THE EFFECT OF GAMES AND MOTIVATION ON STUDENTS’ VOCABULARY MASTERY.
THE EFFECT OF GAMES AND MOTIVATION ON
STUDENTS’ VOCABULARY MASTERY
A Thesis
By
ASHARI P SWONDO
Registration Number: 809125002
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POST GRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
THE EFFECT OF GAMES AND MOTIVATION ON
STUDENTS’ VOCABULARY MASTERY
A Thesis
By
ASHARI P SWONDO
Registration Number: 809125002
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POST GRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Swondo, Ashari P. Registration Number: 809125002. The Effect of Games and Motivation
on Students’ Vocabulary Mastery. A Thesis. English Applied Linguistics Study
Program, Postgraduate School, State University of Medan. 2014.
The objectives of this study were (1) to find out whether or not computer vocabulary
games and board games significantly affect the students’ vocabulary mastery, (2) to find out the
extent of the students’ motivation give influences to the students’ vocabulary mastery, and (3) to
find out whether there is an interaction between games and motivation on the students’
vocabulary mastery. This study was conducted by using Factorial designs, which compared the
application of two games; Computer Vocabulary Games and Board Games. There were 300
students of second semester of 2013/ 2014 Academic Year of STMIK Potensi Utama Medan
included as the population of this research. 60 students were chosen as the samples by using
Cluster Random Sampling technique. The samples were divided into two groups which consist
of 30 students (experimental group 1 and experiment group 2). Students’ type of motivation was
measured by using a motivation test in the form of questionnaire. The first experimental group
was treated by using Computer Vocabulary Games and the second experimental group by using
Board Game. After 8 meetings, a Vocabulary Mastery Test was conducted to all groups to
evaluate the students’ vocabulary mastery. The data were analyzed by applying two-way
ANOVA with 2X2 Factorial design. The data was computed by using Statistics Softwares like
SPSS version 15 and Microsoft Excel. The result reveals that (1) Computer Vocabulary Games
and Board Games significantly affect the students vocabulary mastery (Fobserved = 9.156 > Ftable
=3.16). The students’ Vocabulary Mastery taught by using Computer Vocabulary Games is
higher than the students taught by using Board Games (80.13 > 73.20), (2) The students’
motivation significantly affects the students’ vocabulary mastery (Fobserved = 10.532 > Ftable
=3.16). Students who have intrinsic motivation have higher vocabulary mastery than the students
who have extrinsic motivation (80.13 > 72.97), (3) There is significant interaction between
games and motivation on students’ vocabulary mastery (Fobserved = 15.315 > Ftable =3.16). The
analysis using Scheffe test reveals that the students who have intrinsic motivation have higher
vocabulary mastery if they are taught by using Computer Vocabulary Games and Students who
have extrinsic motivation is more effective if they are taught by using Board Games. Thus, it can
be concluded that the application of games and the understanding of students’ motivation affect
the students’ vocabulary mastery.
i
ABSTRAK
Swondo, Ashari. P. Nomor induk : 809125002. Pengaruh Permainan dan Motivasi
Terhadap Penguasaan Kosakata Siswa. Tugas Akhir.Program Studi Linguistik
Terapan Bahasa Inggris.Program Pasca Sarjana. Universitas Negeri Medan.
2014.
Tujuan dari penelitian ini adalah (1) untuk menyelidiki apakah Computer Vocabulary
Game (Permainan Kosakata Komputer) dan Board Game (Permainan Papan) memberikan
pengaruh yang signifikan terhadap penguasaan kosakata siswa, (2) untuk mengetahui pengaruh
motivasi terhadap penguasaan kosakata siswa, (3) untuk mengetahui apakah terdapat interaksi
antara game dan motivasi terhadap penguasaan kosakata siswa. Penelitian ini merupakan
penelitian kuantitatif dengan menggunakan desain faktorial yang membandingkan dua jenis
game; Computer Vocabulary Game dan Board Game. Populasi dari penelitian ini adalah 300
orang mahasiswa Sekolah Tinggi Manajemen dan Informatika Komputer (STMIK) Potensi
Utama yang berada pada semester II tahun ajaran 2013/ 2014. 60 orang siswa dipilih sebagai
sampel penelitian dengan menggunakan teknik Cluster Random Sampling. Sampel ini kemudian
dibagi menjadi dua kelompok; kelompok eksperimental 1 dan kelompok eksperimental 2. Setiap
kelompok terdiri dari 30 orang. Tipe motivasi siswa diukur dengan menggunakan tes motivasi
dalam bentuk kuesioner. Kelompok eksperimental pertama diajarkan kosakata dengan
menggunakan Computer Vocabulary Game dan kelompok eksperimental kedua diajarkan
kosakata dengan menggunakan Board Game. Setelah 8 kali pertemuan, Tes Penguasaan
Kosakata diberikan kepada kedua kelompok untuk mengevaluasi penguasaan kosakata siswa.
Data dianalisa dengan menggunakan Analisis Varians (ANOVA) Dua Arah dengan Desain
Faktorial 2X2. Data dihitung dengan menggunakan bantuan software statistic seperti SPSS
(Statistic Program for Social Sciences) versi 15 dan Microsoft Excel 2007. Dari hasil
perhitungan ditemukan bahwa (1) Computer Vocabulary Games dan Board Games memberikan
pengaruh yang siknifikan terhadap penguasaan kosakata siswa (Fobserved = 9.156 > Ftable =3.16).
Siswa yang diajarkan kosakata dengan menggunakan Computer Vocabulary Games is memiliki
penguasaan kosakata yang lebih tinggi daripada siswa yang diajar dengan menggunakan Board
Games (80.13 > 73.20), (2) Motivasi memberikan pengaruh yang siknifikan terhadap penguasaan
kosakata siswa (Fobserved = 10.532 > Ftable =3.16). Siswa yang memiliki motivasi Intrinsik
memiliki penguasaan kosakata yang lebih tinggi dari siswa yang memiliki motivasi ekstrinsik
(80.13 > 72.97), (3) Terdapat interaksi yang siknifikan antara game dan motivasi terhadap
penguasaan kosakata siswa (Fobserved = 15.315 > Ftable =3.16). Uji lanjut yang dilakukan dengan
menggunakan uji Scheffe menunjukkan bahwa siswa yang memiliki motivasi intrinsik memiliki
penguasaan kosakata yang lebih tinggi jika diajar dengan menggunakan Computer Vocabulary
Games dan siswa yang memiliki motivasi extrinsik lebih efektif jika diajar dengan menggunakan
Board Games. Oleh karena itu, dapat disimpulkan bahwa penerapan game dan pemahaman
terhadap motivasi siswa mempengaruhi penguasaan kosakata siswa.
i
iii
ACKNOWLEDGEMENTS
The writer’s endless gratitude is primarily expressed to Allah SWT for His forever Blessings
and Mercy that has enabled him to finish writing this piece of academic work. In the process of
writing this thesis, the writer has to confess that many people have given him the care, attention and
bright ideas. In this connection, he would like to express his very special gratitude to Prof. Dr. Berlin
Sibarani, M.Pd as his First Adviser and Dr. Didik Santoso, M.Pd, as his Second Adviser, his excellent
advisers, their understanding efforts in sharing their valuable time especially for comments, advice,
correcting, and suggestions.
He would like to thank his whole-hearted gratitude to the reviewers and examiners, Prof. Dr.
Busmin Gurning, M.Pd, Dr. Edy Setia, M.Ed.,TESP, and Prof. Dr. Lince Sihombing, M.Pd., for their
valuable inputs upon completion of this thesis. He also wishes to express thanks to all lecturers who
have given him the valuable knowledge and science during his study at the English Applied Linguistics
Study Program of Postgraduate School, State University of Medan.
Then, he would also like to express his sincere appreciation and love to his parents, Alm.
Paiman Prawoto and his beloved mother, Hj. Maliah Mukri who always encourages and gives him
never endless pray to finish his study. He also thanks his beloved sister and brothers, Sukmaini, Surya
Aristo S.T and Iskandar, S.T., who have given love, support, advice, and sense of humor has helped
him more than he can know.
He also thanks the head of the foundation of STMIK Potensi Utama Medan, Mrs. Hj.
Nuriandy, B.A. who permits him to conduct the research in the school; Ms. Daifiria, S.Kom as the
Second Assistant Head, who have given him financial support and encouragement to finish his study.
And those lectures and students of STMIK Potensi Utama Medan who gave supports to this study
should deserve his sincere gratitude for their cooperative attitude and work during the research.
i
iii
Last but not least, the writer would like address his deepest love and appreciation and
dedicate this work to his beloved wife, Lubana Nazma Simbolon, S.Kom and his lovely children,
Raisya Putri Mumtaza and Raihan Hafidz Al-Adiba who always give him care, attention, and support
in his life.
Finally, the writer must admit that the content of this thesis is still far from being perfect, he
warmly welcomes any constructive ideas and critics that will improve the quality of the thesis. He also
hopes this thesis would be useful for those who read it, especially majoring in English.
Medan, August 2014
The writer,
Ashari P Swondo
Reg. No. 809125002
ii
TABLE OF CONTENTS
Page
ABSTRACT……………………………………………………………..
i
ACKNOWLEDGEMENTS…………………………………………….
ii
TABLE OF CONTENTS……………………………………………….. iv
LIST OF TABLES……………………………………………………… ix
LIST OF FIGURES…………………………………………………….. xi
LIST OF APPENDICES………………………………………………..
xiii
INTRODUCTION ....................................................
1
1.1
Background of the study ...................................
1
1.2
Problems of the Study .......................................
7
1.3
Objectives of the study ......................................
8
1.4
Scope of the study .............................................
8
1.5
Significance of the study ...................................
9
CHAPTER II REVIEW OF LITERATURE ..................................
10
CHAPTER I
2.1
Theoretical Framework…………………………
2.1.1
10
Vocabulary Mastery…………………….. 10
2.1.1.1 Factors Affecting Vocabulary Mastery... 11
Vocabulary ……….. …………………..
15
2.1.2.1 The Nature of Vocabulary……………
15
2.1.2
2.1.2.2 Types of Vocabulary…………..…….. 16
2.1.3 Assessments of Vocabulary Mastery……. 19
iv
2.2
Teaching Media………………………………… 21
2.2.1 Games ………………………..………….. 22
2.2.1.1 Computer Vocabulary Games ………… 23
2.2.1.2 Board Games ……………………..….. 30
2.3 Motivation ……………………………………… 34
2.3.1 Intrinsic Motivation …………….…......... 36
2.3.2 Extrinsic Motivation…………………….. 37
2.4 Conceptual Framework ………………………….. 38
2.4.1 The Differences between Vocabulary Mastery of
Students Taught by Using Computer Games and
Board Games……………………………….. 38
2.4.2 The Differences between Vocabulary Mastery of
Students who Have Intrinsic and Extrinsic
Motivation…………………………………….40
2.4.3 The Interaction between Games and Motivation
On Students’ Vocabulary Mastery………….. 41
2.5 The Hypotheses of the Study ……………………. 42
CHAPTER III RESEARCH METHODOLOGY ...........................
43
3.1
Research Design ................................................
43
3.2
Time and Place of the Study .............................
44
3.3
Population and Sample ......................................
44
v
3.4
The Variables………………………………….
45
3.5
The Instrumentation…………………………...
45
3.5.1 Questionnaire …………………………...
46
3.5.2 Vocabulary Mastery Test ………………… 48
3.6
The Validation of Instrument ...........................
49
3.6.1 Validity of the Questionnaire ..................
50
3.6.2 Reliability of the Questionnaire ………...
52
3.6.3 Validity of the Vocabulary Mastery Test
……………………….......................................
53
3.6.4 Reliability of the Vocabulary Mastery Test
…………………………………………………
54
Control of the Treatment………………………
55
3.7.1 Internal Validity…………………………
55
3.7.2 External Validity………………………...
57
3.8
The Procedure of the Treatment……………….
58
3.9
Technique of Analyzing Data …………………
63
3.10 Statistical Hypotheses …………………………
64
3.7
CHAPTER IV DATA AND DATA ANALYSIS
4.1
Description of the Research Data….…………… 66
4.1.1 Vocabulary Mastery of Group of Students Taught
by Using Computer Vocabulary Game……….. 67
4.1.2 Vocabulary Mastery of Group of Students Taught
vi
by Using Board Game………………………….. 68
4.1.3 Vocabulary Mastery of Group of Students who
Have Intrinsic Motivation …………………….. 69
4.1.4 Vocabulary Mastery of Group of Students who
Have Extrinsic Motivation …………………….. 70
4.1.5 Vocabulary Mastery of Group of Students Taught
Using Computer Vocabulary Game with Intrinsic
Motivation ……………………………………… 72
4.1.6 Vocabulary Mastery of Group of Students Taught
Using Computer Vocabulary Game with Extrinsic
Motivation ……………………………………… 73
4.1.7 Vocabulary Mastery of Group of Students Taught
Using Board Game with Intrinsic Motivation … 74
4.1.8 Vocabulary Mastery of Group of Students Taught
Using Board Game with Extrinsic Motivation …. 75
4.2
Requirements of Data Analysis…………………... 77
4.2.1 Normality Testing……………………………...... 77
4.2.2 Homogeneity Testing…………………………… 78
4.2.2.1 Group of Games……………………………. 78
4.2.2.2 Group of Motivation………………………... 78
4.2.2.3 Group of Interaction………………………… 79
4.3 Hypotheses Testing…………………………………. 80
4.3.1 The Students’ Vocabulary Mastery Taught by using
vii
Computer Vocabulary Game is higher than the Students
Taught by Using Board Games…………………… 81
4.3.2 The Students’ Vocabulary Mastery who Have Intrinsic
Motivation is higher than the Students who Have
Extrinsic Motivation……………………………
81
4.3.3 There is Significance Interaction between Games and
Motivation on the Students’ Vocabulary Mastery.. 82
4.4 Discussion…………………………………………….. 85
4.4.1 The Effect of Applying Computer Vocabulary Games
And Board Games on Students’ Vocabulary
Mastery…………………………………………... 86
4.4.2 The Different Vocabulary Mastery between Students
Who Have Intrinsic and Extrinsic Motivation……. 88
4.4.3 The Interaction between Games and Motivation on
The Students’ Vocabulary Mastery……………… 89
4.5 Limitation of the Research……………………………. 90
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
5.1
Conclusions………..……………………………
92
5.2
Implications……………………………………..
92
5.3
Suggestions………………………………………
93
REFERENCES…………………………………………………………….
94
APPENDICES……………………………………………………………..
99
viii
LIST OF FIGURES
FIGURE
Page
2.1 The Information Processing system …………..........................
12
2.2
Learners’ Differences and Language Learning ………………. 14
2.3
Traditional Perspective on Types of Vocabularies …………… 17
2.4
Jeopardy Betting Game……………………………………….. 28
2.5
Hidden Pictures Guessing Game……………………………… 29
2.6
Football Board Game…………………………………………. 33
2.7
Types of Motivation…………………………………………... 36
4.1
The Histogram of Students’ Scores Taught by Using Computer
Vocabulary Game……………………………………………… 68
4.2
The Histogram of Students’ Scores Taught by Using Board
Game……………………………………………………………. 69
4.3
The Histogram of the Students’ Scores who have Intrinsic
Motivation……………………………………………………… 70
4.4 The Histogram of the Students’ Scores who have Extrinsic
Motivation………………………………………………………. 71
4.5 The Histogram of the Students’ Scores Taught by Using Computer
Vocabulary Game with Intrinsic Motivation……………………. 73
4.6 The Histogram of the Students’ Scores Taught by Using Computer
Vocabulary Game with Extrinsic Motivation……………………. 74
4.7 The Histogram of the Students’ Scores Taught by Using Board
Game with Intrinsic Motivation………………………………… 75
4.8
The Histogram of the Students’ Scores Taught by Using Board
Game with Extrinsic Motivation………………………………….. 76
4.9
The Interaction between Games and Motivation on Students’
Vocabulary Mastery………………………………………………. 83
LIST OF TABLES
TABLE
1.1
Page
The Average Scores of Students’ Admittance Test…………..
4
2.1 The Summary of Strengths and Weaknesses of Computer Vocabulary
Games and Board Games……………………………………….
3.1
33
Research Design………………………………………………… 43
3.2 The Specification of Students’ Motivation Test………………
3.3
Lykert – Type Scale……………………………………………
3.4
The Specification/ Descriptor of Students’ Vocabulary Mastery
47
48
Test……………………………………………………………... 49
3.5
The Validity of Questionnaire Test Items……………………… 51
3.6
The Reliability of the Questionnaire Test Items……………….. 53
3.7
The Content Validity of the Vocabulary Mastery Test………..
53
3.8
The Reliability of the Vocabulary Mastery Test………………
55
3.9
The Activities in Research Procedure of Experimental
Group 1………………………………………………………… 58
3.10 The Activities in Research Procedure of Experimental
Group 2…………………………………………………………. 61
4.1
The Summary of Research Data Description………………….
4.2
The Frequency Distribution of Students’ Scores Taught by Using
Computer Vocabulary Game…………………………………..
4.3
66
67
The Frequency Distribution of Students’ Scores Taught by Using
Board Game……………………………………………………. 68
4.4
The Frequency Distribution of Students’ Scores who have
Intrinsic Motivation………………………………………………
4.5
The Frequency Distribution of Students’ Scores who have
Extrinsic Motivation………………………………………………
4.6
72
The Frequency Distribution of Students’ Scores Taught by Using
Computer Vocabulary Game with Extrinsic Motivation…………..
4.8
71
The Frequency Distribution of Students’ Scores Taught by Using
Computer Vocabulary Game with Intrinsic Motivation…………..
4.7
69
74
The Frequency Distribution of Students’ Scores Taught by Using
Board Game with Intrinsic Motivation………….. ………………… 75
4.9
The Frequency Distribution of Students’ Scores Taught by Using
Board Game with Extrinsic Motivation…………..………………… 76
4.10 The Summary of the Normality Test Results………………………..
77
4.11 Results of Homogeneity Test of Games…………………………….
78
4.12 Results of Homogeneity Test of Motivation………………………..
79
4.13 Results of Homogeneity Test on Group of Interaction……………..
79
4.14 Two-Way Analysis of Variance (ANOVA) with 2X2 Factorial
Designs……………………………………………………………… 80
4.15 The Summary of the Calculation Result of Two-Way ANOVA……
80
4.16 The Summary of the Scheffe Test Calculation……………………..
83
LIST OF APPENDICES
APPENDIX
Page
A.
Motivation Questionnaires........................................................
99
B.
Validity of the Questionnaires Items ........................................ 102
C.
The SPSS Computation of the Questionnaires Reliability ....... 107
D.
Vocabulary Mastery Test .......................................................... 109
E.
The Answer Key of the Vocabulary Mastery Test ................... 115
F.
The SPSS Computation of the Vocabulary Mastery Reliability..116
G.
Validity of the Vocabulary Mastery Test Items………………
H.
Description of Research Data on Each Groups ........................ 125
I.
Test of Normality ...................................................................... 126
J.
Test of Homogeneity ................................................................ 127
K.
Computing of Two-Way Analysis of
118
Variance ( ANOVA) ................................................................. 128
L.
Scheffe Post Hoc Multiple Comparisons .................................. 130
M.
The Summary of Motivation Test ............................................ 132
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
Vocabulary mastery is one of the important aspects in learning foreign languages. In
order to communicate well in a foreign language, one should have enough vocabulary and knows
how to use them correctly. Vocabulary is one of the elements that cannot be separated from
language learning as it links the four language skills, namely: listening, speaking, reading and
writing.
Vocabulary has also been important issue both for teachers and students in learning a
foreign language. One’s comprehension on a text either written or spoken will be highly
depended on his/her level of vocabulary mastery. If he has sufficient numbers of vocabulary, he
will easily comprehend the points either what writer delivers in a written text or messages
delivered in spoken texts. Otherwise, s/he will not understand anything. Allen (1999:1) states
that we know what we want to say but often struggle to find just the right words. Therefore,
vocabulary mastery has become one of the indications to measure one’s depth of knowledge. As
stated by Wilkins (1972:111), without grammar very little can be conveyed, without vocabulary
nothing can be conveyed. This statement also in line with Krashen who comments that learners
do not carry grammar books in their pockets, but they carry dictionaries. Conventionally,
vocabulary teaching is conducted by introducing students to new words found in a text by giving
them list of new words provided by the meaning in their native language. Teachers then give
students time to memorize the words. After a while, teachers check their understanding by asking
them to perform the vocabulary again or by asking the meaning of the vocabulary they have just
learnt.
However, vocabulary is not a specific subject taught in the class. Vocabulary teaching is
not included in the curriculum. Thornburry (2002:13) has commented that vocabulary teaching
has not always been very responsive and teachers have not fully recognized the tremendous
communicative advantage in developing an extensive vocabulary. In the teaching and learning
process, vocabulary teaching is usually inserted in the teaching of language skills, namely
listening, speaking, reading or writing. During the teaching, teachers usually introduce students
to new words they might find in text then they give the meaning of the words in the students’
native language. Therefore, many students think that studying vocabulary is studying list of new
words which accompanied by their meaning in the native language. They lack of knowledge how
to use the words in the real contexts.
In fact, most of students have realized the importance of vocabulary in learning a foreign
language. They also have strategies and ways to enhance the number of vocabulary they have.
Usually, they carry a bilingual dictionary anywhere they go. As soon as they meet unfamiliar
words, they will look up the new meaning of those words from the dictionary and write them on
their notebooks. But after a while, they soon realize that this is not an effective way to improve
the number of their vocabulary mastery. Most of the time, students feel bored and frustrated
learning this way because they often forget the words as soon as they write them. Sometimes this
condition might lead them to the conclusion that they have bad memorizations and this condition
is concern to lead them to lose motivation. Allen (1999:2) commented that teaching vocabulary
in the traditional way which is often assumed as assign, define and test do not increase students’
speaking, reading and writing language anymore than looking words up in the dictionary.
Students seldom gain enough in-depth word knowledge which resulting difficulty in integrating
the words into their spoken or written language. Thus, it can be concluded that dictionary and
memorization are not a
Academic
STUDY PROGRAMS
Year
recommended way to
learn vocabulary.
The practice of
teaching vocabulary which typically done in many schools also make students do not have
creativity and initiatives.
Mostly, Students only ask teachers to provide the meaning of
unfamiliar words found in a text. They wait for teachers to control the lesson by providing the
meaning of the words and write them on their notebooks or to use them to complete their
exercises. As a result, students can only use the word in the exact form they have taught and not
knowing how to use them in different contexts in the real life communication.
Moreover, Bromley (2008:81) emphasizes the important of enhancing vocabulary by
relating to school achievement. He states that inadequacy of vocabulary knowledge is the main
cause of students’ failure in language learning.
It can be revealed by the candidate students who took the admittance test at STMIK Potensi
Utama, which is considered low as presented in Table 1.1:
INFORMATICS
INFORMATION
INFORMATICS
ENGINEERING
SYSTEM
MANAGEMENT
Class
Class
Class
Class
Class
Class
Class
Class
Class
Class
A
B
C
A
B
C
A
B
C
D
48
52
60
44
48
70
60
56
40
52
The
Average
Vocabul
ary
Scores
Table 1.1 The Average of Students Admittance Test Vocabulary Scores
From Table 1.1, it can be explained that there are ten parallel classes of 2013/ 2014
Academic year at STMIK POTENSI UTAMA which divided into three study programs, they
are: informatics engineering, information system and informatics management. The average
scores of vocabulary test for each class is obtained by divided the total scores of vocabulary
obtained by the total number of the students.
Teachers should not only feel responsible for the use of language, but also feel compelled
to focus on vocabulary study so that students are exposed to rich, expressive language in which
they can use variety of sentence structures, asks questions, makes up stories and talk
enthusiastically about what they see and do. Therefore, effective learning strategies and media
should be thought to provide students with successful vocabulary mastery.
The implementation of technology is widely believed to help teachers can create
conducive and motivating learning environment in classrooms. Computers as the integral parts of
technology have developed significantly either the hardwares or softwares since their first
appearance. The price of computers which are getting reachable have also become the
consideration and interests for those who are interested in finding better and effective way to
improve the quality of education.
The development of computer softwares is indicated by the emergence of many software
developers which design and create computer applications for various purposes in many different
fields. In the field of teaching and learning English, there are many interactive application
programs that can be used to improve the four language skills, like listening, speaking, reading
and writing.
Games as one of the computer applications are informally considered as the entertaining
media for leisure time activities. But games can also be used for educative purposes and the
media to promote students’ knowledge. In language teaching, games have often been used to
stimulate students’ motivation and interest as games are fun challenging .It is in line with Shaffer
(2006:6) who stated that games help create and support children’s interests.
Therefore, the role of games in teaching and learning vocabulary cannot be denied.
However, in order to achieve the most from vocabulary games, it is essential that suitable games
are chosen. Whenever a game is to be conducted, some factors such as the number of students,
proficiency level, timing, learning topic and the classroom settings are the factors that should be
taken into account.
Sheng-Hue Hsu et al (2009) defined computer vocabulary games as the games which are
specifically designed for the educational purpose. These games are created for enhancing
students’ vocabulary mastery. There is various vocabulary games have been created by software
developers. They are sold either at computer stores or can be downloaded free from the internet.
The types of the computer vocabulary games that will be used are called Jeopardy Betting game,
Hidden Pictures game. These are interactive fun games that can make students compete in a
challenging, motivating and friendly atmosphere. This game can be used for practicing English
vocabulary as it will have students to recall the vocabulary they have learnt and also introduce
them to the new ones. Moreover, students’ vocabulary mastery will be enhanced as teacher and
students will make a discussion on the words found after the game is played.
Generally, board games are not only defined as the games which are played on the board,
but also the games that designed on paper which related to the material taught. Some of the most
popular board games are scrabble, taboo, hangman, boggle, balderdash, etc. Most of these games
require a subset of the following skills – having a good passive vocabulary, a good active
vocabulary, creativity and communication. The type of the board game that will be used in this
study is called Football Board Game. The template can be developed and designed with the
needs of the learners or the curriculum used. The use of this game can make students
communicatively practice while having fun. In this game there are flash cards which contain
questions should be answered or tasks should be performed. This game is also adaptable for all
levels of students and all class sizes.
Motivation is one of the most significant factors in learning languages. It is also related to
students’ mastery. Dornyei (1994) states that motivation is one of the main determinants of
second or foreign language learning. Students who have high motivation will have better mastery
and learn faster if compared with those who have low motivation. Students with high motivation
will do strategic actions and are willing to spend more time to do the necessary efforts to achieve
their goals.
The source of motivation can be derived from either inside or outside someone. The
motivation which is from inside is called Intrinsic motivation. This can be seen when someone
performs something to get pleasure or satisfaction or even to satisfy his/ her curiosity. The
motivation which is from outside is called Extrinsic Motivation. This can be seen when someone
performs something to get reward (good scores, employment, etc) or to avoid punishments.
Based on this background, the writer is interested in conducting a research and find out
the effectiveness of games in improving students’ vocabulary mastery.
1.2 The Problems of the Study
Based on the background which was given above, this study investigated the use of
games and motivation in teaching vocabulary in the classrooms. Based on the notions above, the
problems of the study can be formulated as follows:
1. Is the vocabulary mastery of the students taught by using computer vocabulary games higher
than the vocabulary mastery of the students taught by using board games?
2. Is the vocabulary mastery of the students who have intrinsic motivation higher than the
students who have extrinsic motivation?
3. Is there any significant interaction between games and motivation on the students’
vocabulary mastery?
1.3 The Objectives of the Study
In general, this study aims to obtain the description on the effect of certain games and
motivation on the students’ vocabulary mastery. In particular, this study aims to explore:
1. The vocabulary mastery of the students taught by using Computer Vocabulary Games is
higher than the vocabulary mastery of the students taught by using board games.
2. The vocabulary mastery of the students who have intrinsic motivation is higher than the
students who have extrinsic motivation.
3. The interaction between games and motivation on the students’ vocabulary mastery.
1.4 The Scope of the Study
Vocabulary is one of the basic elements in mastering language skills. It is almost
impossible for students to understand what their teacher explains without having sufficient
knowledge of vocabulary. There are a lot of methods/ approaches that can be used in enhancing
students’ vocabulary. Games as the integral part of communicative language teaching is
presumably can improve students’ ability in learning languages, especially English. This study
focuses on the application of computer vocabulary games and board game to improve students’
mastery in vocabulary. Motivation as one of the most significant factors in learning a language
can be categorized as intrinsic and extrinsic motivation.
1.5 The Significance of the Study
The results of this study are expected to be useful for English teachers to enhance students’
vocabulary mastery and also further researchers who concern with the use of language and
teaching and learning research.
This study is expected to provide useful information which has theoretical and practical value
for English teachers. Theoretically, the results of this study will enrich what has been found in
the area of teaching foreign languages, especially English. Meanwhile, practically, the results of
the study will provide information for English teachers to choose the most appropriate media that
can be applied in the classroom to enhance students’ vocabulary mastery.
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
5.1 Conclusions
This research was conducted in the attempt to discover the result of the data analysis.
Based on the data analyses, some valuable conclusions are stated below:
1. The students’ vocabulary mastery taught by using computer vocabulary game is higher than
taught by using board game.
2. The vocabulary mastery of the students who have intrinsic motivation is higher than the
students who have extrinsic motivation.
3. There is a significant interaction between games and motivation on students’ vocabulary
mastery.
5.2 Implications
The findings of this study give implication to English teachers and students who want to
improve their vocabulary mastery. This study had tested two kinds of game; they are Computer
Vocabulary Games and Board Games. They are applied on students with intrinsic and extrinsic
motivation.
The first finding of this research reveals that the vocabulary mastery of the students taught by
using computer vocabulary game is higher than the students taught by using board game. Thus, it
implies that English teachers should apply computer vocabulary game as one of the media that
can be used to teach vocabulary as it can enhance students’ vocabulary mastery.
The second finding of this research reveals that there is different vocabulary mastery between
students who have intrinsic motivation and the students who have extrinsic motivation. It gives
implications to English teachers should always encourage and be able to set up a conducive
atmosphere to retain students’ motivation to enhance their vocabulary mastery.
Finally, the third finding of this research reveals that there is significant interaction between
games and motivation on students` vocabulary mastery. It leads to the implication that teachers
should be more innovative in finding and developing more various media and methods that can
be used in their teaching that can attract and encourage students’ motivation which finally results
the improvement of their vocabulary mastery.
5.3 Suggestions
The research findings provide valuable suggestions for the improvement of students’
vocabulary mastery. Thus, the following points are suggested:
1. English teachers should apply computer vocabulary game in their attempts to enhance
students’ vocabulary mastery because the application of this media is proven effective to be
used to introduce, retain, and recall vocabulary.
2. Students with intrinsic motivation should be taught by using computer vocabulary game while
students with extrinsic motivation should be taught by using board game.
3. English teacher should pay more attention to students’ motivation. Teacher should be able to
identify, maintain and encourage their motivation to enhance their vocabulary mastery.
REFERENCES
Allen, Janet. (1999). Words, Words, Words: Teaching Vocabulary in Grades 4-12. Portland:
Stenhouse Publisher.
Ames, C., and Ames, R. (1989). Research in Motivation in Education. San Diego: Academic
Press.
Arikunto, S. (2008). Dasar-Dasar Evaluasi. Jakarta: Bumi Aksara
Ary, D., Jacobs, L. C., and Sorensen, C. (2010). Introduction to Research in Education.
Belmont: Wadsworth Cengage Learning.
Ary, D. and Rajaviah, A. (1979). Introduction to Research in Education. New York: Holt,
Rinehart and Winston.
Augarde, Tony. (1994). The Oxford A to Z of Word Games. New York: Oxford University Press
Barber, C., Beal, J. C., and Shaw, P. A. (2009). The English Language, A Historical
Introduction. New York: Cambridge University Press.
Beck, McKeown, and Kucan. (2002). Bringing words to life. New York: Guilford Press.
Bransford, John, Brown, Ann, and Cocking, Rodney. (1999). How People Learn – Brain,
Experience, and School. National Academy Press. Washington, DC.
Bromley, K. (2008). Greek & Latin Root Keys to Building Vocabulary. CA: Huntington Beach.
Brown, H. D. (2008). Principles of Language Learning and Teaching (4th Ed.). Englewood
Cliffs. NJ: Prentice Hall.
Cowen, P.S. (1984). Film and Text: Order Effects in Recall and Social Inferences. Educational
Communication and Technology, 32, 131 – 144.
Crawford,C.
(1982),
The
Art
of
Computer
Game
Design
Deci, E. L., and Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human
Behaviors. NY: Plenum Press.
Dembo, M. H. (2004). Motivation and Learning Strategies for College Success. A SelfManagement Approach. London: Lawrence Erlbaum Associates, Publishers.
Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. Modern
Language Journal, 78, 273-284.
Ellis, N.C. (1997) Vocabulary acquisition: Word structure, collocation, word-class, and
meaning. Cambridge: Cambridge University Press.
Gairns, R and Redman, S. (1986). Working with Words: A Guide to teaching and Learning
Vocabulary. Cambridge: University Press.
Gardner, R. C (1985). Social Psychology and Second Language Learning: The Role of Attitudes
and Motivation. London, UK: Edward Arnold.
Harmer, Jeremy. (2001). The Practice of English Language Teaching (3rd Ed.). Essex, England:
Pearson Education Limited.
Hatch, E. and Brown, C. (2000) Vocabulary, Semantic, and Language Education, Cambridge:
Cambridge University Press.
Henry and Pongrantz. (2006). Some Effects of the Nature and Frequency of Vocabulary
Instruction on the Knowledge and Use of Words. Reading Research Quarrterly, 20, 522535
Hiebert, E. H. and Kamil, M. L. (2005). Teaching and Learning Vocabulary: Bringing Research
to Practice. London: Lawrence Erlbaum Associates
Hinkel, E. (2004). Teaching Academic ESL Writing: Practical Techniques in Vocabulary and
Grammar. London: Lawrence Erlboum Associates
Hsu, S.H, Cheng, S.C, and Huang, Y.M. The Experience of Adopting Game-Based Learning in
Library Instruction, pp. 571-576 (2009)
Jackson, H., and Arnvela, E. Z. (2007). Words, Meaning and Vocabulary. New York: Continuum
Jones, Allan. (2003). The Use and Abuse of PowerPoint in Teaching and Learning in the Life
Sciences: Personal Overview.
Kanfer, R. (1998). Motivation. Oxford: Blackwell Publishers.
Keller, J. M. (1983). Motivational Design of Instruction. Mahwah, NJ. Lawrence Erlbaum
Associates.
Kenning, M. J. and Kenning, M. M. (1983). Introduction to Computer Assisted Language
Teaching. Oxford
Malone, T. W.: Toward a theory of intrinsically motivating instruction. Cognitive science: a
multidisciplinary journal 5, 333-369 (1981).
Malone, T.W.: What makes things fun to learn? Heuristics for designing instructional computer
games. In: Proceedings of the 3rd ACM SIGSMALL symposium and the First SIPG
Symposium on Small System, SIGSMALL 1980, pp. 162-169, ACM, New York (1980)
Maushak, Nancy J., Chen, Hui-Hui, and Lau, Hung-Sheng. (2001). Utilizing Edutainment to
Actively Engage K-12 Learners and Promote Students’ Learning: An Emergent
Phenomenon. (ERIC Document Reproduction Service No. ED 470100)
McAndrews, S. L. (2008). Diagnostic Literacy Assessment Strategies. International Reading
Association.
Medneck, Fred. (2006). New Teaching Methods.
STUDENTS’ VOCABULARY MASTERY
A Thesis
By
ASHARI P SWONDO
Registration Number: 809125002
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POST GRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
THE EFFECT OF GAMES AND MOTIVATION ON
STUDENTS’ VOCABULARY MASTERY
A Thesis
By
ASHARI P SWONDO
Registration Number: 809125002
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POST GRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Swondo, Ashari P. Registration Number: 809125002. The Effect of Games and Motivation
on Students’ Vocabulary Mastery. A Thesis. English Applied Linguistics Study
Program, Postgraduate School, State University of Medan. 2014.
The objectives of this study were (1) to find out whether or not computer vocabulary
games and board games significantly affect the students’ vocabulary mastery, (2) to find out the
extent of the students’ motivation give influences to the students’ vocabulary mastery, and (3) to
find out whether there is an interaction between games and motivation on the students’
vocabulary mastery. This study was conducted by using Factorial designs, which compared the
application of two games; Computer Vocabulary Games and Board Games. There were 300
students of second semester of 2013/ 2014 Academic Year of STMIK Potensi Utama Medan
included as the population of this research. 60 students were chosen as the samples by using
Cluster Random Sampling technique. The samples were divided into two groups which consist
of 30 students (experimental group 1 and experiment group 2). Students’ type of motivation was
measured by using a motivation test in the form of questionnaire. The first experimental group
was treated by using Computer Vocabulary Games and the second experimental group by using
Board Game. After 8 meetings, a Vocabulary Mastery Test was conducted to all groups to
evaluate the students’ vocabulary mastery. The data were analyzed by applying two-way
ANOVA with 2X2 Factorial design. The data was computed by using Statistics Softwares like
SPSS version 15 and Microsoft Excel. The result reveals that (1) Computer Vocabulary Games
and Board Games significantly affect the students vocabulary mastery (Fobserved = 9.156 > Ftable
=3.16). The students’ Vocabulary Mastery taught by using Computer Vocabulary Games is
higher than the students taught by using Board Games (80.13 > 73.20), (2) The students’
motivation significantly affects the students’ vocabulary mastery (Fobserved = 10.532 > Ftable
=3.16). Students who have intrinsic motivation have higher vocabulary mastery than the students
who have extrinsic motivation (80.13 > 72.97), (3) There is significant interaction between
games and motivation on students’ vocabulary mastery (Fobserved = 15.315 > Ftable =3.16). The
analysis using Scheffe test reveals that the students who have intrinsic motivation have higher
vocabulary mastery if they are taught by using Computer Vocabulary Games and Students who
have extrinsic motivation is more effective if they are taught by using Board Games. Thus, it can
be concluded that the application of games and the understanding of students’ motivation affect
the students’ vocabulary mastery.
i
ABSTRAK
Swondo, Ashari. P. Nomor induk : 809125002. Pengaruh Permainan dan Motivasi
Terhadap Penguasaan Kosakata Siswa. Tugas Akhir.Program Studi Linguistik
Terapan Bahasa Inggris.Program Pasca Sarjana. Universitas Negeri Medan.
2014.
Tujuan dari penelitian ini adalah (1) untuk menyelidiki apakah Computer Vocabulary
Game (Permainan Kosakata Komputer) dan Board Game (Permainan Papan) memberikan
pengaruh yang signifikan terhadap penguasaan kosakata siswa, (2) untuk mengetahui pengaruh
motivasi terhadap penguasaan kosakata siswa, (3) untuk mengetahui apakah terdapat interaksi
antara game dan motivasi terhadap penguasaan kosakata siswa. Penelitian ini merupakan
penelitian kuantitatif dengan menggunakan desain faktorial yang membandingkan dua jenis
game; Computer Vocabulary Game dan Board Game. Populasi dari penelitian ini adalah 300
orang mahasiswa Sekolah Tinggi Manajemen dan Informatika Komputer (STMIK) Potensi
Utama yang berada pada semester II tahun ajaran 2013/ 2014. 60 orang siswa dipilih sebagai
sampel penelitian dengan menggunakan teknik Cluster Random Sampling. Sampel ini kemudian
dibagi menjadi dua kelompok; kelompok eksperimental 1 dan kelompok eksperimental 2. Setiap
kelompok terdiri dari 30 orang. Tipe motivasi siswa diukur dengan menggunakan tes motivasi
dalam bentuk kuesioner. Kelompok eksperimental pertama diajarkan kosakata dengan
menggunakan Computer Vocabulary Game dan kelompok eksperimental kedua diajarkan
kosakata dengan menggunakan Board Game. Setelah 8 kali pertemuan, Tes Penguasaan
Kosakata diberikan kepada kedua kelompok untuk mengevaluasi penguasaan kosakata siswa.
Data dianalisa dengan menggunakan Analisis Varians (ANOVA) Dua Arah dengan Desain
Faktorial 2X2. Data dihitung dengan menggunakan bantuan software statistic seperti SPSS
(Statistic Program for Social Sciences) versi 15 dan Microsoft Excel 2007. Dari hasil
perhitungan ditemukan bahwa (1) Computer Vocabulary Games dan Board Games memberikan
pengaruh yang siknifikan terhadap penguasaan kosakata siswa (Fobserved = 9.156 > Ftable =3.16).
Siswa yang diajarkan kosakata dengan menggunakan Computer Vocabulary Games is memiliki
penguasaan kosakata yang lebih tinggi daripada siswa yang diajar dengan menggunakan Board
Games (80.13 > 73.20), (2) Motivasi memberikan pengaruh yang siknifikan terhadap penguasaan
kosakata siswa (Fobserved = 10.532 > Ftable =3.16). Siswa yang memiliki motivasi Intrinsik
memiliki penguasaan kosakata yang lebih tinggi dari siswa yang memiliki motivasi ekstrinsik
(80.13 > 72.97), (3) Terdapat interaksi yang siknifikan antara game dan motivasi terhadap
penguasaan kosakata siswa (Fobserved = 15.315 > Ftable =3.16). Uji lanjut yang dilakukan dengan
menggunakan uji Scheffe menunjukkan bahwa siswa yang memiliki motivasi intrinsik memiliki
penguasaan kosakata yang lebih tinggi jika diajar dengan menggunakan Computer Vocabulary
Games dan siswa yang memiliki motivasi extrinsik lebih efektif jika diajar dengan menggunakan
Board Games. Oleh karena itu, dapat disimpulkan bahwa penerapan game dan pemahaman
terhadap motivasi siswa mempengaruhi penguasaan kosakata siswa.
i
iii
ACKNOWLEDGEMENTS
The writer’s endless gratitude is primarily expressed to Allah SWT for His forever Blessings
and Mercy that has enabled him to finish writing this piece of academic work. In the process of
writing this thesis, the writer has to confess that many people have given him the care, attention and
bright ideas. In this connection, he would like to express his very special gratitude to Prof. Dr. Berlin
Sibarani, M.Pd as his First Adviser and Dr. Didik Santoso, M.Pd, as his Second Adviser, his excellent
advisers, their understanding efforts in sharing their valuable time especially for comments, advice,
correcting, and suggestions.
He would like to thank his whole-hearted gratitude to the reviewers and examiners, Prof. Dr.
Busmin Gurning, M.Pd, Dr. Edy Setia, M.Ed.,TESP, and Prof. Dr. Lince Sihombing, M.Pd., for their
valuable inputs upon completion of this thesis. He also wishes to express thanks to all lecturers who
have given him the valuable knowledge and science during his study at the English Applied Linguistics
Study Program of Postgraduate School, State University of Medan.
Then, he would also like to express his sincere appreciation and love to his parents, Alm.
Paiman Prawoto and his beloved mother, Hj. Maliah Mukri who always encourages and gives him
never endless pray to finish his study. He also thanks his beloved sister and brothers, Sukmaini, Surya
Aristo S.T and Iskandar, S.T., who have given love, support, advice, and sense of humor has helped
him more than he can know.
He also thanks the head of the foundation of STMIK Potensi Utama Medan, Mrs. Hj.
Nuriandy, B.A. who permits him to conduct the research in the school; Ms. Daifiria, S.Kom as the
Second Assistant Head, who have given him financial support and encouragement to finish his study.
And those lectures and students of STMIK Potensi Utama Medan who gave supports to this study
should deserve his sincere gratitude for their cooperative attitude and work during the research.
i
iii
Last but not least, the writer would like address his deepest love and appreciation and
dedicate this work to his beloved wife, Lubana Nazma Simbolon, S.Kom and his lovely children,
Raisya Putri Mumtaza and Raihan Hafidz Al-Adiba who always give him care, attention, and support
in his life.
Finally, the writer must admit that the content of this thesis is still far from being perfect, he
warmly welcomes any constructive ideas and critics that will improve the quality of the thesis. He also
hopes this thesis would be useful for those who read it, especially majoring in English.
Medan, August 2014
The writer,
Ashari P Swondo
Reg. No. 809125002
ii
TABLE OF CONTENTS
Page
ABSTRACT……………………………………………………………..
i
ACKNOWLEDGEMENTS…………………………………………….
ii
TABLE OF CONTENTS……………………………………………….. iv
LIST OF TABLES……………………………………………………… ix
LIST OF FIGURES…………………………………………………….. xi
LIST OF APPENDICES………………………………………………..
xiii
INTRODUCTION ....................................................
1
1.1
Background of the study ...................................
1
1.2
Problems of the Study .......................................
7
1.3
Objectives of the study ......................................
8
1.4
Scope of the study .............................................
8
1.5
Significance of the study ...................................
9
CHAPTER II REVIEW OF LITERATURE ..................................
10
CHAPTER I
2.1
Theoretical Framework…………………………
2.1.1
10
Vocabulary Mastery…………………….. 10
2.1.1.1 Factors Affecting Vocabulary Mastery... 11
Vocabulary ……….. …………………..
15
2.1.2.1 The Nature of Vocabulary……………
15
2.1.2
2.1.2.2 Types of Vocabulary…………..…….. 16
2.1.3 Assessments of Vocabulary Mastery……. 19
iv
2.2
Teaching Media………………………………… 21
2.2.1 Games ………………………..………….. 22
2.2.1.1 Computer Vocabulary Games ………… 23
2.2.1.2 Board Games ……………………..….. 30
2.3 Motivation ……………………………………… 34
2.3.1 Intrinsic Motivation …………….…......... 36
2.3.2 Extrinsic Motivation…………………….. 37
2.4 Conceptual Framework ………………………….. 38
2.4.1 The Differences between Vocabulary Mastery of
Students Taught by Using Computer Games and
Board Games……………………………….. 38
2.4.2 The Differences between Vocabulary Mastery of
Students who Have Intrinsic and Extrinsic
Motivation…………………………………….40
2.4.3 The Interaction between Games and Motivation
On Students’ Vocabulary Mastery………….. 41
2.5 The Hypotheses of the Study ……………………. 42
CHAPTER III RESEARCH METHODOLOGY ...........................
43
3.1
Research Design ................................................
43
3.2
Time and Place of the Study .............................
44
3.3
Population and Sample ......................................
44
v
3.4
The Variables………………………………….
45
3.5
The Instrumentation…………………………...
45
3.5.1 Questionnaire …………………………...
46
3.5.2 Vocabulary Mastery Test ………………… 48
3.6
The Validation of Instrument ...........................
49
3.6.1 Validity of the Questionnaire ..................
50
3.6.2 Reliability of the Questionnaire ………...
52
3.6.3 Validity of the Vocabulary Mastery Test
……………………….......................................
53
3.6.4 Reliability of the Vocabulary Mastery Test
…………………………………………………
54
Control of the Treatment………………………
55
3.7.1 Internal Validity…………………………
55
3.7.2 External Validity………………………...
57
3.8
The Procedure of the Treatment……………….
58
3.9
Technique of Analyzing Data …………………
63
3.10 Statistical Hypotheses …………………………
64
3.7
CHAPTER IV DATA AND DATA ANALYSIS
4.1
Description of the Research Data….…………… 66
4.1.1 Vocabulary Mastery of Group of Students Taught
by Using Computer Vocabulary Game……….. 67
4.1.2 Vocabulary Mastery of Group of Students Taught
vi
by Using Board Game………………………….. 68
4.1.3 Vocabulary Mastery of Group of Students who
Have Intrinsic Motivation …………………….. 69
4.1.4 Vocabulary Mastery of Group of Students who
Have Extrinsic Motivation …………………….. 70
4.1.5 Vocabulary Mastery of Group of Students Taught
Using Computer Vocabulary Game with Intrinsic
Motivation ……………………………………… 72
4.1.6 Vocabulary Mastery of Group of Students Taught
Using Computer Vocabulary Game with Extrinsic
Motivation ……………………………………… 73
4.1.7 Vocabulary Mastery of Group of Students Taught
Using Board Game with Intrinsic Motivation … 74
4.1.8 Vocabulary Mastery of Group of Students Taught
Using Board Game with Extrinsic Motivation …. 75
4.2
Requirements of Data Analysis…………………... 77
4.2.1 Normality Testing……………………………...... 77
4.2.2 Homogeneity Testing…………………………… 78
4.2.2.1 Group of Games……………………………. 78
4.2.2.2 Group of Motivation………………………... 78
4.2.2.3 Group of Interaction………………………… 79
4.3 Hypotheses Testing…………………………………. 80
4.3.1 The Students’ Vocabulary Mastery Taught by using
vii
Computer Vocabulary Game is higher than the Students
Taught by Using Board Games…………………… 81
4.3.2 The Students’ Vocabulary Mastery who Have Intrinsic
Motivation is higher than the Students who Have
Extrinsic Motivation……………………………
81
4.3.3 There is Significance Interaction between Games and
Motivation on the Students’ Vocabulary Mastery.. 82
4.4 Discussion…………………………………………….. 85
4.4.1 The Effect of Applying Computer Vocabulary Games
And Board Games on Students’ Vocabulary
Mastery…………………………………………... 86
4.4.2 The Different Vocabulary Mastery between Students
Who Have Intrinsic and Extrinsic Motivation……. 88
4.4.3 The Interaction between Games and Motivation on
The Students’ Vocabulary Mastery……………… 89
4.5 Limitation of the Research……………………………. 90
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
5.1
Conclusions………..……………………………
92
5.2
Implications……………………………………..
92
5.3
Suggestions………………………………………
93
REFERENCES…………………………………………………………….
94
APPENDICES……………………………………………………………..
99
viii
LIST OF FIGURES
FIGURE
Page
2.1 The Information Processing system …………..........................
12
2.2
Learners’ Differences and Language Learning ………………. 14
2.3
Traditional Perspective on Types of Vocabularies …………… 17
2.4
Jeopardy Betting Game……………………………………….. 28
2.5
Hidden Pictures Guessing Game……………………………… 29
2.6
Football Board Game…………………………………………. 33
2.7
Types of Motivation…………………………………………... 36
4.1
The Histogram of Students’ Scores Taught by Using Computer
Vocabulary Game……………………………………………… 68
4.2
The Histogram of Students’ Scores Taught by Using Board
Game……………………………………………………………. 69
4.3
The Histogram of the Students’ Scores who have Intrinsic
Motivation……………………………………………………… 70
4.4 The Histogram of the Students’ Scores who have Extrinsic
Motivation………………………………………………………. 71
4.5 The Histogram of the Students’ Scores Taught by Using Computer
Vocabulary Game with Intrinsic Motivation……………………. 73
4.6 The Histogram of the Students’ Scores Taught by Using Computer
Vocabulary Game with Extrinsic Motivation……………………. 74
4.7 The Histogram of the Students’ Scores Taught by Using Board
Game with Intrinsic Motivation………………………………… 75
4.8
The Histogram of the Students’ Scores Taught by Using Board
Game with Extrinsic Motivation………………………………….. 76
4.9
The Interaction between Games and Motivation on Students’
Vocabulary Mastery………………………………………………. 83
LIST OF TABLES
TABLE
1.1
Page
The Average Scores of Students’ Admittance Test…………..
4
2.1 The Summary of Strengths and Weaknesses of Computer Vocabulary
Games and Board Games……………………………………….
3.1
33
Research Design………………………………………………… 43
3.2 The Specification of Students’ Motivation Test………………
3.3
Lykert – Type Scale……………………………………………
3.4
The Specification/ Descriptor of Students’ Vocabulary Mastery
47
48
Test……………………………………………………………... 49
3.5
The Validity of Questionnaire Test Items……………………… 51
3.6
The Reliability of the Questionnaire Test Items……………….. 53
3.7
The Content Validity of the Vocabulary Mastery Test………..
53
3.8
The Reliability of the Vocabulary Mastery Test………………
55
3.9
The Activities in Research Procedure of Experimental
Group 1………………………………………………………… 58
3.10 The Activities in Research Procedure of Experimental
Group 2…………………………………………………………. 61
4.1
The Summary of Research Data Description………………….
4.2
The Frequency Distribution of Students’ Scores Taught by Using
Computer Vocabulary Game…………………………………..
4.3
66
67
The Frequency Distribution of Students’ Scores Taught by Using
Board Game……………………………………………………. 68
4.4
The Frequency Distribution of Students’ Scores who have
Intrinsic Motivation………………………………………………
4.5
The Frequency Distribution of Students’ Scores who have
Extrinsic Motivation………………………………………………
4.6
72
The Frequency Distribution of Students’ Scores Taught by Using
Computer Vocabulary Game with Extrinsic Motivation…………..
4.8
71
The Frequency Distribution of Students’ Scores Taught by Using
Computer Vocabulary Game with Intrinsic Motivation…………..
4.7
69
74
The Frequency Distribution of Students’ Scores Taught by Using
Board Game with Intrinsic Motivation………….. ………………… 75
4.9
The Frequency Distribution of Students’ Scores Taught by Using
Board Game with Extrinsic Motivation…………..………………… 76
4.10 The Summary of the Normality Test Results………………………..
77
4.11 Results of Homogeneity Test of Games…………………………….
78
4.12 Results of Homogeneity Test of Motivation………………………..
79
4.13 Results of Homogeneity Test on Group of Interaction……………..
79
4.14 Two-Way Analysis of Variance (ANOVA) with 2X2 Factorial
Designs……………………………………………………………… 80
4.15 The Summary of the Calculation Result of Two-Way ANOVA……
80
4.16 The Summary of the Scheffe Test Calculation……………………..
83
LIST OF APPENDICES
APPENDIX
Page
A.
Motivation Questionnaires........................................................
99
B.
Validity of the Questionnaires Items ........................................ 102
C.
The SPSS Computation of the Questionnaires Reliability ....... 107
D.
Vocabulary Mastery Test .......................................................... 109
E.
The Answer Key of the Vocabulary Mastery Test ................... 115
F.
The SPSS Computation of the Vocabulary Mastery Reliability..116
G.
Validity of the Vocabulary Mastery Test Items………………
H.
Description of Research Data on Each Groups ........................ 125
I.
Test of Normality ...................................................................... 126
J.
Test of Homogeneity ................................................................ 127
K.
Computing of Two-Way Analysis of
118
Variance ( ANOVA) ................................................................. 128
L.
Scheffe Post Hoc Multiple Comparisons .................................. 130
M.
The Summary of Motivation Test ............................................ 132
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
Vocabulary mastery is one of the important aspects in learning foreign languages. In
order to communicate well in a foreign language, one should have enough vocabulary and knows
how to use them correctly. Vocabulary is one of the elements that cannot be separated from
language learning as it links the four language skills, namely: listening, speaking, reading and
writing.
Vocabulary has also been important issue both for teachers and students in learning a
foreign language. One’s comprehension on a text either written or spoken will be highly
depended on his/her level of vocabulary mastery. If he has sufficient numbers of vocabulary, he
will easily comprehend the points either what writer delivers in a written text or messages
delivered in spoken texts. Otherwise, s/he will not understand anything. Allen (1999:1) states
that we know what we want to say but often struggle to find just the right words. Therefore,
vocabulary mastery has become one of the indications to measure one’s depth of knowledge. As
stated by Wilkins (1972:111), without grammar very little can be conveyed, without vocabulary
nothing can be conveyed. This statement also in line with Krashen who comments that learners
do not carry grammar books in their pockets, but they carry dictionaries. Conventionally,
vocabulary teaching is conducted by introducing students to new words found in a text by giving
them list of new words provided by the meaning in their native language. Teachers then give
students time to memorize the words. After a while, teachers check their understanding by asking
them to perform the vocabulary again or by asking the meaning of the vocabulary they have just
learnt.
However, vocabulary is not a specific subject taught in the class. Vocabulary teaching is
not included in the curriculum. Thornburry (2002:13) has commented that vocabulary teaching
has not always been very responsive and teachers have not fully recognized the tremendous
communicative advantage in developing an extensive vocabulary. In the teaching and learning
process, vocabulary teaching is usually inserted in the teaching of language skills, namely
listening, speaking, reading or writing. During the teaching, teachers usually introduce students
to new words they might find in text then they give the meaning of the words in the students’
native language. Therefore, many students think that studying vocabulary is studying list of new
words which accompanied by their meaning in the native language. They lack of knowledge how
to use the words in the real contexts.
In fact, most of students have realized the importance of vocabulary in learning a foreign
language. They also have strategies and ways to enhance the number of vocabulary they have.
Usually, they carry a bilingual dictionary anywhere they go. As soon as they meet unfamiliar
words, they will look up the new meaning of those words from the dictionary and write them on
their notebooks. But after a while, they soon realize that this is not an effective way to improve
the number of their vocabulary mastery. Most of the time, students feel bored and frustrated
learning this way because they often forget the words as soon as they write them. Sometimes this
condition might lead them to the conclusion that they have bad memorizations and this condition
is concern to lead them to lose motivation. Allen (1999:2) commented that teaching vocabulary
in the traditional way which is often assumed as assign, define and test do not increase students’
speaking, reading and writing language anymore than looking words up in the dictionary.
Students seldom gain enough in-depth word knowledge which resulting difficulty in integrating
the words into their spoken or written language. Thus, it can be concluded that dictionary and
memorization are not a
Academic
STUDY PROGRAMS
Year
recommended way to
learn vocabulary.
The practice of
teaching vocabulary which typically done in many schools also make students do not have
creativity and initiatives.
Mostly, Students only ask teachers to provide the meaning of
unfamiliar words found in a text. They wait for teachers to control the lesson by providing the
meaning of the words and write them on their notebooks or to use them to complete their
exercises. As a result, students can only use the word in the exact form they have taught and not
knowing how to use them in different contexts in the real life communication.
Moreover, Bromley (2008:81) emphasizes the important of enhancing vocabulary by
relating to school achievement. He states that inadequacy of vocabulary knowledge is the main
cause of students’ failure in language learning.
It can be revealed by the candidate students who took the admittance test at STMIK Potensi
Utama, which is considered low as presented in Table 1.1:
INFORMATICS
INFORMATION
INFORMATICS
ENGINEERING
SYSTEM
MANAGEMENT
Class
Class
Class
Class
Class
Class
Class
Class
Class
Class
A
B
C
A
B
C
A
B
C
D
48
52
60
44
48
70
60
56
40
52
The
Average
Vocabul
ary
Scores
Table 1.1 The Average of Students Admittance Test Vocabulary Scores
From Table 1.1, it can be explained that there are ten parallel classes of 2013/ 2014
Academic year at STMIK POTENSI UTAMA which divided into three study programs, they
are: informatics engineering, information system and informatics management. The average
scores of vocabulary test for each class is obtained by divided the total scores of vocabulary
obtained by the total number of the students.
Teachers should not only feel responsible for the use of language, but also feel compelled
to focus on vocabulary study so that students are exposed to rich, expressive language in which
they can use variety of sentence structures, asks questions, makes up stories and talk
enthusiastically about what they see and do. Therefore, effective learning strategies and media
should be thought to provide students with successful vocabulary mastery.
The implementation of technology is widely believed to help teachers can create
conducive and motivating learning environment in classrooms. Computers as the integral parts of
technology have developed significantly either the hardwares or softwares since their first
appearance. The price of computers which are getting reachable have also become the
consideration and interests for those who are interested in finding better and effective way to
improve the quality of education.
The development of computer softwares is indicated by the emergence of many software
developers which design and create computer applications for various purposes in many different
fields. In the field of teaching and learning English, there are many interactive application
programs that can be used to improve the four language skills, like listening, speaking, reading
and writing.
Games as one of the computer applications are informally considered as the entertaining
media for leisure time activities. But games can also be used for educative purposes and the
media to promote students’ knowledge. In language teaching, games have often been used to
stimulate students’ motivation and interest as games are fun challenging .It is in line with Shaffer
(2006:6) who stated that games help create and support children’s interests.
Therefore, the role of games in teaching and learning vocabulary cannot be denied.
However, in order to achieve the most from vocabulary games, it is essential that suitable games
are chosen. Whenever a game is to be conducted, some factors such as the number of students,
proficiency level, timing, learning topic and the classroom settings are the factors that should be
taken into account.
Sheng-Hue Hsu et al (2009) defined computer vocabulary games as the games which are
specifically designed for the educational purpose. These games are created for enhancing
students’ vocabulary mastery. There is various vocabulary games have been created by software
developers. They are sold either at computer stores or can be downloaded free from the internet.
The types of the computer vocabulary games that will be used are called Jeopardy Betting game,
Hidden Pictures game. These are interactive fun games that can make students compete in a
challenging, motivating and friendly atmosphere. This game can be used for practicing English
vocabulary as it will have students to recall the vocabulary they have learnt and also introduce
them to the new ones. Moreover, students’ vocabulary mastery will be enhanced as teacher and
students will make a discussion on the words found after the game is played.
Generally, board games are not only defined as the games which are played on the board,
but also the games that designed on paper which related to the material taught. Some of the most
popular board games are scrabble, taboo, hangman, boggle, balderdash, etc. Most of these games
require a subset of the following skills – having a good passive vocabulary, a good active
vocabulary, creativity and communication. The type of the board game that will be used in this
study is called Football Board Game. The template can be developed and designed with the
needs of the learners or the curriculum used. The use of this game can make students
communicatively practice while having fun. In this game there are flash cards which contain
questions should be answered or tasks should be performed. This game is also adaptable for all
levels of students and all class sizes.
Motivation is one of the most significant factors in learning languages. It is also related to
students’ mastery. Dornyei (1994) states that motivation is one of the main determinants of
second or foreign language learning. Students who have high motivation will have better mastery
and learn faster if compared with those who have low motivation. Students with high motivation
will do strategic actions and are willing to spend more time to do the necessary efforts to achieve
their goals.
The source of motivation can be derived from either inside or outside someone. The
motivation which is from inside is called Intrinsic motivation. This can be seen when someone
performs something to get pleasure or satisfaction or even to satisfy his/ her curiosity. The
motivation which is from outside is called Extrinsic Motivation. This can be seen when someone
performs something to get reward (good scores, employment, etc) or to avoid punishments.
Based on this background, the writer is interested in conducting a research and find out
the effectiveness of games in improving students’ vocabulary mastery.
1.2 The Problems of the Study
Based on the background which was given above, this study investigated the use of
games and motivation in teaching vocabulary in the classrooms. Based on the notions above, the
problems of the study can be formulated as follows:
1. Is the vocabulary mastery of the students taught by using computer vocabulary games higher
than the vocabulary mastery of the students taught by using board games?
2. Is the vocabulary mastery of the students who have intrinsic motivation higher than the
students who have extrinsic motivation?
3. Is there any significant interaction between games and motivation on the students’
vocabulary mastery?
1.3 The Objectives of the Study
In general, this study aims to obtain the description on the effect of certain games and
motivation on the students’ vocabulary mastery. In particular, this study aims to explore:
1. The vocabulary mastery of the students taught by using Computer Vocabulary Games is
higher than the vocabulary mastery of the students taught by using board games.
2. The vocabulary mastery of the students who have intrinsic motivation is higher than the
students who have extrinsic motivation.
3. The interaction between games and motivation on the students’ vocabulary mastery.
1.4 The Scope of the Study
Vocabulary is one of the basic elements in mastering language skills. It is almost
impossible for students to understand what their teacher explains without having sufficient
knowledge of vocabulary. There are a lot of methods/ approaches that can be used in enhancing
students’ vocabulary. Games as the integral part of communicative language teaching is
presumably can improve students’ ability in learning languages, especially English. This study
focuses on the application of computer vocabulary games and board game to improve students’
mastery in vocabulary. Motivation as one of the most significant factors in learning a language
can be categorized as intrinsic and extrinsic motivation.
1.5 The Significance of the Study
The results of this study are expected to be useful for English teachers to enhance students’
vocabulary mastery and also further researchers who concern with the use of language and
teaching and learning research.
This study is expected to provide useful information which has theoretical and practical value
for English teachers. Theoretically, the results of this study will enrich what has been found in
the area of teaching foreign languages, especially English. Meanwhile, practically, the results of
the study will provide information for English teachers to choose the most appropriate media that
can be applied in the classroom to enhance students’ vocabulary mastery.
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
5.1 Conclusions
This research was conducted in the attempt to discover the result of the data analysis.
Based on the data analyses, some valuable conclusions are stated below:
1. The students’ vocabulary mastery taught by using computer vocabulary game is higher than
taught by using board game.
2. The vocabulary mastery of the students who have intrinsic motivation is higher than the
students who have extrinsic motivation.
3. There is a significant interaction between games and motivation on students’ vocabulary
mastery.
5.2 Implications
The findings of this study give implication to English teachers and students who want to
improve their vocabulary mastery. This study had tested two kinds of game; they are Computer
Vocabulary Games and Board Games. They are applied on students with intrinsic and extrinsic
motivation.
The first finding of this research reveals that the vocabulary mastery of the students taught by
using computer vocabulary game is higher than the students taught by using board game. Thus, it
implies that English teachers should apply computer vocabulary game as one of the media that
can be used to teach vocabulary as it can enhance students’ vocabulary mastery.
The second finding of this research reveals that there is different vocabulary mastery between
students who have intrinsic motivation and the students who have extrinsic motivation. It gives
implications to English teachers should always encourage and be able to set up a conducive
atmosphere to retain students’ motivation to enhance their vocabulary mastery.
Finally, the third finding of this research reveals that there is significant interaction between
games and motivation on students` vocabulary mastery. It leads to the implication that teachers
should be more innovative in finding and developing more various media and methods that can
be used in their teaching that can attract and encourage students’ motivation which finally results
the improvement of their vocabulary mastery.
5.3 Suggestions
The research findings provide valuable suggestions for the improvement of students’
vocabulary mastery. Thus, the following points are suggested:
1. English teachers should apply computer vocabulary game in their attempts to enhance
students’ vocabulary mastery because the application of this media is proven effective to be
used to introduce, retain, and recall vocabulary.
2. Students with intrinsic motivation should be taught by using computer vocabulary game while
students with extrinsic motivation should be taught by using board game.
3. English teacher should pay more attention to students’ motivation. Teacher should be able to
identify, maintain and encourage their motivation to enhance their vocabulary mastery.
REFERENCES
Allen, Janet. (1999). Words, Words, Words: Teaching Vocabulary in Grades 4-12. Portland:
Stenhouse Publisher.
Ames, C., and Ames, R. (1989). Research in Motivation in Education. San Diego: Academic
Press.
Arikunto, S. (2008). Dasar-Dasar Evaluasi. Jakarta: Bumi Aksara
Ary, D., Jacobs, L. C., and Sorensen, C. (2010). Introduction to Research in Education.
Belmont: Wadsworth Cengage Learning.
Ary, D. and Rajaviah, A. (1979). Introduction to Research in Education. New York: Holt,
Rinehart and Winston.
Augarde, Tony. (1994). The Oxford A to Z of Word Games. New York: Oxford University Press
Barber, C., Beal, J. C., and Shaw, P. A. (2009). The English Language, A Historical
Introduction. New York: Cambridge University Press.
Beck, McKeown, and Kucan. (2002). Bringing words to life. New York: Guilford Press.
Bransford, John, Brown, Ann, and Cocking, Rodney. (1999). How People Learn – Brain,
Experience, and School. National Academy Press. Washington, DC.
Bromley, K. (2008). Greek & Latin Root Keys to Building Vocabulary. CA: Huntington Beach.
Brown, H. D. (2008). Principles of Language Learning and Teaching (4th Ed.). Englewood
Cliffs. NJ: Prentice Hall.
Cowen, P.S. (1984). Film and Text: Order Effects in Recall and Social Inferences. Educational
Communication and Technology, 32, 131 – 144.
Crawford,C.
(1982),
The
Art
of
Computer
Game
Design
Deci, E. L., and Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human
Behaviors. NY: Plenum Press.
Dembo, M. H. (2004). Motivation and Learning Strategies for College Success. A SelfManagement Approach. London: Lawrence Erlbaum Associates, Publishers.
Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. Modern
Language Journal, 78, 273-284.
Ellis, N.C. (1997) Vocabulary acquisition: Word structure, collocation, word-class, and
meaning. Cambridge: Cambridge University Press.
Gairns, R and Redman, S. (1986). Working with Words: A Guide to teaching and Learning
Vocabulary. Cambridge: University Press.
Gardner, R. C (1985). Social Psychology and Second Language Learning: The Role of Attitudes
and Motivation. London, UK: Edward Arnold.
Harmer, Jeremy. (2001). The Practice of English Language Teaching (3rd Ed.). Essex, England:
Pearson Education Limited.
Hatch, E. and Brown, C. (2000) Vocabulary, Semantic, and Language Education, Cambridge:
Cambridge University Press.
Henry and Pongrantz. (2006). Some Effects of the Nature and Frequency of Vocabulary
Instruction on the Knowledge and Use of Words. Reading Research Quarrterly, 20, 522535
Hiebert, E. H. and Kamil, M. L. (2005). Teaching and Learning Vocabulary: Bringing Research
to Practice. London: Lawrence Erlbaum Associates
Hinkel, E. (2004). Teaching Academic ESL Writing: Practical Techniques in Vocabulary and
Grammar. London: Lawrence Erlboum Associates
Hsu, S.H, Cheng, S.C, and Huang, Y.M. The Experience of Adopting Game-Based Learning in
Library Instruction, pp. 571-576 (2009)
Jackson, H., and Arnvela, E. Z. (2007). Words, Meaning and Vocabulary. New York: Continuum
Jones, Allan. (2003). The Use and Abuse of PowerPoint in Teaching and Learning in the Life
Sciences: Personal Overview.
Kanfer, R. (1998). Motivation. Oxford: Blackwell Publishers.
Keller, J. M. (1983). Motivational Design of Instruction. Mahwah, NJ. Lawrence Erlbaum
Associates.
Kenning, M. J. and Kenning, M. M. (1983). Introduction to Computer Assisted Language
Teaching. Oxford
Malone, T. W.: Toward a theory of intrinsically motivating instruction. Cognitive science: a
multidisciplinary journal 5, 333-369 (1981).
Malone, T.W.: What makes things fun to learn? Heuristics for designing instructional computer
games. In: Proceedings of the 3rd ACM SIGSMALL symposium and the First SIPG
Symposium on Small System, SIGSMALL 1980, pp. 162-169, ACM, New York (1980)
Maushak, Nancy J., Chen, Hui-Hui, and Lau, Hung-Sheng. (2001). Utilizing Edutainment to
Actively Engage K-12 Learners and Promote Students’ Learning: An Emergent
Phenomenon. (ERIC Document Reproduction Service No. ED 470100)
McAndrews, S. L. (2008). Diagnostic Literacy Assessment Strategies. International Reading
Association.
Medneck, Fred. (2006). New Teaching Methods.