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CHAPTER I
INTRODUCTION
1.1. BACKGROUND OF THE STUDY
English is not only a foreign language but have become a second
language in Indonesia. The government directly and indirectly
recognize the importance of English. In Indonesia, English has started
to be taught since junior high school, and continued until high school
and college equivalents. In fact, now English, in elementary schools has
also been introduced and taught.
English is not only used as one of the subjects at school, but also
considered as one of the important subjects. In fact, English is one of
the subjects tested in national examinations that the question of national
standards and serve as one of the student graduation requirement.
According to Pennycook (1995:40) that English has become a crucial
instrument for the continuation of education, employment and social
status of the community.
In learning English, basically the students have difficulty in
memorizing words. it makes a lack of vocabulary. One causes of
students' lack of vocabulary is students are lazy to read the dictionary
1
and do not want to memorize the new vocabulary that they have
learned. Students still have problems in learning English because
English sentence structure is different from that of Indonesian. They get
bored in learning English, because the technique used by the teachers
is not interesting. Therefore the writer use games to improve students'
ability in learning vocabulary. By using games it is expected students
can easily understand and memorise the vocabulary given to them.
According to cuririculum in 1996 the amount of vocabulary that must
be achieved by students is 1000 vocabulary. However, most students
are not able to reach the target of mastering vocabulary, especially
students in the MTs Tarbiyah Tondano.
Based on the background above, the writer felt need to do this
research entitled “Improving Students’ Mastery of Vocabulary through
games conducted at MTs Tarbiyah Tondano”.
1.2. FORMULATION OF THE PROBLEM
Is teaching vocabulary by using games more effective to improve
students’ mastery of vocabulary ?
2
1.3. REASON FOR CHOOSING THE TOPIC
There were several reasons for choosing the topic, they are:
- Teaching vocabulary through games is an effective technique.
- Using games bring so many advantages for students and teacher.
- The researcher is interested using games when teaching in the
classroom.
1.4. PURPOSE OF THE STUDY
The purpose of this study was to find out whether the using games can
improve the students’ mastering of vocabulary.
1.5. BASIC ASSUMPTION
- Games activities can increase the students’ mastering of vocabulary.
- If the teacher is using games in the classroom, the student mastery
of vocabulary will be automatically increased.
- Mastery of vocabulary is very important because without mastery of
vocabulary, student cannot increase their English competence in
listening, speaking, writing, and reading.
1.6. HYPOTHESIS
In teaching and learning vocabulary through games can improve
students’ mastery of vocabulary.
3
1.7. SIGNIFICANCE OF THE STUDY
This study is expected to get the result that will be useful for readers, in
terms of:
1. As an input data for the English teachers about the using games in
the classroom and the importance of vocabulary in teaching English.
2. To motivate students to increase their vocabulary.
3. It is hoped that this study will contribute or would be of any value to
other students in conducting further research of the similar topic.
4. Directly, the writer’s knowledge can be developed by investigating
the topic.
1.8. DELIMITATION OF THE STUDY
This study was delimited to the applying of three kinds of games
namely Hang man Game, Guessing Game and Word Card Game to
improve the students’ mastery of vocabulary in the second grade of
students at MTs Tarbiyah Tondano. Clearly the writer only discussed
the role of game in helping students learn vocabulary.
4
1.9. DEFINITION OF TERMS
- Game activities : Games also help the teacher to create contexts in
which the language is useful and meaningful. The learners want to
take part and in order to do so must understand what others are
saying or have written, and they must speak or write in order to
express their own point of view or give information.
- Vocabulary : acording to Huyen and Nga (2003) : “In
order to communicate well in a foreign language, students should
acquire an adequate number of words and should know how to use
them accurately.
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CHAPTER II
REVIEW OF LITERATURE AND THEORITICAL BASIS
2.1. Teaching
Teacher plays an important role in teaching learning process. In
teaching English as a foreign language the teacher need to vary way of
teaching in order to get the students interest and attention to the lesson.
In teaching learning process there are some factors, which can influence
the successful goals in the school. They are curriculum, materials,
method, teachers, students and the technique.
Richey (1912:1) stated that : “teaching may be considered to be basic to all the other professions are made possible through the work of teachers in elementary and secondary school, college, and university.”
Furthermore Brown (1980:7) stated that : “teaching is showing or helping someone how to do something, given instruction, guiding in the study of something providing with knowledge, causing to know or to understand. Teaching is building and facilitating learning, enabling the learner to learn, setting the conditions for learning.”
It means teaching is a systematic way, teacher as an organizer
should be creative to make learner interested in following the subject.
Teaching may be said to cover not only activities of guiding students’
activities but also those which aim at helping students develop
themselves and be able to adapt themselves in the group to which
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they’re belong. At the result of teaching the students should be able to
interest in their group. They’re learning to think, feel, and act in
harmony through social groups of which they are a part.
2.2. Vocabulary
Vocabulary is one important aspect in learning a foreign
language. Without a proportional amount of vocabulary anyone will get
trouble in her speaking, reading, listening, and writing. Without a shred
of doubt, the writer said that the acquisition of vocabulary would help
people in gaining, understanding, and also enhancing the process of
knowledgeable transfered for a better life. Indisputably the chances for
progress or success in any kind of fields, like computers, technology,
economy, politics, tourism, and educational increase with the size and
applications of vocabulary.
Vocabulary can be defined as a collection of words and it
contains a meaning of word. Nault (1984:337) stated : “ Vocabulary is
the total number of words in a language. It is also a collection of words
a person knew and used in all the aspects of language.”.
According to Harimukti Kridalaksana, vocabulary is a
component of a language that maintains all of information about
meaning and using word in a language.
7
Here are some techniques for teaching vocabulary, especially
new words:
1. Say the words clearly and write it on the board.2. Get the class to repeat the word in chorus.3. Translate the word into the students’ own language.4. Ask the students to translate the word.5. Draw a picture to show what the words mean.6. Give an English example to show the word is used.7. Ask a question by using the new word
The first step to take in improving your vocabulary is to
recognize that it is not possible for you to know the meaning of every
word you see. In the short run, not paying attention to words you don’t
know may save you some work. But in the long run, you just won’t
know as much as you should. Here are some ways to find the meaning
of difficult words
- Learn to use the context – that is, clues that surrounding
sentences sometimes give about the meanings of new
words.
- In a word you don’t know, look for parts within the word,
parts whose meanings you might know.
- Learn the difference between what a word means and
what a word suggests or make you feel.
- Learn the difference between words that mean almost the
same thing but have different shades of meaning.
8
- Learn to use a dictionary so you can find meanings easily.
- Keep a list of words you want to add to your vocabulary.
Once you’ve found the meaning the new word and think you
understand it, try to make sure that you don’t forget it. To remember
new words :
- Write the word and its definition often, just for practice.
- Say the word. Learn to pronounce it correctly by using the
pronunciation clues in your dictionary.
- Try to learn the word and its meaning the first time you see
it.
- Use index cards to study vocabulary. Write the word on one
side of the card and its definition on the other side.
- Make up the phrase or a sentence that uses the word in a way
you understand.
- Use the word when you talk - in class, on a job, at home.
- Use the word whenever you can in your writing assignments.
- Say the words and its meaning over and over again in your
mind.
- Don’t try to learn long list of new words. Study just a few
words each day several days so that you can learn by
repeating.
9
2.3. Games
‘Games also help the teacher to create contexts in which the
language is useful and meaningful. The learners want to take part and in
order to do so must understand what others are saying or have written,
and they must speak or write in order to express their own point of view
or give information.'
According to Jeremy Harmer, games are a vital part of a
teacher’s equipment, not only for the language practice they provide,
but also for the therapeutic effect they have. They can be used at any
stage of a class to provide an amusing and challenging respite from
other classroom activity about their English class.
Learning a foreign language is a hard work, one must make an
effort to understand and to repeat words accurately. English teacher has
to have a good plan to motivate the children, to enrich vocabulary
mastery by using drills and exercise. But, in reality the children fell
bored with these techniques because the process is monotonous. Is
teacher keep using these techniques, the children cannot improve their
English to solve this problem, the English teacher has to create his
teaching with certain technique that enables him to avoid the technique
which is boring.
10
English teacher needs to find out good techniques that can make
the children interested in learning English. In this case Julia Khan
stated:
“Children play and children want to play. Children learn through playing. In playing together, children interact and in interacting they develop language skills. Games provide context for play, reasons for playing and routine for playing.”
According to Jeremy Harmer, games are a vital part of a
teacher’s equipment, not only for the language practice they provide,
but also for the therapeutic effect they have. They can be used at any
stage of a class to provide an amusing and challenging respite from
other classroom activity about their English class.
Stephen Mark Silvers said that:
“Most of you who have experimented with language games as a teaching device will be, I am sure, as enthusiastic about their use as I am. Unfortunately, many teachers still feel that game is only for a short time, to give a class break from the monotony of drilling, and some teacher consider games merely frivolous activity”
11
Sandra J. Savignon has three reasons why games have to be used
in learning foreign language, they are:
a. The very structure of games provides an opportunity for learners to practice vocabulary and grammar, specific functions, and other language art skills. The task orientation of the games requires that the students “use rather than merely practice language for real and immediate communicative goals” on the other hands require constant, meaningful interaction among the players.
b. They created relaxed atmosphere. This lower the anxiety level or “effective filter” that often keeps students from learning. Games accomplish this in two ways. First, games focus the learners attention on the immediate goal, that is, succeeding at the same itself, rather than in the responsibility of language learning (Stoic, 182). Second, whether the game is competive or not, it requires cooperation. This contributes to the development of a sense group that led in turn to feeling of support and security among the group members. As the result, the learners are less anxious and more open and able to communicate.
c. Games offer strategy for dealing with problems that may arise from code implication. Teacher to provide communication at a level the learners can understand often uses code implication.
12
And according to Rebecca L. Oxford and David Crookal game
can encourage good strategy in learning foreign language. They are:
a. Games embody the communicative approach; they provide active
involvement of the whole person (intellectual, physical, social and
emotional).
b. Games change the roles and relations of learners to take more active
role in their own learning process. This has two effects:
1. It gives learners much more opportunity to communicate in the language.
2. It places more responsibility on learning to direct their own learning.
3. Game provide language quantities of input, which can be understood because of meaningful, and engaging context f the activity.
4. Game allows attention to be given to language form as well as to content.
5. Game has additional effective advantages, such as education of anxiety increase in positive feelings and improve self confidence.
6. Game can make the participant encouraged to communicative even when their knowledge and competence in the language is less than they would wish.
7. Games have the learners to identify more closely with the target culture.
8. Game encourages adolescents and adult to once a gain. Play with symbols.
From the explanation above, we know that game is form of play
and can be used as a vital part of a teacher’s equipment in English
teaching.
13
2.4. The Types of Games
2.4.1. Hang Man Game
Game is one of the interesting activities that make students enjoy
learning English. According to Tony Augarde (1994) "The origins of
Hangman are obscure, but it seems to have arisen in Victorian times,"
How to play the game ?
- Students are given a story in which there is a new
vocabulary. After that students are divided into two groups.
- The mission of this game is that the students have to rescue
someone who has hanged by guessing the letters of certain
words
- teacher draw a gallows on the board and a few lines that
represent words which must be guessed for example apple.
Means the line is made of the letters in the word apple is 5
lines.
14
- students must guess the word is meant, by mentioning the
letters one by one.
- If the students guess the wrong letter (because it does not
represent the word in question), the teacher will draw a circle
like a human head.
- If students still guess wrong letter, the teacher continues to
draw the body.
- If the guess is still wrong, the teacher will continue by
drawing both hands followed by both feet. It is a sign that the
students in one group cannot save their friend who get
punishment.
15
- If the students can guess the right letter, the teacher writes the
letter on the lines that has been prepared on the board. For
example they say A the letter A should be put on the first
line, for APPLE. The guessing word will be continued with
for example the letter E. This E should be put on the right
line as can be seen below :
- This game will be done continuously until the other the other
group of students can guess what the word is.
16
- The game ends when the students are not able or able to
complete the line with the correct letters, the winners is the
group who can guess the word correctly. In this case the
correct word is “ APPLE “
2.4.2. Guessing Game
According to Klippel (1994), “The basic rule of guessing
games is eminently simple; one person knows something that
another one wants to find out.
Wright and Buck say, “Essentially, in guessing and
speculating games, someone knows something and the others
must find out what it is.”
Based on the definition above , it can be concluded that guessing
games is a game in which a person or participant knows
something and competes individually or in a team to identify or
to find it out.
How to play the game?
- Teacher divides the students into two groups.
17
- The group thinks an object that exists in the class. For
example Chair. Then the students give clues by using body
language
- The other groups ask question.
For example :
Group A Group B
Is it desk? No
Is it window? No
Is it black? No
Is it white ? No
Is it big? No
Is it small ? Yes
Is it brown ? Yes
Is it on the wall? No
Is it circle? No
Is it square? Yes
Is it on the table ? No
Is it bag ? No
Is it red? No
Is it Chair ? Yes
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- If the group guess correct they get the score, and if they false
they get the punistment.
2.4.3. Word Card Game
According to Wikipedia “Word games are generally engaged as a source of entertainment, but have been found to serve an educational purpose as well. For instance, young children can find enjoyment playing modestly competitive games.”
Students’ are given a story in which there is a new vocabulary.
After that students are divided into five groups of four to five students.
The students in each group are assigned to look for new words in the
story and write them in a list . then they have to prepare cards as many
as the new words they get from the story. Twenty new words must be
written in the twenty cards which are called English word cards. After
that they have to write the meaning of the new words in the other
twenty cards that are called Indonesian word cards . So each group will
have 40 word cards.
How to pay the game?
- Shuffle or scramble all the word cards on the table. ( English
word cards and Indonesian word cards)
- Each students has to find out English word cards and its
meaning. The more they get, the better.
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- They have to race. The one who gets the most pairs of cards
will be the winner.
-
2.5. Why game activities
There is some reasons why activities in teaching learning
process game are very important in teaching English as a foreign
language.
According to Andrew Wright, David Betteridge and Michael Buckby in their books ‘Games for language learning’: 'Language learning is hard work ... Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.'
'The need for meaningfulness in language learning has been
accepted for some years. A useful interpretation of 'meaningfulness' is
that the learners respond to the content in a definite way. If they are
amused, angered, intrigued or surprised the content is clearly
meaningful to them. Thus the meaning of the language they listen to,
read, speak and write will be more vividly experienced and, therefore,
better remembered.
Aydan Ersoz (2000) state that 'Language learning is a hard task
which can sometimes be frustrating. Constant effort is required to
understand, produce and manipulate the target language. Well-chosen
games are invaluable as they give students a break and at the same time
20
allow students to practice language skills. Games are highly motivating
since they are amusing and at the same time challenging. Furthermore,
they employ meaningful and useful language in real contexts. They also
encourage and increase cooperation.'
Games are highly motivating because they are amusing and
interesting. They can be used to give practice in all language skills and
be used to practice many types of communication.
Furthermore from 'Creative Games for the Language Class' by
Lee :
'There is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games.'
'There are many advantages of using games in the classroom:
1. Games are a welcome break from the usual routine of the language
class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help
students to make and sustain the effort of learning.
4. Games provide language practice in the various skills- speaking,
writing, listening and reading.
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5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.
2.6. The use of game in developing mastery of Vocabulary
Many experienced textbook and methodology manuals writers
have argued that games are not just time-filling activities but have a
great educational value. W. R. Lee holds that ‘most language games
make learners use the language instead of thinking about learning the
correct forms’ (1995). He also says that games should be treated as
central not peripheral to the foreign language teaching programmed. A
similar opinion is expressed by Richard-Amato, who believes games to
be fun but warns against overlooking their pedagogical value,
particularly in foreign language teaching. There are many advantages of
using games. "Games can lower anxiety, thus making the acquisition of
input more likely" (Richard-Amato 1988:147). They are highly
motivating and entertaining, and they can give shy students more
opportunity to express their opinions and feelings (Hansen 1994:118).
They also enable learners to acquire new experiences within a foreign
language which are not always possible during a typical lesson.
Furthermore, to quote Richard-Amato, they, "add diversion to the
regular classroom activities," break the ice, "[but also] they are used to
22
introduce new ideas" (1988:147). In the easy, relaxed atmosphere
which is created by using games, students remember things faster and
better (Wierus and Wierus 1994:218). S. M. Silvers says many teachers
are enthusiastic about using games as "a teaching device," yet they
often perceive games as mere time-fillers, "a break from the monotony
of drilling" or frivolous activities. He also claims that many teachers
often overlook the fact that in a relaxed atmosphere, real learning takes
place, and students use the language they have been exposed to and
have practised earlier (1982:29). Further support comes from
Zdybiewska, who believes games to be a good way of practicing
language, for they provide a model of what learners will use the
language for in real life in the future (1994:6).
It means that Games encourage, entertain, teach, and promote
fluency. If not for any of these reasons, they should be used just
because they help students see beauty in a foreign language and not just
problems that at times seem overwhelming.
Games are often used as short warm-up activities or when there
is some time left at the end of a lesson. Yet, as Lee observes, a game
"should not be regarded as a marginal activity filling in odd moments
when the teacher and class have nothing better to do" (1995). Games
ought to be at the heart of teaching foreign languages. Rixon suggests
23
that games be used at all stages of the lesson, provided that they are
suitable and carefully chosen.'
Games also lend themselves well to revision exercises helping
learners recall material in a pleasant, entertaining way. All authors
referred to in this article agree that even if games resulted only in noise
and entertained students, they are still worth paying attention to and
implementing in the classroom since they motivate learners, promote
communicative competence, and generate fluency.
According to Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga
in Asian EFL Journal ‘learning vocabulary through games’ - December
2003 'Games have been shown to have advantages and effectiveness in
learning vocabulary in various ways. First, games bring in relaxation
and fun for students, thus help them learn and retain new words more
easily. Second, games usually involve friendly competition and they
keep learners interested. These create the motivation for learners of
English to get involved and participate actively in the learning
activities. Third, vocabulary games bring real world context into the
classroom, and enhance students' use of English in a flexible,
communicative way.'
Therefore, the role of games in teaching and learning vocabulary
cannot be denied. However, in order to achieve the most from
24
vocabulary games, it is essential that suitable games are chosen.
Whenever a game is to be conducted, the number of students,
proficiency level, cultural context, timing, learning topic, and the
classroom settings are factors that should be taken into account.
It means learning vocabulary through games is one effective and
interesting way that can be applied in any classrooms. The results of
this research suggest that games are used not only for mere fun, but
more importantly, for the useful practice and review of language
lessons, thus leading toward the goal of improving learners’
communicative competence.
25
2.7. Teaching and Learning Activity
No Teaching Stages
Teaching and Learning Activity
Teacher Activity Students Activity
1
2.
Pre- Activity GreetingGood Morning, StudentsHow are you Today?
I’m Fine too / oh, what a pity, hope you are healthy and happy again
PrayingBefore staring the lesson, I want us to pray first and one of you to lead it, please?
Checking attendanceNow, I will check your presence by order, if I call your names, raise your hand and say “ Present” its means that you are attend.
Warm out / review
Ok now I will start the lesson todayToday we will study about professions.
Did you know what
Good Morning ma’amFine, Thank You / I’m Not well today. How about you ma’am?
Before we begin the lesson let’s say a prayer according to our respective faith. Lets Pray……… Cease Pray
One by one, students raise his/her hand and say “present” if they are attend.
Yes/ No
26
3.
While Activity
kinds of profession?
The teacher show the picture about kinds of profession.For example : Teacher, Doctor, Sales Man, driver, Pilot, Nurse, etc. Teacher reads the kinds of profession
Teacher uses games to make students memorize the new words.Now I want to divide you into two groups.
After that, teacher explains the rules of the games.Teacher gives example how to play the game.Hang man Games : teacher gives clue to students about the profession, and than students must guest than say the words one by one.If the answer false, teacher drawn on the board people hang.
Teacher gives exercise the students write sentences about the new words they have found this day.
All students look at the picture.
All Students Repeat after teacher
O.K Ma’am
Students listen
students try the games
27
Closing Activity
Teacher ends the day’s activities.O.K. I think enough for today and see you next weekBye-bye
See you ma’am
CHAPTER III
RESEARCH METHODOLOGY
3.1. Research Design
In this research, the writer would like to collect; process; analyzes the
data to get conclusion of the research. This research is called quantitative
research because it will use numbers or statistics. In this research pre-
experimental design with one group pre-test and post-test design will be used.
Pre-test is the test which given to the students’, before the treatment. The post-
test is given to the student’s after the treatment to find out the student’s
achievement.
Butler (1985:65) stated that “ experimental studies are those in which the investigator deliberately manipulates some factors or circumstances in order to test the effect on some other phenomenon”.
So there were two test: T1- the pre-test and T2- the post test. X is used
to symbolize the treatment in the representation of the design:
T1 X T2
28
The design above means that the teacher gives them pre-test before
using games then gives them post-test after teaching several times using
games.
3.2. Population and Sample
Population
Population is the area in which you are trying to get information from.
According to Burns (1990 : 62) “Population is an entire group of people
or objects or events which all have at least one characteristics one common,
and must be defined specially and unambiguously”.
In this study, the population is the students of MTs Tarbiyah Tondano
Sample
Sample is a section of your population that you are actually going to
survey.
McMillan and Schumacher (1984:32) say that: “Sample is a group
of subjects selected from the population.” The sample of this research is
the second grade students at MTs Tarbiyah Tondano. They consist of
21 students.
29
3.3. Data Collection
The writer gave the students the pre-test and post-test used to
test the students' ability. Pre-test and post-test were same in form as
well as its content but the time and aim are different.
So, students' were given the pre-test before the lesson is begun to
know the students knowledge of the material that has been taught. after
that, students' were given the materials about games. The last step in
the experiment gave the post-test to students' . post-test giving after the
lesson is finished, to know students taught.
Instrument
The data has been collected through a test. The test in form of written
test, the essay test. There are pre-test and post-test. The test is arranged
according to the material given.
3.4. Data analysis
In analyzing the obtained data, the writer used mean score formula :
30
Hatch and Farhady (1082 : 30) stated that ;
X̄=∑ X
N
X = Mean score
∑ X = All score of the sample
N = Total number of students
The data presented in frequency distribution, computation or mean score X
and standard deviation and the entire test can be presented on frequency
polygon.
31
CHAPTER IV
DATA ANALYSIS
In this chapter one class was chosen by writer as a sample of this
research. The students was taught vocabulary by using games, and the purpose
of this study was to find out wheather games can improve students’ mastery
vocabulary. The data were collected by pre-test and post test that given to the
students.
This chapter was also to organize the data collected. The data are
presented in the matrix and in the table of frequency distribution. To analysis
the data the writer followed this steps:
1. Checking the result of pre-test (X1 )
2. Checking the result of post-test (X 2)
3. Calculating the result of mean score and standard deviation of pre test
(X1 )
32
4. Calculating the result of mean score and standard deviation of post test
(X 2)
Table 1. the scores of the students in pre-test.
Students Number Score
1 7
2 7
3 7.5
4 6.5
5 6
6 6
7 6.5
8 7
9 7.5
10 6
11 6
12 5
13 5
14 6.5
15 7.5
16 7
17 7.5
18 6
33
19 4
20 7
21 7.5
Table 2. The score of the students in Post-Test
Students Number Score
1 8.5
2 8.5
3 9
4 8.5
5 9
6 9
7 8
8 8
9 9
10 9.5
11 9
12 8
13 8
14 9
15 9
16 8
17 8.5
34
18 9
19 8
20 9.5
21 9.5
Table 3. The scores of the students in Pre-Test (first test), Post-test
(second test) and Gain.
Students’ number Pre-test Post-test Gain
1 7 8.5 1.5
2 7 8.5 1.5
3 7.5 9 1.5
4 6.5 8.5 2
5 6 9 3
6 6 9 3
7 6.5 8 1.5
8 7 8 1
9 7.5 9 1.5
10 6 9.5 3.5
11 6 9 3
12 5 8 3
13 5 8 3
14 6.5 9 2.5
15 7.5 9 1.5
35
16 7 8 1
17 7.5 8.5 1
18 6 9 3
19 4 8 4
20 7 9.5 2.5
21 7.5 9.5 2
Based on table 3, there were 21 students that took part in the test. And
from 21 students, there was 1 student that got increased 4 point, there was 1
student that got increased 3.5 point, there were 6 students that got increased 3
point, there were 2 students that got increased 2.5 point, there were 2 students
that got increased 2 point, there were 6 students that got increased 1.5 point
and there were 3 students that got increased 1 point.
According to data collected, writer compared the scores of students
from pre-test and post-test. So this research shows that there were increased
scores of every students because scores of post-test were higher that scores of
pre-test and proved that Using games can improving students’ mastery of
vocabulary.
Based on the checking the result of data on table 1 and table 2,
frequency distribution and frequency percentage of the students’ scores of pre-
test and post-test were computed. And the result are presented in table 4 and
table 5.
36
Table 4. Frequency Distribution and percentage of students’ scores of
pre-test (X1 )
Score Tally Frequency Cum- Freq- Frequency %
7.5 IIII 5 21 23.80
7 IIII 5 16 23.80
6.5 III 3 11 14.28
6 IIII 5 8 23.80
5 II 2 3 9.52
4 I 1 1 4.76
The result of pre-test (X1 ) on the table 4, from 21 students there were 5
students got 7.5 or 23.80% and that the highest score in pre-test. And five
students got 7 or 23.80%, three students got 6.5 or 14.28%, five students got 6
or 23.80%, two students got 5 or 9.52% and one students got 4 or 4.76%.
37
Table 5. Frequency Distribution and percentage of students’ scores of
post-test (X 2)
Score Tally Frequency Cum-
Freq-
Frequency %
9.5 III 3 21 14.28
9 IIII III 8 18 38.09
8.5 IIII 4 10 19.04
8 IIII I 6 6 28.57
The result of post-test (X 2) on the table 5, from 21 students there were
three students got 9.5 or 14.28% and they got the highest score in second test
(post-test). And eight students got 9 or 38.09%, four students got 8.5 or
19.04% and six students got 8 or 28.57%.
38
In the first test or pre-test, there was no students got 9.5, 9, 8.5, and 8.
Because the highest score is 7.5 and just five students the got the score. And
the lowest score is 4 that achieved by one student. While in the post-test, there
were three students got 9.5 or the highest score in post-test. And eight
students got 9, four students got 8.5 and six students got 8. It means that after
compared the score of per-test and post-test showed that scores of post-test are
better than pre-test. Because scores of post-test are higher than pre-test.
Table 6. Computation of Mean Score and Standard Deviation of Pre-
Test
Students’ number
Pre-test X 2
1 7 49
2 7 49
3 7.5 56.25
4 6.5 42.25
5 6 36
6 6 36
7 6.5 42.25
8 7 49
9 7.5 56.25
10 6 36
11 6 36
12 5 25
13 5 25
14 6.5 42.25
39
15 7.5 56.25
16 7 49
17 7.5 56.25
18 6 36
19 4 16
20 7 49
21 7.5 56.25
136 899
Computing the Mean score and standard deviation of Pre-Test.
Computing the mean score of pre-test:
X̄=∑ X
n
X̄=13621
X̄=6 .47
Computing the standard deviation of pre-test;
S=√∑ X 2
n−X̄2
S=√89921
−6 . 472
S=√42. 80−41 .86
S=√0 . 94
S=0 .96
40
Table 7. Computation of mean score and standard deviation of Post-test
Students’
number
Post-test X 2
1 8.5 72.25
2 8.5 72.25
3 9 81
4 8.5 72.25
5 9 81
6 9 81
7 8 64
8 8 64
9 9 81
10 9.5 90.25
11 9 81
12 8 64
13 8 64
14 9 81
15 9 81
41
16 8 64
17 8.5 72.25
18 9 81
19 8 64
20 9.5 90.25
21 9.5 90.25
182,5 1591,75
Computing the Mean score and standard deviation of Post-Test.
Computing the mean score of post-test:
X̄=∑ X
n
X̄=182. 521
X̄=8 .69
Computing the standard deviation of post-test;
S=√∑ X 2
n−X̄2
S=√1591 .7521
−8 . 692
S=√75 . 79−75 . 51
S=√0 . 28
42
S=0 .52
Table 8. Frequency Poligon of Pre-Test
4 5 6 6.5 7 7.5 8 8.5 9 100
1
2
3
4
5
6
PRE-TEST
SCORE
FREQ
UEN
CY
Table 9. Frequency Poligon of Post-test
43
7.5 8 8.5 9 9.5 100
1
2
3
4
5
6
7
8
9
SCORE
FREQ
UEN
CY
44
Table 10. Frequency Poligon of Pre-Test and Post-Test
4 5 6 6.5 7 7.5 8 8.5 9 9.5 100
1
2
3
4
5
6
7
8
9
PRE-TEST and POST -TEST
Pre-TestPost-test
SCORE
FREQ
UEN
CY
CHAPTER V
45
CONCLUSION And SUGGESTION
5.1. Conclusion
Based on discussion above, writer at last arrived at the conclusion that
the mean score of the second test or after the treatment was higher than the
first test or before the treatment ( T 2. .>T1=8 ,69>6 ,47 ). This meant that the
using games as a teaching technique in improving students’ mastery of
vocabulary was effectived. This also meant using games as a teaching
technique in improving students’ mastery of vocabulary was an effective,
because it would created conductive and active learning condition which then
motivated students to improving their vocabularies. This had answered the
question whether the technique was effective or not in order to make students
easier to remember the words that had tough before. So this experimentation
was successful in improving students’ mastery of vocabulary.
5.2. Suggestions
46
Bassed on conclusion above lead the research to put foward these
suggestions:
1. Teachers or prospective teachers have to know that this is one of many
techniques suitable to apply when teaching English in classroom to
make easier for students to understand the material.
2. Teachers or prospective teachers who have same problem, are
suggested to use this technique when teaching English as a foreign
language in improving students’ mastery of vocabulary.
47
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