceptual Framework............................................................. .............
D. Hypothesis............................................................................... .............
6
6
6
7
8
9
9
10
11
11
12
14
15
17
19
20
20
22
23
CHAPTER III RESEARCH METHOD................................. .....................
A. Research Design....................................................................... .............
B. Population and Sample.............................................................. ............
C. Data and Data Source............................................ ................................
24
24
25
26
Pages
D. The Technique of Collecting Data .........................................................
1. Pre-test ................................................................................................
2. Treatment ............................................................................................
a. Treatment in Experimental Group ......................................................
b. Treatment in Control Group ...............................................................
3. Post-test ..............................................................................................
26
27
27
27
29
30
E.Scoring of the Test ...................................................................................
F. Validity and Reability of the Test ...........................................................
1. Validity ...............................................................................................
2. Reability ..............................................................................................
G. The Technique of Analyzing Data..........................................................
30
31
31
32
33
CHAPTER IV THE DATA AND RESEARCH FINDINGS .....................
A. The Data ............................................................................................
B. Data Analysis ....................................................................................
1. Testing the Reliability of the Test .................................................
2. Pre-test and Post-test Score Analysis ............................................ .
3. Analyzing the Data Using T- test Formula ....................................
C. Testing the Hypothesis ......................................................................
D. Research Findings .............................................................................
34
34
35
35
35
37
38
38
CHAPTER V CONCLUSIONS AND SUGGESTIONS.............................
A. Conclusions ..........................................................................................
B. Suggestions ..........................................................................................
40
40
40
REFERENCES ...............................................................................................
APPENDIX .....................................................................................................
41
43
LIST OF TABLES
Pages
Table 1.1 Fifth Grade (V) Students’ Score of Vocabulary. .............................
2
Table 3.1 Research Design ..............................................................................
24
Table 3.2 The Population .................................................................................
25
Table 3.3 Treatment in Experimental Group ...................................................
27
Table 3.4 Treatment in Control Group ............................................................
29
Table 4.1 Descriptive Statistics of Pre-test ......................................................
35
Table 4.2 Descriptive Statistics of Post-test ....................................................
36
Table 4.3 The Results of the T- test Calcultion ...............................................
38
LIST OF APPENDICES
Pages
APPENDIX A. The Score of the Pre-Test and Post-Test of
the Experimental Group ........................................................
APPENDIX B. The Score of the Pre-Test and Post-Test of
the Control Group ...............................................................
APPENDIX C. The Reliability of the Test ......................................................
APPENDIX D. The Calculation of the T-Test ................................................
APPENDIX E. Table of Distribution T ...........................................................
APPENDIX F. Lesson Plan ............................................................................
APPENDIX G. Pre- test and Post- test ............................................................
APPENDIX H. Answer Key ............................................................................
APPENDIX I. Answer Sheets..........................................................................
43
44
45
48
51
52
76
78
79
REFERENCES
Anderson. 2013. Jumble Definition, Anagram, and Relations. Jakarta: Jakarta Post.
Arikunto, S. 2006.
Rineka Cipta.
Prosedure
Penelitian
Suatu
Pendekatan
Praktik.
Jakarta:
Ariyani, O. 2013. Using Jumble Letter Technique to Improve the Writing Skill of the Seventh
Grade of SMPN 4 Magelang in the School Year 2012/2013..Unpublished Thesis.
Magelang: UTM University.
Ary, D. et al. 2005. Introduction to Research in Education 6th Edition. USA: Wadsworth.
Basbas, Leonora. Learning and Living in the 21th Century 6 Teacher’s Manual 1st Edition.2007.
Manila: Inc. Coorporation.
Best, J. W., and Khan, J. V. 2002. Research in Education 7th. New Delhi: Prentice Hall.
Bromley, K. 2007. Nine Things Every Teacher Should Know About Words and Vocabulary
Instruction. International Reading Association Journal. 50, 528-537.
Brown, H.D . 2003.Language Assesssment Principles and Classroom Practices. San Francisco :
Longman.
Chitravelu, N., Sithamparam, S. & Choon, T. S. 2005. ELT Methodology Principles and Practice
2nd Edition.Selangor: Fajar Bakti
Djiwandono, S. 2011.Tes Bahasa Pegangan Bagi Pengajar Bahasa. Jakarta: Indeks.
Herbet, H. C., and Eve V. C. 1977. Psychology and Language An Inttroduction to
Psycholinguistics. New York: Harcourt Brace Jovanovich, Inc.
Hielbert, E. H., and Kamil, M. L. 2005.Teaching and Learning Vocabulary Bringing Research to
Practice. New Jersey: Lowrence Erlbaum Associates.
Laolyza, Ade. 2010.The Effect of Alphabet Games in Learning Vocabulary to the Primary
Students of 2009/2010. Unpublished Thesis. Medan:Languages and Arts Faculty, State
University of Medan.
Lopez, K. K. 2009. Teaching Vocabulary EDCL 424 Materials and Methods for Teaching
Reading.
Mimmarqadina. 2010. Improving Students’ Vocabulary Mastery by Using Authentics Materials
for Elementary Students Grade IV. Unpublished Thesis. Medan: Languages and Arts
Faculty, State University of Medan.
Mulyani, S. 2011. Improving Students’s Vocabulary by Using Jumbled-Letter Game in English
Context”. Unpublished Thesis. Tegal: Panca Sakti University.
Park, Hyungsung. 2012.Relationship between Motivation and Student’s Activity on Educational
Game. International Journal of Grid and Distributed Computing , 5, 101-114
Stahl, K.A.D., and Bravo, M. A. 2010. Contemporary Classroom Vocabulary Assessment for
Content Areas. Journal of The Reading Teacher. 63 (7): 566-578
Silberman, M. 1996. Active Learning 101 Strategi Pembelajaran Aktif. Translated by Sarjuli, et
al. 2009. Yogyakarta: Insan Madani.
Sugiono. 2010. Pendekatan Penelitian Kualitatif dan Kuantitatif. Jakarta: Indeks.
Surviati, D.R. 2008. Smile 5 (Smart English Learning) for Elemantary School 3rd Edition.
Jakarta: Sinergi.
Susi, T. E. 2011.The Use of Jumbled Letter Game to Improve the Students English Vocabulary.
Unpublished Thesis. Tegal: Panca Sakti University.
Suyanto, Kasihani. 2008. English for Young Learners. Jakarta: Bumi Aksara.
Thornburry, S. 2002. Howto Teach Vocabulary. Edinburgh: Pearson Longman.
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a system of communication in written and spoken form. It has
essential function in human life to express the idea, feeling and desire even
spoken and written individually, normally and universally. The basic function of
language is to communicate between people in the world. One of world language
is English.
As a Foreign Language in Indonesia, English is not only taught from
elementary up to university level but also introduced in kindergarten. The purpose
of Learning English in Indonesia curriculum is to make the students master
communication. The last curriculum in national curriculum is the educational unit
curriculum (KTSP) states that students must be able to communicate well in
English. It means they have to have communication ability. Kitao says that
communication ability is ability to use language appropriately, both receptively
and productively, in real situations (Djiwandono, 2011:28).
To realize that situation, students have to master a number of vocabularies.
It is about 2000 words; this is around the number of words that most native
speaker use in their daily conversation (Thornburry, 2002:21)
Vocabulary is one of the basic elements in achieving language skills beside
grammar, pronunciation and spelling. A linguist, David Wilkins says that
vocabulary learning is very important. ‘Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed’ (Thornburry, 2002:13)
But, based on the observation in SDN 104214 Delitua it is indicated that
many students failed in reading, writing and the others skill because they are weak
in mastering vocabulary. Most of the students get the score below Minimal
Completeness Criteria (KKM) of English lesson for Elementary School. The score
of vocabulary test from the students can be seen in table 1.1.
Table 1.1 Fifth Grade (V) Students’ Score of Vocabulary Test
Semesters
1st Semester 2012/2013
Score
2.002; df = 58, α = 0.05)
B.
Suggestions
Based on the conclusions above, the results of the findings contribute
some valuable suggestions for those who are interested in teaching vocabulary as
follows:
1. The English teachers should improve their strategies in teaching
vocabulary by applying Jumble Letters Strategy so that the students can
improve their vocabulary and comprehend on what they had read.
2. Students should apply Jumble letters Strategy when they encounter reading
activity so that they can increase their vocabulary achievement and
comprehend a text easily.
3. Other researchers should try to apply Jumble Letters Strategy on the
different level students to prove the effectiveness of Jumble Letters
Strategy in teaching vocabulary.
STUDENTS’ VOCABULARY ACHIEVEMENT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State
University of Medan, in Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
SITI HAMIDAH
Registration Number: 209121041
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Hamidah, Siti. The Effect of Jumble Letters Strategy on Students’ Vocabulary
Achievement. A Thesis: English Department, Faculty of Languages and Arts, State
University of Medan. 2014.
This study is limited on the elementary students’ vocabulary achievement after teaching by
applying Jumble Letters Strategy. The objective of the study is the investigation of the effect of
applying Jumble Letters Strategy on the elementary students’ vocabulary achievement. The
study was obtained by conducting experimental research that needed two groups of sample,
experimental group and control group. The subject of this study was the 2013/2014 fifth grade
students of SDN 104214 Delitua. The sample that was involved in this research was 60 students
that were chosen randomly, that in each group there were 30 students. The experimental group
was taught by applying Jumble Letters Strategy, while control group was taught without
applying Jumble Letters Strategy. The instrument used in this study was an objective test. The
data were taken by administering the pre-test and post-test to both of experimental and control
groups. Kudar Richardson (KR) 21 Formula was applied to acquire the reliability of the test.
Based on the calculation, it shows that the reliability of the test was 0.46, categorized as
moderate reliability. The data were statistically analyzed by using t-test formula at the level of
significance α (0.05) = 2.002 with the degree of freedom (df) = 58. It was found that the tobserved
was higher than ttable (tobserved= 2.548 > ttable = 2.002; α = 0.05). It means that Jumble Letters
Strategy significantly affect the students’ vocabulary achievement.
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Almighty, Allah Subhanahu
Wata’ala for His blessings so the writer is able to accomplish her thesis as a
partial fulfillment of the requirement for the degree of Sarjana Pendidikan at the
English and Literature Department, Faculty of Languages and Arts (FBS), State
University of Medan (UNIMED).
During the process of writing, the writer realizes that she cannot
accomplish without support from many people. The writer would like to express
her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M. Si as the Rector of State University
of Medan
Dr. Isda Pramuniati, M. Hum as the Dean of Faculty of Languages and
Arts
Prof. Dr. Hj. Sumarsih, M. Pd as the Head of English Department as
well as the Writer’s Thesis Reviewer for the precious time on giving
advices and correcting this thesis.
Rika, S. Pd, M. Hum as the Secretary of English Department
Dra. Masitowarni Siregar, M. Ed as the Head of Educational Program of
English Department as well as the Writer’s Thesis Reviewer for her
advices.
Dra. Sortha Silitonga, M. Pd as the Writer’s Thesis Advisor who has
consciously guided her in the entire process of the thesis writing with all
of the constructive comments, which helped the writer made the thesis
well.
Dr. Siti Aisah Ginting, M. Pd as the Writer’s Academic Advisor and all
the lecturers of English Department.
Dr. Anni Holila Pulungan, M. Hum and Drs. Bachtiar, M. Pd as the
Writer’s Thesis Reviewers who have guided and have given contructive
comments so the writer knew how to revise her thesis well.
Beloved father, (Alm) Sugiri and lovely mother, Armilati, the deepest
gratitude for their greatest supports, caring and loves to the writer. Thanks
and love to the writer’s sister and brother, Sri Lestari and Ardiansyah,
for they are the reason why the writer keeps on struggling.
Writer’s beloved friend Guntar cs, Christian and Rini , and the amazing
class B – Reg Dik’09 (especially for Rahma, Ika, Efri, Eryca Ona, Orli
, Ellis, Yani, Manja, Nila de Vamp-pie, Dayfreeri and Bernard) for
every single help, support and love that mean a lot to the writer.
Writer’s beloved friend, Abi Ichan and Mas Andre for his supports.
Sri Wardhani Rambe, S. Pd as the Writer’s Mentor in her Teaching
Experience Program and the Students of SDN 104214 Delitua at the year
of 2012/2013
Siti Yohani, S.Pd as the Headmaster of SDN 104214 Delitua, for the
responsibility in supporting the writer while doing her research in the
school.
Last but not least, the writer extends gratitude for those who cannot be
mentioned here, that give contribution on the writer’s life. The writer realizes that
the content of this thesis is still far from perfect, but she warmly accept any
constructive suggestions that will improve the quality of this thesis. She hopes it
would be useful for those who are interested in this field of study.
Medan,
January 2014
The Writer
Siti Hamidah
NIM.209121041
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................
i
ACKNOWLEDGEMENT .............................................................................
ii
TABLE OF CONTENTS ...............................................................................
iv
LIST OF TABLE ...........................................................................................
vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I INTRODUCTION...................................................................
1
A The Background of the Study......................................................... .........
1
B. The Problem of the Study........................................................ ..... ..........
4
C. The Objective of the Study....................................................... .... ..........
4
D. The Scope of the Study...........................................................................
5
E. The Significance of the Study................................................... .... ..........
5
CHAPTER II REVIEW OF LITERATURE............................ ..................
A. Theoretical Framework................................................................. .........
1. Teaching Students Grade V....................................................... .........
2. Games................................................................................. ...... ..........
3. Kinds of Game......................................................................... ...........
4. Jumble Letters........................................................................... ..........
a. Advantages of Jumble Letters.................................................. ........
b. Procedure of Jumble Letters.................................................... ........
5. Vocabulary.......................................................................... ..... ..........
a. Definition of Vocabulary....................................................... ........
b. Important of Vocabulary ............................................................... .
c. Kinds of Vocabulary............................................................. .........
d. Word and Affixes................................................................. ..........
e. The Principles of Teaching Vocabulary................................... ......
f. The Students’ Achievement in Vocabulary Learning................ ....
g. Assessment of Vocabulary..................................................... ........
B. Relevant Studies............................................................................. ........
C. Conceptual Framework............................................................. .............
D. Hypothesis............................................................................... .............
6
6
6
7
8
9
9
10
11
11
12
14
15
17
19
20
20
22
23
CHAPTER III RESEARCH METHOD................................. .....................
A. Research Design....................................................................... .............
B. Population and Sample.............................................................. ............
C. Data and Data Source............................................ ................................
24
24
25
26
Pages
D. The Technique of Collecting Data .........................................................
1. Pre-test ................................................................................................
2. Treatment ............................................................................................
a. Treatment in Experimental Group ......................................................
b. Treatment in Control Group ...............................................................
3. Post-test ..............................................................................................
26
27
27
27
29
30
E.Scoring of the Test ...................................................................................
F. Validity and Reability of the Test ...........................................................
1. Validity ...............................................................................................
2. Reability ..............................................................................................
G. The Technique of Analyzing Data..........................................................
30
31
31
32
33
CHAPTER IV THE DATA AND RESEARCH FINDINGS .....................
A. The Data ............................................................................................
B. Data Analysis ....................................................................................
1. Testing the Reliability of the Test .................................................
2. Pre-test and Post-test Score Analysis ............................................ .
3. Analyzing the Data Using T- test Formula ....................................
C. Testing the Hypothesis ......................................................................
D. Research Findings .............................................................................
34
34
35
35
35
37
38
38
CHAPTER V CONCLUSIONS AND SUGGESTIONS.............................
A. Conclusions ..........................................................................................
B. Suggestions ..........................................................................................
40
40
40
REFERENCES ...............................................................................................
APPENDIX .....................................................................................................
41
43
LIST OF TABLES
Pages
Table 1.1 Fifth Grade (V) Students’ Score of Vocabulary. .............................
2
Table 3.1 Research Design ..............................................................................
24
Table 3.2 The Population .................................................................................
25
Table 3.3 Treatment in Experimental Group ...................................................
27
Table 3.4 Treatment in Control Group ............................................................
29
Table 4.1 Descriptive Statistics of Pre-test ......................................................
35
Table 4.2 Descriptive Statistics of Post-test ....................................................
36
Table 4.3 The Results of the T- test Calcultion ...............................................
38
LIST OF APPENDICES
Pages
APPENDIX A. The Score of the Pre-Test and Post-Test of
the Experimental Group ........................................................
APPENDIX B. The Score of the Pre-Test and Post-Test of
the Control Group ...............................................................
APPENDIX C. The Reliability of the Test ......................................................
APPENDIX D. The Calculation of the T-Test ................................................
APPENDIX E. Table of Distribution T ...........................................................
APPENDIX F. Lesson Plan ............................................................................
APPENDIX G. Pre- test and Post- test ............................................................
APPENDIX H. Answer Key ............................................................................
APPENDIX I. Answer Sheets..........................................................................
43
44
45
48
51
52
76
78
79
REFERENCES
Anderson. 2013. Jumble Definition, Anagram, and Relations. Jakarta: Jakarta Post.
Arikunto, S. 2006.
Rineka Cipta.
Prosedure
Penelitian
Suatu
Pendekatan
Praktik.
Jakarta:
Ariyani, O. 2013. Using Jumble Letter Technique to Improve the Writing Skill of the Seventh
Grade of SMPN 4 Magelang in the School Year 2012/2013..Unpublished Thesis.
Magelang: UTM University.
Ary, D. et al. 2005. Introduction to Research in Education 6th Edition. USA: Wadsworth.
Basbas, Leonora. Learning and Living in the 21th Century 6 Teacher’s Manual 1st Edition.2007.
Manila: Inc. Coorporation.
Best, J. W., and Khan, J. V. 2002. Research in Education 7th. New Delhi: Prentice Hall.
Bromley, K. 2007. Nine Things Every Teacher Should Know About Words and Vocabulary
Instruction. International Reading Association Journal. 50, 528-537.
Brown, H.D . 2003.Language Assesssment Principles and Classroom Practices. San Francisco :
Longman.
Chitravelu, N., Sithamparam, S. & Choon, T. S. 2005. ELT Methodology Principles and Practice
2nd Edition.Selangor: Fajar Bakti
Djiwandono, S. 2011.Tes Bahasa Pegangan Bagi Pengajar Bahasa. Jakarta: Indeks.
Herbet, H. C., and Eve V. C. 1977. Psychology and Language An Inttroduction to
Psycholinguistics. New York: Harcourt Brace Jovanovich, Inc.
Hielbert, E. H., and Kamil, M. L. 2005.Teaching and Learning Vocabulary Bringing Research to
Practice. New Jersey: Lowrence Erlbaum Associates.
Laolyza, Ade. 2010.The Effect of Alphabet Games in Learning Vocabulary to the Primary
Students of 2009/2010. Unpublished Thesis. Medan:Languages and Arts Faculty, State
University of Medan.
Lopez, K. K. 2009. Teaching Vocabulary EDCL 424 Materials and Methods for Teaching
Reading.
Mimmarqadina. 2010. Improving Students’ Vocabulary Mastery by Using Authentics Materials
for Elementary Students Grade IV. Unpublished Thesis. Medan: Languages and Arts
Faculty, State University of Medan.
Mulyani, S. 2011. Improving Students’s Vocabulary by Using Jumbled-Letter Game in English
Context”. Unpublished Thesis. Tegal: Panca Sakti University.
Park, Hyungsung. 2012.Relationship between Motivation and Student’s Activity on Educational
Game. International Journal of Grid and Distributed Computing , 5, 101-114
Stahl, K.A.D., and Bravo, M. A. 2010. Contemporary Classroom Vocabulary Assessment for
Content Areas. Journal of The Reading Teacher. 63 (7): 566-578
Silberman, M. 1996. Active Learning 101 Strategi Pembelajaran Aktif. Translated by Sarjuli, et
al. 2009. Yogyakarta: Insan Madani.
Sugiono. 2010. Pendekatan Penelitian Kualitatif dan Kuantitatif. Jakarta: Indeks.
Surviati, D.R. 2008. Smile 5 (Smart English Learning) for Elemantary School 3rd Edition.
Jakarta: Sinergi.
Susi, T. E. 2011.The Use of Jumbled Letter Game to Improve the Students English Vocabulary.
Unpublished Thesis. Tegal: Panca Sakti University.
Suyanto, Kasihani. 2008. English for Young Learners. Jakarta: Bumi Aksara.
Thornburry, S. 2002. Howto Teach Vocabulary. Edinburgh: Pearson Longman.
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a system of communication in written and spoken form. It has
essential function in human life to express the idea, feeling and desire even
spoken and written individually, normally and universally. The basic function of
language is to communicate between people in the world. One of world language
is English.
As a Foreign Language in Indonesia, English is not only taught from
elementary up to university level but also introduced in kindergarten. The purpose
of Learning English in Indonesia curriculum is to make the students master
communication. The last curriculum in national curriculum is the educational unit
curriculum (KTSP) states that students must be able to communicate well in
English. It means they have to have communication ability. Kitao says that
communication ability is ability to use language appropriately, both receptively
and productively, in real situations (Djiwandono, 2011:28).
To realize that situation, students have to master a number of vocabularies.
It is about 2000 words; this is around the number of words that most native
speaker use in their daily conversation (Thornburry, 2002:21)
Vocabulary is one of the basic elements in achieving language skills beside
grammar, pronunciation and spelling. A linguist, David Wilkins says that
vocabulary learning is very important. ‘Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed’ (Thornburry, 2002:13)
But, based on the observation in SDN 104214 Delitua it is indicated that
many students failed in reading, writing and the others skill because they are weak
in mastering vocabulary. Most of the students get the score below Minimal
Completeness Criteria (KKM) of English lesson for Elementary School. The score
of vocabulary test from the students can be seen in table 1.1.
Table 1.1 Fifth Grade (V) Students’ Score of Vocabulary Test
Semesters
1st Semester 2012/2013
Score
2.002; df = 58, α = 0.05)
B.
Suggestions
Based on the conclusions above, the results of the findings contribute
some valuable suggestions for those who are interested in teaching vocabulary as
follows:
1. The English teachers should improve their strategies in teaching
vocabulary by applying Jumble Letters Strategy so that the students can
improve their vocabulary and comprehend on what they had read.
2. Students should apply Jumble letters Strategy when they encounter reading
activity so that they can increase their vocabulary achievement and
comprehend a text easily.
3. Other researchers should try to apply Jumble Letters Strategy on the
different level students to prove the effectiveness of Jumble Letters
Strategy in teaching vocabulary.