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SKRIPSI
THE USE OF HANGAROO GAME TO TEACH VOCABULARY
MASTERY FOR THE FIFTH GRADE STUDENTS OF SD N 2
RAGUKLAMPITAN JEPARA IN ACADEMIC YEAR 2014/2015
BY:
NILA RAHMAWATI
201132261
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
i
ii
THE USE OF HANGAROO GAME TO TEACH VOCABULARY
MASTERY FOR THE FIFTH GRADE STUDENTS OF SD N 2
RAGUKLAMPITAN JEPARA IN ACADEMIC YEAR 2014/2015
SKRIPSI
Presented to the University of Muria Kudus in Partial Fulfillment of the
Requirements for Completing the Sarjana Program in English Education
By
Nila Rahmawati
NIM 201132261
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
iii
iv
v
MOTTO AND DEDICATION
MOTTO
Tranquility can be found when we are with God.
The more we are grateful, the more happiness we get.
Nothing is impossible, Anything can happen as long as we believe.
Never give up, fix mistakes, and keep stepping.
DEDICATION
This skripsi is dedicated to:
Allah SWT
My beloved parents thanks for your
supports.
My beloved young brother.
My beloved special one thanks for all
his love and support.
My best friends thanks for all her and
his support.
All of my friends in English
Education Department from UMK
that are kept in my deepest heart.
Thanks for all sweet memories that
we have ever made.
vi
ACKNOWLEDGMENT
Alhamdulillahirobbil’alamin, the writer would like to express her high
gratitude to Allah SWT for blessing and guidance, so the writer can finish her
skripsi entitled “The Use Of Hangaroo Game To Teach Vocabulary Mastery For
The Fifth Grade Students Of Sd N 2 Raguklampitan Jepara In Academic Year
2014/2015”.
This skripsi would never be completed without assistance of others.
Therefore, the writer would like to express her deep gratitude to:
1.
Dr. Slamet Utomo, M.Pd, as the Dean of Teacher Training and Education
Faculty of Muria Kudus University.
2.
Diah Kurniati, S.Pd, M.Pd, as the Head of English Education Department
and as the writer’s first advisor who was giving in valuable guidance,
showing the appropriate references, and helping her in all of the
difficulties. Moreover, for her kindness and helpfulness corrections to this
final project until its completion.
3.
Atik Rokhayani, S.Pd, M.Pd. as the second advisor who has read this final
project carefully and given many useful suggestions and also corrections
for its improvement.
4.
All of lecturers and staff of English Education Department Teacher
Training and Education Faculty.
5.
Paijo, S.Pd.as the head master of SD N 2 Raguklampitan Jepara who has
given the opportunity to do this research.
vii
6.
Anik widya, S.Pd as the English teacher of SD N 2 Raguklampitan Jepara
who gave her time in helping this research.
7.
The fifth grade students of SD N 2 Raguklampitan Jepara in academic
year2014/2015 for their corporation.
8.
Writer’s beloved parents (Mr. Bisri and Mrs. Sripah) and her young
brother (M. Afi Firman N) for their love, pray, support and do the best for
writer.
9.
Writer’s close friends;Fitria, Testi, Mbak Indah (Nuna), Lina, Sulis, Nurul,
Titha, Sukamto.
10. Writer’s special one (M. Adib Luthfi) for his love, care, patience, support
and the best for writer.
There is no greatest obstacle in writing this skripsi than avoiding the
temptation of being perfect. Therefore, suggestion from the reader will be fully
appreciated and always awaited. The writer do expects that this research will be
useful for those, especially who are in the field of education.
Kudus, June 2015
The Writer
Nila Rahmawati
viii
ABSTRACT
Rahmawati, Nila. 2015. The Use of Hangaroo Game to Teach Vocabulary
Mastery for the Fifth Grade Students of SD N 2 Raguklampitan Jepara in
Academic Year 2014/2015. Skripsi. English Education Department, Teacher
Training and Education Faculty. Muria Kudus University. Advisor : (1)
Diah Kurniati, S.Pd, M.Pd., (2) Atik Rokhayani, S.Pd, M.Pd.
Key words: Vocabulary, Hangaroo Game
One of the part in creating and understanding the language is vocabulary
mastery. People cannot express their opinion and ideas in English without
knowing their vocabulary. In fact, the English teacher in SD N 2 Raguklampitan
Jepara stated that the fifth grade students still have difficulties to master
vocabulary. They are difficult to use the correct vocabularies in sentences. So the
technique that the teacher used that is conventional is also less satisfied in
teaching learning process. Because of the reason, the writer would like to use
interesting technique in teaching vocabulary mastery, the technique is Hangaroo
Game. Hangaroo game is a kind of games by filling the blank. Hangaroo game
can be used as one of teaching media to make teaching English vocabulary more
interesting. With the application of this media, the students will be interested and
felt enjoyable during the teaching and learning process.
The purpose of this research is to find out whether there is a significant
difference between the Mastery of Vocabulary for the Fifth Grade Students of SD
N 2 Raguklampitan Jepara in the Academic Year 2014/2015 before and after
being Taught through Hangaroo Game.
The method of this research used an experimental research with one group
pre-test post-test. The population used by the writer is the of Fifth Grade Students
of SD N 2 Raguklampitan Jepara in the Academic Year 2014/2015. The writer
used a test as instrument of the research. The kind of the test was multiple choice
test. The test consists of 22 questions.
The result of this research shows that in level significance 5% and degree
of freedom (df) N-1 = 21, there is a significant difference between vocabulary
mastery of the fifth grade students of SD N 2 Raguklampitan taught by using
Hangaroo Game in Academic Year 2014/2015 and without using Hangaroo
Game. It is shown from the calculation result t-observation (t₀) is 7.8, meanwhile
t-table is 2,08. It means the null hypothesis is rejected and the alternative
hypothesis is accepted (t₀ = 7.8 > tt = 2.08). The vocabulary mastery of the fifth
grade students of SD N 2 Raguklampitan Jepara taught by using Hangaroo Game
in Academic Year 2014/2015 is good (Mean = 66.4 and SD = 11.16). And
vocabulary mastery of the fifth grade students of SD N 2 Raguklampitan Jepara
without using Hangaroo Game in Academic Year 2014/2015 is low (Mean =
53.22 and SD = 13.5)
ix
After knowing the result of this research that Vocabulary Mastery of the
Fifth Grade Students of SD N 2 Raguklampitan Jepara Taught by Using Hangaroo
Game in the Academic Year 2014/2015 is higher than without using Hangaroo
Game. Thus, the writer suggests that the teacher should be able to created in
teaching learning process more interesting, innovative, and enjoyable. The teacher
can use Hangaroo Game in teaching vocabulary mastery because Hangaroo Game
is an efective game to teach vocabulary.
x
ABSTRAK
Rahmawati, Nila. 2015. Penggunaan Hangaroo Game untuk Mengajar
Kemampuan Kosa Kata pada Siswa Kelas Lima SD N 2 Raguklampitan
Jepara Tahun Ajaran 2014/2015. Skripsi. Program Studi Pendidikan
Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas
Muria Kudus. Pembimbing (I) Diah Kurniati, S.Pd, M.Pd. (II) Atik
Rokhayani, S.Pd, M.Pd.
Kata kunci : Kosa kata , Hangaroo Game
Salah satu bagian dalam menciptakan dan pemahaman bahasa adalah
penguasaan kosa kata. Seseorang tidak bisa mengutarakan pendapat mereka dan
ide dalam bahasa inggris tanpa mengetahui kosa kata mereka. Pada kenyataanya,
guru bahasa inggris di SD N 2 Raguklampitan Jepara mengatakan bahwa siswa
kelas lima masih kesulitan untuk menguasai kosa kata. Mereka kesulitan untuk
menggunakan kosa kata yang benar dalam sebuah kalimat. Jadi teknik yang
digunakan oleh guru adalah teknik yang biasa yang juga kurang menyenangkan
pasa proses belajar mengajar. Karena alasan tersebut, penulis ingin menggunakan
teknik yang menarik dalam mengajar penguasaan kosa kata, teknik tersebut adalah
Hangaroo Game. Hangaroo game adalah salah satu permainan dengan mengisi
bagian yang kosong. Hangaroo Game dapat digunakan sebagai salah satu media
pengajaran untuk membuat pembelajaran kosa kata Bahasa Inggris lebih menarik.
Dengan aplikasi media tersebut, siswa akan lebih tertarik dan mmenikmati selama
proses belajar mengajar.
Tujuan dari penelitian ini adalah untuk mengetahui apakah ada perbedaan
yang signifikan antara kemampuan kosa kata pada siswa kelas V SD N 2
Raguklampitan Jepara di tahun ajaran 2014/2015 sebelum dan sesudah
menggunakan Hangaroo Game.
Penelitian ini menggunakan sebuah penelitian eksperimental dengan satu
kelompok pre-test post-test. Populasi yang digunakan oleh penulis adalah siswa
kelas V SD N 2 Raguklampitan Jepara di tahun ajaran 2014/2015. Penulis
menggunakan tes sebagai instrumen penelitian. Jenis tes yang digunakan adalah
tes pilihan ganda. Tes ini terdiri dari 20 pertanyaan.
Hasil penelitian ini menunjukkan bahwa tingkat signifikansi 5% dan
derajat kebebasan (df) N-1 = 21, ada perbedaan yang signifikan antara
kemampuan kosa kata siswa kelas V SD N 2 Raguklampitan sesudah
menggunakan Hangaroo Game tahun ajaran 2014/2015 dan sebelum
menggunakan Hangaroo Game. Hal ini ditunjukkan dari hasil perhitungan tobservasi (t₀) adalah 7.8, sedangkan t-tabel 2,08. Ini berarti hipotesis nol ditolak
dan hipotesis alternatif diterima (t₀ = 7.8> tt = 2.08). Kemampuan kosa kata
siswa kelas V SD N 2 Raguklampitan yang diajar dengan menggunakan Hangaroo
Game tahun ajaran 2014/2015 tergolong “baik” (Mean = 66.4 dan SD = 11.16).
Sedangkan kemampuan kosa kata siswa kelas V SD N 2 Raguklampitan tanpa
menggunakan Hangaroo Tahun Ajaran 2014/2015 tergolong “rendah” (Mean =
53.22dan SD = 13.5)
xi
Setelah mengetahui hasil penelitian ini nilai dari kemampuan kosa kata
siswa kelas V SD N 2 Raguklampitan Jepara sesudah menggunakan Hangaroo
Game tahun ajaran 2014/2015 lebih tinggi dari pada sebelum menggunakan
Hangaroo Game. Dengan demikian , penulis menyarankan bahwa guru harus
mampu menciptakan proses belajar mengajar yang lebih menarik , inovatif , dan
menyenangkan . Guru dapat menggunakan Hangaroo Game dalam mengajar
kemampuan kosa kata karena Hangaroo Game adalah sebuah teknik yang efektif
untuk mengajar kosa kata.
xii
TABLE OF CONTENTS
Page
COVER .........................................................................................................
LOGO ............................................................................................................
PAGE OF TITLE .........................................................................................
MOTTO AND DEDICATION ....................................................................
ADVISORS’ APPROVAL ..........................................................................
EXAMINERS’ APPROVAL .......................................................................
ACKNOWLEDGEMENT ...........................................................................
ABSTRACT ..................................................................................................
ABSTRAK ....................................................................................................
TABLE OF CONTENTS .............................................................................
LIST OF TABLES .......................................................................................
LIST OF FIGURES .....................................................................................
LIST OF APPENDICES .............................................................................
i
ii
iii
iv
v
vi
vii
ix
x
xii
xiv
xv
xvi
CHAPTER I INTRODUCTION
1.1
Background of the Research ...................................................................
1
1.2
Statement of the Problems ......................................................................
3
1.3
Objectives of the Research .....................................................................
4
1.4
Significances of the Research .................................................................
4
1.5
Limitation of the Research......................................................................
4
1.6
Operational Definition ............................................................................
5
CHAPTER II REVIEW OF RELATED LITERATURE AND
HYPOTHESIS
2.1. Teaching English for Young Learners ....................................................
7
2.1.1. The Characteristics of Young Learners .....................................
8
2.2. Teaching English in SD N 2 Raguklampitan Jepara .............................
10
2.2.1. Curriculum of Teaching English in SD N 2 Raguklampitan
Jepara .........................................................................................
2.2.2. Purpose of Teaching English in SD N 2 Raguklampitan
xiii
11
Jepara .........................................................................................
12
2.2.3. Material of English Teaching in SD N 2 Raguklampitan
Jepara ........................................................................................
13
2.3. Vocabulary Mastery ...............................................................................
13
2.3.1. Types of vocabulary .....................................................................
14
2.4. Games .....................................................................................................
15
2.4.1. The Advantages of Using Games .................................................
16
2.5. Hangaroo Games ....................................................................................
16
2.5.1. The Advantages of Using Hangaroo Games ................................
18
2.5.2. Teaching Vocabulary Mastery by Using Hangaroo Game ...........
18
2.6. Review of Previous Research .................................................................
19
2.7. Theoritical Framework ..........................................................................
20
2.8. Hypothesis .............................................................................................
21
CHAPTER III METHODOLOGY OF THE RESEARCH
3.1. Research Design .....................................................................................
22
3.2. Population and Sample ...........................................................................
23
3.3. Instrument of the Research .....................................................................
24
3.4. Data Collection .......................................................................................
27
3.5. Data Analysis ..........................................................................................
28
CHAPTER IV RESEARCH FINDING
4.1
Finding of the research ..........................................................................
32
4.1.1. The Mastery of English Vocabulary of Fifth Grade Students of
SD N 2 Raguklampitan Jepara in academic year 2014/2015
before being taught by using Hangaroo Game ..............................
xiv
32
4.1.2. The Mastery of English Vocabulary of Fifth Grade Students of
SD N 2 Raguklampitan Jepara in academic year 2014/2015 after
being taught by using Hangaroo Game. ........................................
34
4.1.3 The Difference of the Mastery of English Vocabulary of Fifth
Grade Students of SD N 2 Raguklampitan Jepara in academic
year 2014/2015 before and after being taught by using Hangaroo
4.2
Game .............................................................................................
37
Hypothesis Testing ...............................................................................
37
CHAPTER V DISCUSSION
5.1
Discussion ..............................................................................................
42
CHAPTER VI CONCLUSION AND SUGGESTION
6.1
Conclusion ..............................................................................................
48
6.2
Suggestion ..............................................................................................
49
BIBLIOGRAPHY ..........................................................................................
APPENDICES ................................................................................................
50
52
CURRICULUM VITAE ...........................................................................................
90
xv
LIST OF TABLES
Table
Page
3.1.
The Criteria of English Vocabulary Mastery .....................................
4.1
The Score of The Mastery of English Vocabulary of Fifth
4.2
29
Grade Students of SD N 2 Raguklampitan Jepara in academic
year 2014/2015 before being taught by using Hangaro ........................
33
Frequency Distribution of The Mastery of English
Vocabulary of Fifth Grade Students of SD N 2
RaguklampitanJepara in academic year 2014/2015 before
being taught by using Hangaroo Game ..................................................
33
4.3
The Score of The Mastery of English Vocabulary of Fifth
Grade Students of SD N 2 RaguklampitanJepara in academic
year 2014/2015 after being taught by using Hangaroo Game ............ 34
4.4
Frequency Distribution of The Mastery of English
Vocabulary of Fifth Grade Students of SD N 2
Raguklampitan Jepara in academic year 2014/2015 after
being taught by using Hangaroo Game .............................................. 36
4.5
The Summary of T-test Result of the Mastery of English
Vocabulary of Fifth Grade Students of SD N 2
Raguklampitan Jepara in academic year 2014/2015 before
and
after
being
taught
by
using
Hangaroo
Game……………………………………………………….. ............
xvi
40
LIST OF FIGURES
Figure
Page
3.1. The Design of Experimental of Single Group Using Pretest-Posttest ......
4.1 The Bar Diagram of the Mastery of English Vocabulary of Fifth Grade
Students of SD N 2 Raguklampitan Jepara in academic year 2014/2015
before
being
taught
by
using
Hangaroo
Game…………………………… .............................................................
4.2 The Bar Diagram of the Mastery of English Vocabulary of Fifth Grade
Students of SD N 2 Raguklampitan Jepara in academic year 2014/2015
after being taught by using Hangaroo Game ............................................
xvii
23
34
36
LIST OF APPENDICES
Appendix
Page
1.
Syllabus ..............................................................................................
52
2.
Lesson Plan Hangaroo Game .............................................................
61
3.
Students Worksheet ...........................................................................
69
4.
The Pre Test Score of Vocabulary Mastery Test before Taught by
Using Hangaroo Game .......................................................................
5.
78
The Calculation of Mean and Standard Deviation of the Mastery
of English Vocabulary of Fifth Grade Students of SD N 2
RaguklampitanJepara in academic year 2014/2015 before being
taught by using Hangaroo Game ........................................................
6.
The post test score Vocabulary Mastery Test after Taught by
Using Hangaroo Game .......................................................................
7.
79
81
The Calculation of Mean and Standard Deviation of the Mastery
of English Vocabulary of Fifth Grade Students of SD N 2
Raguklampitan Jepara in academic year 2014/2015 after being
taught by using Hangaroo Game ........................................................
8.
82
The Calculation of t-observation (to) of of the Mastery of English
Vocabulary of Fifth Grade Students of SD N 2 Raguklampitan
Jepara in academic year 2014/2015 taught by using Hangaroo
Game ..................................................................................................
84
9.
List of students’ five grade students ...................................................
86
10.
T-Table ...............................................................................................
87
xviii
THE USE OF HANGAROO GAME TO TEACH VOCABULARY
MASTERY FOR THE FIFTH GRADE STUDENTS OF SD N 2
RAGUKLAMPITAN JEPARA IN ACADEMIC YEAR 2014/2015
BY:
NILA RAHMAWATI
201132261
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
i
ii
THE USE OF HANGAROO GAME TO TEACH VOCABULARY
MASTERY FOR THE FIFTH GRADE STUDENTS OF SD N 2
RAGUKLAMPITAN JEPARA IN ACADEMIC YEAR 2014/2015
SKRIPSI
Presented to the University of Muria Kudus in Partial Fulfillment of the
Requirements for Completing the Sarjana Program in English Education
By
Nila Rahmawati
NIM 201132261
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
iii
iv
v
MOTTO AND DEDICATION
MOTTO
Tranquility can be found when we are with God.
The more we are grateful, the more happiness we get.
Nothing is impossible, Anything can happen as long as we believe.
Never give up, fix mistakes, and keep stepping.
DEDICATION
This skripsi is dedicated to:
Allah SWT
My beloved parents thanks for your
supports.
My beloved young brother.
My beloved special one thanks for all
his love and support.
My best friends thanks for all her and
his support.
All of my friends in English
Education Department from UMK
that are kept in my deepest heart.
Thanks for all sweet memories that
we have ever made.
vi
ACKNOWLEDGMENT
Alhamdulillahirobbil’alamin, the writer would like to express her high
gratitude to Allah SWT for blessing and guidance, so the writer can finish her
skripsi entitled “The Use Of Hangaroo Game To Teach Vocabulary Mastery For
The Fifth Grade Students Of Sd N 2 Raguklampitan Jepara In Academic Year
2014/2015”.
This skripsi would never be completed without assistance of others.
Therefore, the writer would like to express her deep gratitude to:
1.
Dr. Slamet Utomo, M.Pd, as the Dean of Teacher Training and Education
Faculty of Muria Kudus University.
2.
Diah Kurniati, S.Pd, M.Pd, as the Head of English Education Department
and as the writer’s first advisor who was giving in valuable guidance,
showing the appropriate references, and helping her in all of the
difficulties. Moreover, for her kindness and helpfulness corrections to this
final project until its completion.
3.
Atik Rokhayani, S.Pd, M.Pd. as the second advisor who has read this final
project carefully and given many useful suggestions and also corrections
for its improvement.
4.
All of lecturers and staff of English Education Department Teacher
Training and Education Faculty.
5.
Paijo, S.Pd.as the head master of SD N 2 Raguklampitan Jepara who has
given the opportunity to do this research.
vii
6.
Anik widya, S.Pd as the English teacher of SD N 2 Raguklampitan Jepara
who gave her time in helping this research.
7.
The fifth grade students of SD N 2 Raguklampitan Jepara in academic
year2014/2015 for their corporation.
8.
Writer’s beloved parents (Mr. Bisri and Mrs. Sripah) and her young
brother (M. Afi Firman N) for their love, pray, support and do the best for
writer.
9.
Writer’s close friends;Fitria, Testi, Mbak Indah (Nuna), Lina, Sulis, Nurul,
Titha, Sukamto.
10. Writer’s special one (M. Adib Luthfi) for his love, care, patience, support
and the best for writer.
There is no greatest obstacle in writing this skripsi than avoiding the
temptation of being perfect. Therefore, suggestion from the reader will be fully
appreciated and always awaited. The writer do expects that this research will be
useful for those, especially who are in the field of education.
Kudus, June 2015
The Writer
Nila Rahmawati
viii
ABSTRACT
Rahmawati, Nila. 2015. The Use of Hangaroo Game to Teach Vocabulary
Mastery for the Fifth Grade Students of SD N 2 Raguklampitan Jepara in
Academic Year 2014/2015. Skripsi. English Education Department, Teacher
Training and Education Faculty. Muria Kudus University. Advisor : (1)
Diah Kurniati, S.Pd, M.Pd., (2) Atik Rokhayani, S.Pd, M.Pd.
Key words: Vocabulary, Hangaroo Game
One of the part in creating and understanding the language is vocabulary
mastery. People cannot express their opinion and ideas in English without
knowing their vocabulary. In fact, the English teacher in SD N 2 Raguklampitan
Jepara stated that the fifth grade students still have difficulties to master
vocabulary. They are difficult to use the correct vocabularies in sentences. So the
technique that the teacher used that is conventional is also less satisfied in
teaching learning process. Because of the reason, the writer would like to use
interesting technique in teaching vocabulary mastery, the technique is Hangaroo
Game. Hangaroo game is a kind of games by filling the blank. Hangaroo game
can be used as one of teaching media to make teaching English vocabulary more
interesting. With the application of this media, the students will be interested and
felt enjoyable during the teaching and learning process.
The purpose of this research is to find out whether there is a significant
difference between the Mastery of Vocabulary for the Fifth Grade Students of SD
N 2 Raguklampitan Jepara in the Academic Year 2014/2015 before and after
being Taught through Hangaroo Game.
The method of this research used an experimental research with one group
pre-test post-test. The population used by the writer is the of Fifth Grade Students
of SD N 2 Raguklampitan Jepara in the Academic Year 2014/2015. The writer
used a test as instrument of the research. The kind of the test was multiple choice
test. The test consists of 22 questions.
The result of this research shows that in level significance 5% and degree
of freedom (df) N-1 = 21, there is a significant difference between vocabulary
mastery of the fifth grade students of SD N 2 Raguklampitan taught by using
Hangaroo Game in Academic Year 2014/2015 and without using Hangaroo
Game. It is shown from the calculation result t-observation (t₀) is 7.8, meanwhile
t-table is 2,08. It means the null hypothesis is rejected and the alternative
hypothesis is accepted (t₀ = 7.8 > tt = 2.08). The vocabulary mastery of the fifth
grade students of SD N 2 Raguklampitan Jepara taught by using Hangaroo Game
in Academic Year 2014/2015 is good (Mean = 66.4 and SD = 11.16). And
vocabulary mastery of the fifth grade students of SD N 2 Raguklampitan Jepara
without using Hangaroo Game in Academic Year 2014/2015 is low (Mean =
53.22 and SD = 13.5)
ix
After knowing the result of this research that Vocabulary Mastery of the
Fifth Grade Students of SD N 2 Raguklampitan Jepara Taught by Using Hangaroo
Game in the Academic Year 2014/2015 is higher than without using Hangaroo
Game. Thus, the writer suggests that the teacher should be able to created in
teaching learning process more interesting, innovative, and enjoyable. The teacher
can use Hangaroo Game in teaching vocabulary mastery because Hangaroo Game
is an efective game to teach vocabulary.
x
ABSTRAK
Rahmawati, Nila. 2015. Penggunaan Hangaroo Game untuk Mengajar
Kemampuan Kosa Kata pada Siswa Kelas Lima SD N 2 Raguklampitan
Jepara Tahun Ajaran 2014/2015. Skripsi. Program Studi Pendidikan
Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas
Muria Kudus. Pembimbing (I) Diah Kurniati, S.Pd, M.Pd. (II) Atik
Rokhayani, S.Pd, M.Pd.
Kata kunci : Kosa kata , Hangaroo Game
Salah satu bagian dalam menciptakan dan pemahaman bahasa adalah
penguasaan kosa kata. Seseorang tidak bisa mengutarakan pendapat mereka dan
ide dalam bahasa inggris tanpa mengetahui kosa kata mereka. Pada kenyataanya,
guru bahasa inggris di SD N 2 Raguklampitan Jepara mengatakan bahwa siswa
kelas lima masih kesulitan untuk menguasai kosa kata. Mereka kesulitan untuk
menggunakan kosa kata yang benar dalam sebuah kalimat. Jadi teknik yang
digunakan oleh guru adalah teknik yang biasa yang juga kurang menyenangkan
pasa proses belajar mengajar. Karena alasan tersebut, penulis ingin menggunakan
teknik yang menarik dalam mengajar penguasaan kosa kata, teknik tersebut adalah
Hangaroo Game. Hangaroo game adalah salah satu permainan dengan mengisi
bagian yang kosong. Hangaroo Game dapat digunakan sebagai salah satu media
pengajaran untuk membuat pembelajaran kosa kata Bahasa Inggris lebih menarik.
Dengan aplikasi media tersebut, siswa akan lebih tertarik dan mmenikmati selama
proses belajar mengajar.
Tujuan dari penelitian ini adalah untuk mengetahui apakah ada perbedaan
yang signifikan antara kemampuan kosa kata pada siswa kelas V SD N 2
Raguklampitan Jepara di tahun ajaran 2014/2015 sebelum dan sesudah
menggunakan Hangaroo Game.
Penelitian ini menggunakan sebuah penelitian eksperimental dengan satu
kelompok pre-test post-test. Populasi yang digunakan oleh penulis adalah siswa
kelas V SD N 2 Raguklampitan Jepara di tahun ajaran 2014/2015. Penulis
menggunakan tes sebagai instrumen penelitian. Jenis tes yang digunakan adalah
tes pilihan ganda. Tes ini terdiri dari 20 pertanyaan.
Hasil penelitian ini menunjukkan bahwa tingkat signifikansi 5% dan
derajat kebebasan (df) N-1 = 21, ada perbedaan yang signifikan antara
kemampuan kosa kata siswa kelas V SD N 2 Raguklampitan sesudah
menggunakan Hangaroo Game tahun ajaran 2014/2015 dan sebelum
menggunakan Hangaroo Game. Hal ini ditunjukkan dari hasil perhitungan tobservasi (t₀) adalah 7.8, sedangkan t-tabel 2,08. Ini berarti hipotesis nol ditolak
dan hipotesis alternatif diterima (t₀ = 7.8> tt = 2.08). Kemampuan kosa kata
siswa kelas V SD N 2 Raguklampitan yang diajar dengan menggunakan Hangaroo
Game tahun ajaran 2014/2015 tergolong “baik” (Mean = 66.4 dan SD = 11.16).
Sedangkan kemampuan kosa kata siswa kelas V SD N 2 Raguklampitan tanpa
menggunakan Hangaroo Tahun Ajaran 2014/2015 tergolong “rendah” (Mean =
53.22dan SD = 13.5)
xi
Setelah mengetahui hasil penelitian ini nilai dari kemampuan kosa kata
siswa kelas V SD N 2 Raguklampitan Jepara sesudah menggunakan Hangaroo
Game tahun ajaran 2014/2015 lebih tinggi dari pada sebelum menggunakan
Hangaroo Game. Dengan demikian , penulis menyarankan bahwa guru harus
mampu menciptakan proses belajar mengajar yang lebih menarik , inovatif , dan
menyenangkan . Guru dapat menggunakan Hangaroo Game dalam mengajar
kemampuan kosa kata karena Hangaroo Game adalah sebuah teknik yang efektif
untuk mengajar kosa kata.
xii
TABLE OF CONTENTS
Page
COVER .........................................................................................................
LOGO ............................................................................................................
PAGE OF TITLE .........................................................................................
MOTTO AND DEDICATION ....................................................................
ADVISORS’ APPROVAL ..........................................................................
EXAMINERS’ APPROVAL .......................................................................
ACKNOWLEDGEMENT ...........................................................................
ABSTRACT ..................................................................................................
ABSTRAK ....................................................................................................
TABLE OF CONTENTS .............................................................................
LIST OF TABLES .......................................................................................
LIST OF FIGURES .....................................................................................
LIST OF APPENDICES .............................................................................
i
ii
iii
iv
v
vi
vii
ix
x
xii
xiv
xv
xvi
CHAPTER I INTRODUCTION
1.1
Background of the Research ...................................................................
1
1.2
Statement of the Problems ......................................................................
3
1.3
Objectives of the Research .....................................................................
4
1.4
Significances of the Research .................................................................
4
1.5
Limitation of the Research......................................................................
4
1.6
Operational Definition ............................................................................
5
CHAPTER II REVIEW OF RELATED LITERATURE AND
HYPOTHESIS
2.1. Teaching English for Young Learners ....................................................
7
2.1.1. The Characteristics of Young Learners .....................................
8
2.2. Teaching English in SD N 2 Raguklampitan Jepara .............................
10
2.2.1. Curriculum of Teaching English in SD N 2 Raguklampitan
Jepara .........................................................................................
2.2.2. Purpose of Teaching English in SD N 2 Raguklampitan
xiii
11
Jepara .........................................................................................
12
2.2.3. Material of English Teaching in SD N 2 Raguklampitan
Jepara ........................................................................................
13
2.3. Vocabulary Mastery ...............................................................................
13
2.3.1. Types of vocabulary .....................................................................
14
2.4. Games .....................................................................................................
15
2.4.1. The Advantages of Using Games .................................................
16
2.5. Hangaroo Games ....................................................................................
16
2.5.1. The Advantages of Using Hangaroo Games ................................
18
2.5.2. Teaching Vocabulary Mastery by Using Hangaroo Game ...........
18
2.6. Review of Previous Research .................................................................
19
2.7. Theoritical Framework ..........................................................................
20
2.8. Hypothesis .............................................................................................
21
CHAPTER III METHODOLOGY OF THE RESEARCH
3.1. Research Design .....................................................................................
22
3.2. Population and Sample ...........................................................................
23
3.3. Instrument of the Research .....................................................................
24
3.4. Data Collection .......................................................................................
27
3.5. Data Analysis ..........................................................................................
28
CHAPTER IV RESEARCH FINDING
4.1
Finding of the research ..........................................................................
32
4.1.1. The Mastery of English Vocabulary of Fifth Grade Students of
SD N 2 Raguklampitan Jepara in academic year 2014/2015
before being taught by using Hangaroo Game ..............................
xiv
32
4.1.2. The Mastery of English Vocabulary of Fifth Grade Students of
SD N 2 Raguklampitan Jepara in academic year 2014/2015 after
being taught by using Hangaroo Game. ........................................
34
4.1.3 The Difference of the Mastery of English Vocabulary of Fifth
Grade Students of SD N 2 Raguklampitan Jepara in academic
year 2014/2015 before and after being taught by using Hangaroo
4.2
Game .............................................................................................
37
Hypothesis Testing ...............................................................................
37
CHAPTER V DISCUSSION
5.1
Discussion ..............................................................................................
42
CHAPTER VI CONCLUSION AND SUGGESTION
6.1
Conclusion ..............................................................................................
48
6.2
Suggestion ..............................................................................................
49
BIBLIOGRAPHY ..........................................................................................
APPENDICES ................................................................................................
50
52
CURRICULUM VITAE ...........................................................................................
90
xv
LIST OF TABLES
Table
Page
3.1.
The Criteria of English Vocabulary Mastery .....................................
4.1
The Score of The Mastery of English Vocabulary of Fifth
4.2
29
Grade Students of SD N 2 Raguklampitan Jepara in academic
year 2014/2015 before being taught by using Hangaro ........................
33
Frequency Distribution of The Mastery of English
Vocabulary of Fifth Grade Students of SD N 2
RaguklampitanJepara in academic year 2014/2015 before
being taught by using Hangaroo Game ..................................................
33
4.3
The Score of The Mastery of English Vocabulary of Fifth
Grade Students of SD N 2 RaguklampitanJepara in academic
year 2014/2015 after being taught by using Hangaroo Game ............ 34
4.4
Frequency Distribution of The Mastery of English
Vocabulary of Fifth Grade Students of SD N 2
Raguklampitan Jepara in academic year 2014/2015 after
being taught by using Hangaroo Game .............................................. 36
4.5
The Summary of T-test Result of the Mastery of English
Vocabulary of Fifth Grade Students of SD N 2
Raguklampitan Jepara in academic year 2014/2015 before
and
after
being
taught
by
using
Hangaroo
Game……………………………………………………….. ............
xvi
40
LIST OF FIGURES
Figure
Page
3.1. The Design of Experimental of Single Group Using Pretest-Posttest ......
4.1 The Bar Diagram of the Mastery of English Vocabulary of Fifth Grade
Students of SD N 2 Raguklampitan Jepara in academic year 2014/2015
before
being
taught
by
using
Hangaroo
Game…………………………… .............................................................
4.2 The Bar Diagram of the Mastery of English Vocabulary of Fifth Grade
Students of SD N 2 Raguklampitan Jepara in academic year 2014/2015
after being taught by using Hangaroo Game ............................................
xvii
23
34
36
LIST OF APPENDICES
Appendix
Page
1.
Syllabus ..............................................................................................
52
2.
Lesson Plan Hangaroo Game .............................................................
61
3.
Students Worksheet ...........................................................................
69
4.
The Pre Test Score of Vocabulary Mastery Test before Taught by
Using Hangaroo Game .......................................................................
5.
78
The Calculation of Mean and Standard Deviation of the Mastery
of English Vocabulary of Fifth Grade Students of SD N 2
RaguklampitanJepara in academic year 2014/2015 before being
taught by using Hangaroo Game ........................................................
6.
The post test score Vocabulary Mastery Test after Taught by
Using Hangaroo Game .......................................................................
7.
79
81
The Calculation of Mean and Standard Deviation of the Mastery
of English Vocabulary of Fifth Grade Students of SD N 2
Raguklampitan Jepara in academic year 2014/2015 after being
taught by using Hangaroo Game ........................................................
8.
82
The Calculation of t-observation (to) of of the Mastery of English
Vocabulary of Fifth Grade Students of SD N 2 Raguklampitan
Jepara in academic year 2014/2015 taught by using Hangaroo
Game ..................................................................................................
84
9.
List of students’ five grade students ...................................................
86
10.
T-Table ...............................................................................................
87
xviii