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THE EFFECTIVENESS OF AFTER READING CARD GAMEIN
TEACHING VOCABULARY VIEWED FROM STUDENTS’ INTEREST
(An Experimental Study at the Third Grade Students of SD Muhammadiyah
PalurSukoharjo in the Academic Year of 2012/2013)
THESIS
CHAPTER I
By
ENI RAHAYU
NIM S891108044
Submitted to Graduate School of Sebelas Maret University
as a Partial Fulfillment for Getting Graduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
2013
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APPROVAL
THE EFFECTIVENESS OF AFTER READING CARD GAMEIN
TEACHING VOCABULARY VIEWED FROM STUDENTS’ INTEREST
(An Experimental Study at the Third Grade Students of SD Muhammadiyah
Palur Sukoharjo in the Academic Year of 2012/ 2013)
By:
Eni Rahayu
NIM. S891108044
This thesis has been approved by the Consultants of English Education
Department of Graduate School Sebelas Maret University
Surakarta onJune , 2013
Approved By,
The Head of English Education Department of Graduate School
Sebelas Maret U
Approved By
The Head of English Education Department of Graduate School
Sebelas Maret University
Consultant I
Dra. Dewi Rochsantiningsih,M.Ed., Ph.D
NIP. 19600918 198702 2001
Consultant II
Dr. Abdul Asib, M.Pd
NIP. 19520307 198003 1005
Dr. Abdul Asib, M.Pd
NIP. 19520307 198003 1005
Dr. Abdul Asib, M.Pd
NIP. 19520307 198003 1005
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LEGITIMATION FROM THE BOARD OF EXAMINERS
THE EFFECTIVENESS OF AFTER READING CARD GAME IN
TEACHING VOCABULARY VIEWED FROM STUDENTS’ INTEREST
(An Experimental Study at the Third Grade Students of SD Muhammadiyah
Palur in the Academic Year of 2012/2013)
By:
ENI RAHAYU
NIM S891108044
This thesis has been examined by the Board of Thesis Examiners of English
Education Department of Graduate School of Sebelas Maret University on July
31th
, 2013
Board of Examiners Signatures
Chairman : Dr. Ngadiso, M.Pd ..............................
NIP. 19621231 198803 1 009
Secretary : Dr. Sumardi, M. Hum ..............................
NIP. 19740608 199903 1 002
Examiners 1 : Dra. Dewi Rochsantiningsih, M.Ed., Ph. D ..............................
NIP. 19600918 198702 2 001
Examiners 2 : Dr. Abdul Asib, M. Pd ..............................
NIP. 19520307 198003 1 005
The Director of Graduate School of
Sebelas Maret University,
Prof. Dr. Ir. Ahmad Yunus, M.S
NIP. 196107171986011001
The Head of English Language
Education Department of Graduate
School of Sebelas Maret Uninversity,
Dr. Abdul Asib, M. Pd ..............................
NIP. 19520307 198003 1 005
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ABSTRACT
Eni Rahayu. S891108044.The Effectiveness of After Reading Card Game
in Teaching Vocabulary Viewed from Students’ Interest(An Experimental Study
in the Third Grade of SD Muhammadiyah Palur Sukoharjo in the Academic Year
of 2012/2013).First Consultant: Dra.Dewi Rochsantiningsih,M.Ed, Ph.D; Second
Consultant: Dr. Abdul Asib, M.Pd. Thesis. English Education Department,
Graduate School of Sebelas Maret University, Surakarta. 2013.
The objectives of this research are: (1) to reveal whether After Reading
Card Game is more effective in teaching vocabulary than Draw it-Pictionary
Game for the third grade students at SD Muhammadiyah Palur; (2) To showthat
students with high interest have better achievement in mastering vocabulary than
students who have low interest; (3) to investigate whether there is an interaction
between the techniques and students’ interest.
This experimental studywas conducted in SD Muhammadiyah Palur
Sukoharjo.The population was the third grade students of this schoolin the
academic year of 2012/2013. To select the sample, the researcher used total
sampling. The total number of the sample were 52 students. Each class consists of
26 students. One class became an experimental group and the other class became
a control group. The instruments of this research were vocabulary test and
students’ interest questionnaire. The data were analyzed by using normality and
homogeneity test to investigate the normality and the homogeneity of the data.
Afterwards, ANOVA and TUKEY test were used to analyze the significant
differences between the techniques.
The research findings show that: (1) After Reading Card Game is more
effective than Draw It-Pictionary Gamein teaching vocabulary; (2) the students
having high interest have better vocabulary mastery than the students having low
interest; and (3) there is an interaction between teaching techniques and students’
interestin teaching vocabulary.
Based on the research findings, it can be concluded that After Reading
Card Game is an effective technique to teach vocabulary for the third grade
students of SD Muhammadiyah Palur Sukoharjo. The English teachersare
suggested to apply this card gamein teaching vocabulary in order the students gain
better vocabulary mastery. However, teachers are also suggested to improve the
students’ interest because After Reading Card Game is effective to students with
high interest.
Key words: After Reading Card Game, Draw It-Pictionary Game, experimental
study, students’interest, young learner, Vocabulary.
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MOTTO
Life has many ways of testing a person, will
either by having nothing happen at all or by
having everything happen all at one.
(Paolo Coelho)
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DEDICATION
This thesis is dedicated to:
my beloved father and mother, and
my beloved brother
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “The Effectiveness
of After Reading Card Game in Teaching Vocabulary Viewed from Students’
Interest: An Experimental Study at the Third Grade Students of SD
Muhammadiyah Palur Sukoharjo in the Academic Year of 2012/ 2013. It is not
plagiarism or made by others. Anything related to others’ work is written in
quotation, the source of which is listed on the bibliography.
If then this pronouncement proves wrong, I am ready to accept any
academic punishment, including the withdrawal or cancellation of my academic
degree.
Surakarta, July 2013
Eni Rahayu
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ACKNOWLEDGEMENT
All praisesis dedicated to Allah SWT, the Most Almighty and Most
Merciful for his blessings. Without that, it is impossible for the researcher to
finish this thesis. Sholawat and salam will always be dedicated to the beloved holy
prophet Muhammad SAW. Furthermore, the accomplishment of this thesis does
not run well without ideas, attention, advice, help, contribution, and suggestion
from others.Therefore,the reseacher would like to express her deepest gratitude
and appreciation to:
1. The Director of Graduate School of Sebelas Maret University for the
permission to write the thesis.
2. The Head of the English Education Department of Graduate School of Sebelas
Maret University for providing the facilities to complete the thesis writing.
3. Dra. Dewi Rochsantiningsih,M.Ed, Ph.D, the first advisor, forhersupport,
advice, guidance, suggestion and feedback.
4. Dr. Abdul Asib, M.Pd, the second advisor,forhissupport, advice, guidance,
suggestion and feedback.
5. Dra. Sri Kusdwilastuti, S.Ag, MSI,the Principal of SD Muhammadiyah
PalurSukoharjo, for the permission to conduct the research.
6. Sumarman, S.Pd, the Principal of SD Muhammadiyah BekonangSukoharjo,
for the permission to do tryout test for the research.
7. Wahyuti, S.S, the English teacher of SD Muhammadiyah palur, for her advice,
guidance, and cooperation during the research.
8. The third grade students of SD Muhammadiyah in the academic year of
2012/2013, especially for, III-A and III-B, for their cooperation during the
research.
Finally, the researcher sincerely hopes that this thesis bringscontributionto
other researchers, teachers, and students and she expects suggestions and
comments from the readers in order to gain more improvement.
Surakarta,July2013
Eni Rahayu
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TABLE OF CONTENT
TITLE ............................................................................................................ i
APPROVAL ................................................................................................... ii
LEGITIMATION .......................................................................................... iii
ABSTRACT ................................................................................................... iv
MOTTO ......................................................................................................... v
DEDICATION ............................................................................................... vi
PRONOUNCEMENT ................................................................................... vii
ACKNOWLEDGEMENT ............................................................................ viii
TABLE OF CONTENT ................................................................................ ix
LIST OF TABLES ........................................................................................ xii
LIST OF FIGURES ...................................................................................... xiii
LIST OF APPENDICES .............................................................................. xiv
CHAPTER I INTRODUCTION
A. The Background of the Study ................................................ 1
B. Problem Identification ........................................................... 6
C. Limitation of the Problem ...................................................... 6
D. Problem Statement ................................................................ 6
E. The Purpose of the Study ....................................................... 7
F. The Benefits of the Study ....................................................... 7
CHAPTER II THEORETICAL REVIEW
A. Teaching English to Young Learner ..................................... 9
B. Vocabulary ............................................................................ 13
1. The definition of Vocabulary………… ............................. 13
2. The components of Vocabulary mastery ........................... 14
3. Strategies in Vocabulary Building .................................... 16
4. Teaching Vocabulary ........................................................ 17
5. Testing Vocabulary ............................................................ 20
C. The Importance of Gamesin teaching and learning process .. 22
D. After Card Reading Game ..................................................... 25
1. Definition of After Reading Card Game ........................... 25
2. Steps of After Reading Card Game .................................. 27
3. The Strenghts of After Reading Card Game ..................... 30
4. The Weaknesses of After Reading Card Game ................ 32
E. Draw It-Pictionary Game ...................................................... 33
1. Definition of Draw It-Pictionary Game ............................ 33
2. Steps of Draw It-Pictionary Game .................................... 35
3. The strenghts of Draw It-Pictionary Game ....................... 37
4. The Weaknesses of Draw It-Pictionary Game .................. 39
F. Teaching Vocabulary Using After Reading Card Games
Compared to Draw-Pictionary Game. .................................... 41
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1. General Comparison between After Reading Card Game and
Draw It-Pictionary ........................................................... 41
2. The Differences of Teaching Steps between After Reading
Card Game and Draw It-Pictionary ................................. 43
G. Students’ Interest ................................................................... 45
1. Definition of Interest ....................................................... 45
2. The Components of Interest ............................................ 47
3. The Benefits of Interest in Learning Process .................. 49
4. Arousing Students’ Interest ............................................. 50
H. Review of Related research . .................................................. 52
I. Rationale ………………………………………………… ... 58
J. Hypothesis ……………………………………………… ..... 61
CHAPTER III RESEARCH METHODOLOGY
A. Research Setting .................................................................... 62
1. Place and Time of the Research ...................................... 62
2. Profile of Vocabulary Class ............................................ 63
B. Research Method ................................................................... 64
C. Population, Sample, and Sampling ....................................... 64
1. Population ....................................................................... 64
2. Sample ............................................................................. 65
3. Sampling ......................................................................... 65
D. Techniques of Data Collection .............................................. 66
E. Techniques of Data Analysis ................................................. 70
F. Statistical Hypothesis . ........................................................... 76
CHAPTER IV RESEARCH FINDINGS
A. The Implementation of the Research .................................... 78
B. Data Description .................................................................... 80
1. The Data of Vocabulary Test of Experiment Class that
WereTaught by Using After Reading Card Game (A1)... 81
2. The Data of Vocabulary Test of Experiment Class that
WereTaught by Using Draw it-Pictionary (A2) ............... 82
3. The Data of Vocabulary Test of the Students Having High
Interest (B1) ..................................................................... 83
4. The Data of Vocabulary Test of the Students Having Low
Interest (B2) ..................................................................... 84
5. The Data of Vocabulary Test of the Students Having High
Interest Who Were Taught by Using After Reading Card
Game (A1B1) ................................................................. 85
6. The Data of Vocabulary Test of the Students Having High
Interest Who Were Taught by Using Draw it-Pictionary
(A2B1) ............................................................................. 86
7. The Data of Vocabulary Test of the Students Having Low
Interest Who Were Taught by Using After Reading Card
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Game (A1B2) .................................................................. 87
8. The Data of Vocabulary Test of the Students Having Low
Interest Who Were Taught by Using Draw it-Pictionary
(A2B2) ............................................................................. 88
C. Normality and Homogeneity Test ......................................... 89
1. Normality Test ................................................................ 90
2. Homogeneity Test ........................................................... 93
D. Hypothesis Test ..................................................................... 94
1. Summary of Mean Score of the Test ............................... 94
2. Summary of 2 x 2 Multifactor Analysis of Variance ...... 95
3. Summary of Tukey Test .................................................. 96
E. Discussion of the Result of the Study ................................... 98
1. Using After Reading Card Game is More Effective than Draw
it-Pictionary Game ........................................................... 98
2. The Students Who Have High Interest Have Better
Vocabulary Mastery than the Students Who Have Low
Interest .............................................................................. 100
3. There is an Interaction between Teaching Techniques and
Students’ Interest in Teaching Vocabulary ...................... 101
CHAPTER VCONCLUSION, IMPLICATIONAND SUGGESTION
A. Conclusion ............................................................................ 104
B. Implication and Suggestion .................................................... 105
BIBLIOGRAPHY ......................................................................................... 107
APPENDICES ............................................................................................... 112
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LIST OF TABLES
Table 2.1. General Comparison between After Reading CardGame and
Draw it-Pictionary Game ................................................................ 43
Table 2.2. The Differences of Teaching Steps between After Reading Card
Game and Draw it-Pictionary Game ............................................... 44
Table 3.1. Time schedule in conducting the research .................................... 63
Table 3.2.The Reliability Criterion................................................................. 69
Table 3.3. Table of Anova or Simple Factorial Design .................................. 72
Table 4.1. The Implementation of The Research ........................................... 78
Table 4.2. Frequency Distribution of Data A1 ................................................ 82
Table 4.3. Frequency Distribution of Data A2 ................................................ 83
Table 4.4. Frequency Distribution of Data B1 ................................................ 84
Table 4.5. Frequency Distribution of Data B2 ................................................ 85
Table 4.6. Frequency Distribution of Data A1B1 ............................................ 86
Table 4.7. Frequency Distribution of Data A2B1 ............................................ 87
Table 4.8. Frequency Distribution of Data A1B2 ............................................ 88
Table 4.9. Frequency Distribution of Data A2B2 ............................................ 89
Table 4.10. Normality Test ........................................................................... 90
Table 4.11. Homogeneity Test ....................................................................... 93
Table 4.12. Mean Scoresof the Cells .............................................................. 94
Table 4.13. Multifactor Analysis of Variance ................................................. 95
Table 4.14. Tukey Test ................................................................................... 96
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LIST OF FIGURES
Table 4.1. Frequency Distribution of Data A1 ................................................ 82
Table 4.2. Frequency Distribution of Data A2 ................................................ 83
Table 4.3. Frequency Distribution of Data B1 ................................................ 84
Table 4.4. Frequency Distribution of Data B2 ................................................ 85
Table 4.5. Frequency Distribution of Data A1B1 ............................................ 86
Table 4.6. Frequency Distribution of Data A2B1 ............................................ 87
Table 4.7. Frequency Distribution of Data A1B2 ............................................ 88
Table 4.8. Frequency Distribution of Data A2B2 ............................................ 89
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LIST OF APPENDICES
Appendix 1. Lesson Plans of Experimental Class ......................................... 112
Appendix 2. Lesson Plans of Control Class .................................................. 144
Appendix 3. Blue Print and Instrument of Interest Questionnaire (try out) .. 172
Appendix 4. The Result of Validity of Students’Interest Questionnaire
(after try out) .............................................................................. 176
Appendix 5. The Result of Reliability ofStudents’ Interest Questionnaire .... 192
Appendix 6. Blue print and Instrument of Students’ Interest Questionnaire
(after tryout) .............................................................................. 208
Appendix 7. Scoring of Vocabulary Test ........................................................ 211
Appendix 8. Blue print and Instrument of Vocabulary Test ........................... 212
Appendix 9. The Result of Validity of Vocabulary Test .............................. . 220
Appendix 10. The Result of Reliability of Vocabulary Test ... ...................... 231
Appendix 11. Blue print and Instrument of Vocabulary Test (Post Test).. .... 241
Appendix 12. Tabulation of Interest and VocabularyScore Taught by After
ReadingCard Game ................................................................. 247
Appendix 13. Tabulation of Interest and Vocabulary Score Taught by Draw It-
Pictionary ................................................................................. 248
Appendix 14. Descriptive Analysis................................................................. 249
Appendix 15. Normality ................................................................................. 267
Appendix 16.Data Homogeneity .................................................................... 275
Appendix 17. ANOVA .................................................................................. 277
Appendix 18. Tukey Test ............................................................................... 281
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