THE EFFECTIVENESS OF USING BOARD RACE GAME TO...

i

THE EFFECTIVENESS OF USING BOARD RACE GAME TO

ENHANCE STUDENTS’ VOCABULARY MASTERY IN

TEACHING ENGLISH CONCRETE NOUN

(A Quasi-Experimental Research at the Eighth Grade Students of SMP

Muhammadiyah Plus Salatiga in the Academic Year of 2019/2020)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan (S. Pd.)

By:

NISAK JAMILATUS SAKILA

23030150103

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2019

v

MOTTO

“THE ROOTS OF EDUCATION ARE BITTER, BUT THE

FRUIT IS SWEET”

-ARISTOTLE-

“You can teach a student a lesson for a day; but if you can teach him to learn by

creating curiousity, he will continue the learning process as long as he lives.”

-Clay P. Bedford-

vi

DEDICATION

This graduating paper is dedicated to:

My beloved parents Sriyono Ahmad Haris and Muayanah, who always

love and support me, You are my everything. May Allah bless you.

My family that supported for my education and finishing this graduating

paper.

My beloved ASB and my close friends HAVISZEH and Lina Arfiyani that

always supporting me for every situation.

vii

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

Assalamualaikum Wr. Wb

Alhamdulillahirobbil’alamin, all praises to Allah SWT, the Most Gracious

and the Most Merciful who always bless and help the writer so the writer can

finish the graduating paper. Bless and mercy is upon great Prophet Muhammad

SAW for his guidance that leads the writer to the truth.

However, this paper will not be finished without support, advices, help,

and encouragement from several people and institution. Hence, the writer would

like to express special thanks to:

1. Mr. Prof. Dr. Zakiyuddin, M. Ag., the Rector of Institute of Islamic

Studies (IAIN) Salatiga

2. Mr. Suwardi, M. Pd., the Dean of Teacher Training and Education Faculty

of State Institute for Islamic Studies (IAIN) of Salatiga.

3. Mr. Norwanto, S. Pd., M. Hum., Ph. D., the Head of English Education

Department of IAIN Salatiga.

4. Mrs. Sari Famularsih, S. Pd., M. A. as the Academic Counselor and also

and the Counselor, who educated, supported, directed, and gave many

advices to the writer from the beginning until the end of this graduating

paper.

viii

5. All lecturers of IAIN Salatiga.

6. All Official Staffs of IAIN SAlatiga.

7. Those who involved in this research.

8. All my friends and my beloved people, who help and support the writer to

finish the graduating paper.

Finally, this graduating paper is expected to be able to provide

useful knowledge and information to the reader.

Salatiga, September 5th

2019

The writer

Nisak Jamilatus Sakila

NIM. 23030150103

ix

TABLE OF CONTENTS

TITLE .............................................................................................................. i

ATTENTIVE COUNSELOR’S NOTE ......................................................... ii

CERTIFICATION PAGE ............................................................................. iii

DECLARATION ........................................................................................... iv

MOTTO .......................................................................................................... v

DEDICATION .............................................................................................. vi

ACKNOWLEDGEMENT ............................................................................ vii

TABLE OF CONTENTS ............................................................................ viii

LIST OF TABLES ........................................................................................ ix

ABSTRACT ................................................................................................... x

CHAPTER I INTRODUCTION

A. Background of the Study .................................................................... 1

B. Research problem ............................................................................... 4

C. The objectives of the Study ................................................................ 4

D. Significance of the Study ................................................................... 5

E. Definition of the Key Terms .............................................................. 5

1. Board Race Game ........................................................................ 5

x

2. Vocabulary ................................................................................... 6

3. English Concrete Noun ................................................................ 7

4. Media............................................................................................ 8

F. Research Paper Organisation ............................................................. 8

CHAPTER II LITERATURE REVIEW

A. Theoritical Background .................................................................. 10

1. Vocabulary................................................................................... 10

a. Definition of Vocabulary ....................................................... 10

b. Kind of Vocabulary ............................................................... 12

c. Technique in Teaching Vocabulary ....................................... 13

2. Game ............................................................................................ 17

a. Definition of Game ................................................................ 17

b. The impact of Game .............................................................. 17

c. Board Race game ................................................................... 18

3. Noun ............................................................................................ 19

a. Definition of Noun ................................................................ 19

b. Categories of Noun ................................................................ 20

4. Media ........................................................................................... 21

B. Review of the Previous Study ......................................................... 22

C. Hypothesis ........................................................................................ 24

CHAPTER III RESEARCH METHODOLOGY

A. Research Approach .......................................................................... 26

B. Research Method .............................................................................. 27

xi

C. Research Design ............................................................................... 27

D. Place and Time of Research ............................................................. 29

E. Population and Sample ..................................................................... 30

F. Variable of Research ........................................................................ 34

G. Research Instrument ......................................................................... 35

H. Decision of Hypothesis Testing ....................................................... 35

I. Technique of Collecting Data .......................................................... 36

J. Evaluation Rubric ............................................................................. 37

K. Validity and Reliability .................................................................... 38

L. Technique of Data Analysis ............................................................. 39

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings ............................................................................ 41

1. Data Presentation ........................................................................ 41

B. Data Analysis ................................................................................... 47

1. Validity and Reliability .............................................................. 47

2. The Calculation of Mean Pre-test ............................................... 50

3. The calculation of to .................................................................................................... 52

4. The Calculation of Mean Post-test ............................................. 53

5. The Calculation of to ................................................................................................... 54

6. The Result of Mean Calculation ................................................. 56

7. The Result of T-test .................................................................... 56

CHAPTER V CLOSURE

A. Conclusion ........................................................................................ 58

xii

B. Recommendation .............................................................................. 58

BIBLIOGRAPHY

APPENDICS

CURRICULUM VITAE

xiii

LIST OF TABLE

Table 3.1 Design of Research .......................................................... 28

Table 3.2 Implementation of Controlled Class ................................ 29

Table 3.3 Implementation of Experimental Class ............................ 30

Table 3.4 List of Imam Tirmidzi Class ............................................ 31

Table 3.5 List of Imam Bukhori Class ............................................. 33

Table 3.6 Component of Scoring ..................................................... 37

Table 4.1 The Scores of Pre-test of Controlled Class ...................... 41

Table 4.2 The Scores of Pre-test of Experimental Class .................. 43

Table 4.3 The Scores of Post-test of Controlled Class ..................... 44

Table 4.4 The Scores of Post-test of Experimental Class ................ 46

Table 4.5 Validity of Pre-test Scores ............................................... 47

Table 4.6 Validity of Post-test Scores .............................................. 48

Table 4.7 Reliability of Pre-test Scores ............................................ 49

Table 4.8 Reliability of Post-test Scores .......................................... 50

Table 4.9 Paired Sample Statistics ................................................... 51

Table 4.10 Paired Sample Test ......................................................... 52

Table 4.11 Paired Samples Statistics ................................................ 53

Table 4.12 Paired Sample Test ......................................................... 55

xiv

ABSTRACT

Nisak Jamilatus Sakila. 2019. The Effectiveness of Using Board race

Game to Enhance Students’ Vocabulary Mastery in

Teaching English Concrete Noun (A Quasi-Experimental

Research at the Eighth Grade Students of SMP

Muhammadiyah Plus Salatiga in the Academic Year of

2019/2020. A graduating paper. English Education

Department. Teacher Training and Education Faculty.

State Institute for Islamic Studies Salatiga. Conselor: Sari

Famularsih, S. Pd. M. A.

The objectives of the study are to find out the effectiveness of

board race game to enhance students’ vocabulary mastery in teaching

English concrete noun at the eighth grade students of SMP

Muhammadiyah Plus Salatiga in the academic year of 2019/2020.

The methodology of research was quantitative especially quasi

experimental research. The techniques of collecting data was written test

to find out the students’ vocabulary mastery in teaching English concrete

noun. The writer found there was no effectiveness between experimental

class and controlled class before board race game was applied because

X1>X2 (9.2591>8.1318). There was also no effectiveness between

experimental class and controlled class after board race game was applied

because Y2>Y1 (9.0864>9.0500).

There was significant different between experimental class and

controlled class before board race game was applied because tt < to

(1.72074<3.851). But there was no significant different between

experimental class and controlled class after board race game was applied

because to < tt (-0.098<1.72074).

Key words: Vocabulary mastery; game; board race; effectiveness.

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a mean of communication. Bloomfield (1973:3) stated

that language plays a great part in our life. Perhaps because of its

familiarity, we rarely observe it, taking it rather for granted, as we do

breathing or walking. For many of us, speaking is as natural as waking up

each day. It is unconscious action that we rarely notice we are even doing.

And as a result, we usually do not imagine our language as something that

might wield power, fuel debate, or even cause conflict. According to Sapir

(1921:3), language as merely conventional system of sound symbols, that

has seduced the popular mind into attributing to it an instinctive basis that

it does not really possess.

One of popular language is English. English is now a global lingua

franca but was first a West Germanic Language spoken in medieval

England. Currently, English is the first language for the majority of the

people in several countries (Reddy, 2016:179). English as one of

international language is spoken all arround the world. It is in charge for

many aspects of life for the communication. Reddy stated that the

important of English in education is for higher education and specialized

training. Most of the books on any subject are written in English or

2

quickly translated in English. English is the medium of instruction in

education. Reddy also stated that language is the medium which a person

communicates his thoughts and feelings to his fellow men. It is the tool

with which he conducts his business in the society. English is widely used

as an international language throughout the world. It is one of the official

languages, even in most of the countries of the third world. It is also used

for international communication. English is the highly developed language

which has the ability to express ideas and it is means of revelation of

modern civilization.

In learning English as a foreign language, students must take a

charge on their vocabulary. Newman and Dwyer (2009:385) state that

vocabulary can be defined as words we must know to communicate

effectively; words in speaking (expressive vocabulary) and words in

listening (receptive vocabulary). It can be concluded that vocabulary is the

total number of words that are needed to communicate ideas and express

the speaker’s meaning. That is the point why we need to learn more

vocabulary. Surely when we are learning about vocabulary, there is a

technique to master it. In the other hand, learning vocabulary must use

interactive or attractive strategies so the students can memorize it well and

able to place the right vocabulary properly. Hatch and Brown (1995:370)

said that the specificity of any individual’s vocabulary knowledge depends

on the person and his motivation, desires, and need for the words. For that

reason the biggest source is comes from student itself.

3

One of media to learn vocabulary is game. Game can boost the

students’ mood so anything that come from this fun activity may set in

their brain while learning process is running. Game is an activity with

rules, a goal, and an element of fun (Hadfield, 1998:4). She is offer two

classifications language games. These are based on successful exchange of

information. She divided them into linguistic and communicative games.

Board games is leaning to the second classification. One of language game

to enhance students’ vocabulary mastery is “Board Race Game”. This

game is focused on students’ vocabulary. The important from this game is

to enrich the students’ vocabulary of any life aspects. Board Race game is

a game that when you play it you throw the dice in the counters and you

can step forward based to dice. A board game is a game that involves

counters or pieces moved or placed a pre-marked surface or board,

according to set of rules. Games can be based on pure strategy, chance, or

a mixture of the two, and usually have a goal that a palyer aims to achieve.

Many surveys also proved that the games have a positive and

effective influence on the learning of foreign languages. Games get

students involved in their learning, they motivated them (Klimova,

2015:1158). In this research, the researcher used another variable besides

vocabulary and game. The researcher limited the vocabulary in noun

aspects. Noun that will be used in this research is a concrete noun.

According to Prayitno (2008:1) noun is a word used to name a thing,

person, animal, plant, place, food, or something that is considered as a

4

thing. One of them is concrete noun. The kind of concrete noun are proper

noun, common noun, material noun, and collective noun. In the end, the

researcher is interested to conduct research on vocabulary mastery in

teaching English concrete noun by using board race game whether it is

effective or not in language learning. So, the researcher conduct the

research entitled “THE EFFECTIVENESS OF USING BOARD RACE

GAME TO ENHANCE STUDENTS’ VOCABULARY IN

TEACHING ENGLISH CONCRETE NOUN (A Quasi Experimental

Research at the Eighth Grade Students of SMP Muhammadiyah Plus

Salatiga in the Academic Year of 2019/2020).”

B. Research Problem

Based on the consideration above, there are some problems that

will be discussed, they are:

1. How is the effectiveness of board race game to enhance students’

vocabulary mastery in teaching English Concrete Noun?

2. How far are the differences of students’ achievement vocabulary

mastery before and after being taught using board race game?

C. The Objectives of the Study

Based on the problems of the statement, the objectives of this study

are aimed to get information about:

5

1. To find out the effectiveness of board race game to enhance students’

vocabulary mastery in teaching English concrete noun.

2. To find out the difference of students’ achievement vocabulary

mastery after being taught using board race game.

D. Significance of the Study

This research is conducted in order to give theoretical and practical

benefits. Theoretically, this research can help to boost the students’

vocabulary mastery using Board Race Game and give the further

knowledge about Board Race Game. Practically, for the student, they are

able to enrich their vocabulary mastery trough Board Race Game which is

spurring their motivation to learn English and make it become a valuable

activity in improving their English skills. And for the teachers, this

research can be used as references to enhance students’ vocabulary

mastery and one of useful media for teaching English with fun games. For

the next researcher, they can use this research for additional references to

solve their research with the same topic or another subject that related to

this study and give the further information about teaching vocabulary.

E. Definition of the Key Terms

1. Board Race Game

Game is an activity with rules, a goal, and an element of fun

(Hadfield, 1998:4). She is offer two classifications language games.

6

These are based on successful exchange of information. She divided

them into linguistic and communicative games. Board games is leaning

to the second classification. Many surveys also proved that the games

has a positive and effective influence on the learning of foreign

language (Klimova, 2015:1158).

A board game is a game that when you play it you throw the dice

in the counters and you can step forward based to dice. A board game

is a game that involves counters or pieces moved or placed a pre-

marked surface or board, according to set of rules. Games can be based

on pure strategy, chance, or a mixture of the two, and usually have a

goal that a palyer aims to achieve.

2. Vocabulary

According to McCarty (1990:3) it is very daunting to be reminded

that the vocabulary of a language like English consists of several

hundred thousand words. No matter how well the student learns

grammar, no matter how successfully the sounds of L2 are mastered,

without words to express wide range of meanings, communication in

an L2 just cannot happen in any meaningful way. When we speak of

the vocabulary of a language we are speaking primarily, but not

exclusively, of the words of that language. The status of vocabulary

within the curriculum has varied considerably over the years. It

suffered significant neglect during the 1950s and 1960s when audio-

lingualism had a dominant influence on methodology, but made a

7

something of a comeback during the 1970s under the influence of

communicative language teaching. For much of this century the

principal focus of language teaching has been on the grammar of the

language. While grammar translation approaches to the teaching of

language provided a balanced diet of grammar and vocabulary. Audio-

lingualists suggested that the emphasis should be strongly on the

acquisition of the basic grammatical patterns of the language. If was

believed that if learners were able to internalise these basic patterns,

then building a large vocabulary could come later.

Neuman and Dwyer (2009:385) stated that vocabulary refers to the

words we must know to communicate effectively: words in speaking

(expressive vocabulary) and words in listening (receptive vocabulary).

Children use the words they hear to make sense of the words they will

eventually see in print.

3. English Concrete Noun

Most of student concerned on their vocabulary to memorize noun

and put them with their grammar. So learning noun is also learning

vocabulary. The simple definition of noun is that it describes a person,

place, or thing. In other terms nouns are the basic tools for giving

names to things and concept; therefore students need to control a large

vocabulary of nouns as well.

According to Prayitno (2008:1) noun is a word used to name a

thing, person, animal, plant, place, food, or something that is

8

considered as a thing. One of them is concrete noun. The kind of

concrete noun are proper noun, common noun, material noun, and

collective noun.

4. Media

Media are considered as the way of communication used to carry

massage with an instructional purpose or intent, for example to

facilitate communication. As cited by Rahmi, Gagne (1992:8) states

that media are various components in learners’ environment which

support the learners learn. This may include traditional material such

as hand out, book, newspaper, magazine, charts, slides, overheads, real

objects, flash card, and videotape or film, television, radio, and

blackboard as well newer materials and methods such as computers,

internet, and interactive video conferencing.

F. Research Paper Organization

This research paper organization is written in order to make the

readers understand the content easily.

Chapter I is the introduction that consists of background of the

study, Problems of the study, Objectives of the study, limitation of the

study, Significances of the research, Definition of the key term, Review of

the previous study and Research Paper Organization.

9

Chapter II is theoretical framework that presents of theories

includes definition of Board Race Game, Vocabulary, and English

Concrete Noun.

Chapter III is methodology of the research that elaborates of setting

of the research, subject the research, type of research, procedures of the

research, technique of collecting data, and technique of analyzing data.

Chapter IV is research finding that describes of the description and

analysis of data and interpretation of data.

Chapter V is closure consist of conclusions and suggestion. For the

last part are appendixes and bibliography.

10

CHAPTER II

LITERATURE REVIEW

A. Theoretical Background

1. Vocabulary

a. Definition of Vocabulary

According to McCarty (1990:3) it is very daunting to be

reminded that the vocabulary of a language like English consists

of several hundred thousand words. No matter how well the

student learns grammar, no matter how successfully the sounds of

L2 are mastered, without words to express wide range of

meanings, communication in an L2 just cannot happen in any

meaningful way. When we speak of the vocabulary of a language

we are speaking primarily, but not exclusively, of the words of

that language. The status of vocabulary within the curriculum has

varied considerably over the years. It suffered significant neglect

during the 1950s and 1960s when audio- lingualism had a

dominant influence on methodology, but made a something of a

comeback during the 1970s under the influence of communicative

language teaching. For much of this century the principal focus of

language teaching has been on the grammar of the language.

While grammar translation approaches to the teaching of

11

language provided a balanced diet of grammar and vocabulary.

Audio- lingualists suggested that the emphasis should be strongly

on the acquisition of the basic grammatical patterns of the

language. If was believed that if learners were able to internalise

these basic patterns, then building a large vocabulary could come

later.

Neuman and Dwyer (2009:385)stated that vocabulary refers

to the words we must know to communicate effectively: words in

speaking (expressive vocabulary) and words in listening

(receptive vocabulary). Children use the words they hear to make

sense of the words they will eventually see in print.

Vocabulary knowledge involves all the different aspects of a

word or vocabulary. Possessing vocabulary knowledge means

being able to recognise the item and the system features of

vocabulary i.e. understanding the word items (item knowledge)

and the various features of word items (system knowledge)

(Nation, 2001:23). Nation has devised a three category framework

in order to examine the possession of vocabulary knowledge.

They are:

1.) Word form: including the spoken form (phonological), the

written form (orthographic), and the word parts (base, affixes,

etc.).

12

2.) Word meaning: including linking form and meaning of a

word, concepts and referents, and associations.

3.) Word use: including grammatical functions, collocations, and

constraint on use (register, frequency, etc.)

b. Kind of Vocabulary

As quoted by Hatch and Brown (1995:370), they are

indicated two kinds of vocabulary, namely receptive vocabulary

and productive vocabulary.

1.) Receptive Vocabulary

According to Webb (2008:80), receptive vocabulary is

words that learners recognize and understand when they are

used in context, but which they cannot produce. It is

vocabulary that learners recognize when they see or meet in

reading text but do not use it in speaking and writing.

2.) Productive Vocabulary

Productive vocabulary is the words that the learners

understand and can pronounce correctly and use constructively

in speaking and writing. It involves what is needed for

receptive vocabulary plus the ability to speak or write at the

appropriate time. Therefore, productive vocabulary can be

addressed as an active process, because the learners can

produce the words to express their thoughts to others (Webb,

2008:80).

13

c. Technique in Teaching Vocabulary

Commonly, there are several techniques concerning the

teaching of vocabulary. However, there are a few things that have

to be remembered by most English teacher if they want to present a

new vocabulary or lexical items to their students. It means that the

English teacher want students to remember new vocabulary. Then,

it needs to be learnt, practiced, and revised to prevent students

from forgetting (Alqahtani, 2015:26). According to Brewster et al

(1992:31) here are some techniques of teaching vocabulary:

1.) Using objects

Using this technique includes the use of realia, visual aids,

and demonstration. They can function to help learners

remembering vocabulary better, because our memory for

objects and pictures is very reliable and visual techniques can

act as cues for remembering words (Takac, 2008:20). Objects

can be used to show meanings when then vocabulary consists

of concrete nouns. Introducing a new word by showing the real

object often helps learners to memorize the word through

visualization. Objects in the classroom can be used.

2.) Drawing

Objects can either be drawn on the blackboard or drawn on

the flash card. The latter can be used again and again in

different context if they are made with cards covered in plastic.

14

They can help young learners easily understand and realize the

main points that they have learned in the classroom.

3.) Illustrations and Pictures

Pictures connect students’ prior knowledge to a new story,

and in the process, help them learn new words. There are

plenty of vocabularies that can be introduced by using

illustrations or pictures. They are excellent means of making

the meaning of unknown words clear. Nowadays many readers,

vocabulary books and course books contain a vast number or

attractive pictures that present the meaning of basic words.

4.) Contrast

Some words are easily explained to leaners by contrasting it

with its opposite, for instance the word “good” contrasted with

the word “bad”. But some words are not. It is almost

impossible to contrast the word whose opposite is the gradable

one. When the word “white” is contrasted with the word

“black”, there is an in between the word “grey”. Furthermore,

verb contrast means to show a difference, like photos that

reveal how much weight someone lost by contrasting the

“before” and “after” shots. Learning about synonyms is also

important because this is how the dictionaries are organised.

15

5.) Enumeration

An enumeration is a collection of items that is complete,

ordered listing of all of items in that collection. It can be used

to present a meaning. In the other words this technique helps

when any words is difficult to explain visually. We can say

“clothes” and explain this by enumerating or listing various

items such as “dress, skirt, trousers” and etc. Then the meaning

of the word “clothes” will become clear.

6.) Mime, Expression and Gestures

Teaching gestures appear in various shapes they are hand

gestures, facial expressions, pantomime, body movements, etc.

They can either mime or symbolise something and they help

learners to infer the meaning of a spoken word or expression,

providing that they are unambiguous and easy to understand.

This teaching strategy is thus relevant for comprehension

(Tellier, 2007:2).

7.) Guessing from Context

Learning from context not only includes learning from

extensive reading, but also learning from taking part in a

conversation, and learning from listening to stories, film,

television or the radio (Thonburry, 2002:144). In order to

activate guessing in a written or spoken text, there should be

four elements available, they are the reader, the text, unknown

16

words, and clues in the text including some knowledge about

guessing. The absence of one of these elements may affect the

learners’ ability to guess the meanings of words they do not

know as much as possible.

8.) Eliciting

This technique is more motivating and memorable by

simply giving pupils a list of words to learn.

9.) Translation

In some situations, translation could be effective for

teachers such as when dealing with incidental vocabulary

(Thonbury, 2002:77) there are always some words that need to

be translated and this technique can save a lot time.

10.) Examples of the Type

To illustrate the meaning of subordinates, such as flowers,

vegetables, and foods. It is a common procedure to exemplify

them e.g. rose, jasmine, and orchid are all flowers. But the

technique cannot be applied in delivering the words that

belong to more than one ordinate.

11.) Drilling

Drilling is employed to make learners get accustomed to

the word form especially to how it sounds. Students are asked

to repeat the teacher’s model as accurately and as quickly as

possible (Freeman, 2000:48)

17

12.) Spelling the Word

Word spelling needs to be considered since spelling forms

of English words is not always inferred by the pronunciation.

2. Game

a. Definition of game

Game is an activity with rules, a goal, and an element of

fun (Hadfield, 1998:4). She is offer two classifications language

games. These are based on successful exchange of information. She

divided them into linguistic and communicative games. Board

games is leaning to the second classification. Game is a natural

means for children to understand the world around them.

Therefore, it should be part and parcel of their learning, including

the learning of foreign language (Klimova, 2015:1157).

b. The impact of game

Many surveys also proved that the games have a positive

and effective influence on the learning of foreign languages

(Klimova, 2015:1158). The reasons for this statement are as

follows:

1.) Games get students involved in their learning, they motivated

them;

2.) Games encourage creative and spontaneous use of language;

3.) Games introduce a change in formal learning situations;

18

4.) Games create a pleasant stress- free and relaxing atmosphere in

a language class;

5.) Games unconsciously promote and practise all four basic

language skills;

6.) Games helps the teacher to create contexts in which the

language is useful and meaningful;

7.) Games decrease students’ anxiety to speak in front of the other

students;

8.) Games are student-centred;

9.) Games can promote collaboration among students; and

10.) Games can connect to a variety of intelligences.

According to Buckby et al (2005:4) the game can be

introduced by the teacher in order to eliminate misunderstanding in

the following way: explain the rules of the games to the students;

demonstrate with the help of one or two learners parts of the game;

write on the board any key language and/ or instruction; trial the

game; and play the game.

c. Board Race Game

A board game is a game that when you play it you throw

the dice in the counters and you can step forward based to dice. A

board game is a game that involves counters or pieces moved or

placed a pre-marked surface or board, according to set of rules.

Board race game is fun game that is classified under the language

19

board games category. It is used for revising vocabulary, whether it

is words from the lesson you have just taught or words from a

lesson you taught last week. It can also be used at the start of the

class to get students active (Sara, 2018:26). Board race game is one

of the developments of board game as a common game which can

be played by using board, table, or floor. Board race game is a fun

way for students to practice their English while enjoying some

competition (Kusumawati, 2017:115). Here the steps to apply the

board race game in the class:

1.) Split the class into two teams and give each team a coloured

marker. If you have a very large class, it may be better to split

the students into teams of 3 or 4.

2.) Draw a line down the middle of the board and write s topic at

the top.

3.) The students must then write as many words as the teacher

requires related to the topic.

4.) Each team wins one point for each correct word. Any word

that are unreadable, odd, or misspelled are not counted (Sara,

2018:26).

3. Noun

a. Definition of noun

Most of student concerned on their vocabulary to memorize nouns

and put them with their grammar. So learning noun is also learning

20

vocabulary. The simple definition of noun is that it describes a person,

place, or thing. According to Prayitno (2008:1) noun is a word used to

name a thing, person, animal, plant, place, food, or something that is

considered as a thing In other terms nouns are the basic tools for

giving names to things and concept; therefore students need to control

a large vocabulary of nouns as well.

b. Categories of noun

1.) Common noun, are the words that refer to most general things

such as country, evening, puppy, house, etc.

2.) Proper noun, are the name that identifies someone or

something, a person or a place. Proper nouns are capitalized

such as Mary, Jimmy, Audrey, Philadelphia, etc.

3.) Concrete noun, represent a thing that is real and tangible such

as pig, person, rock, soup, computer, etc. A concrete noun is a

noun that can be identified through one of the five senses (taste,

touch, sight, hearing, or smell).

4.) Abstract noun, represent a thing that is more like a concept or

idea such as love, integrity, democracy, friendship, beauty,

knowledge, etc.

5.) Countable noun, is a thing can be numbered or counted such as

three shocks, 1000 noodles, two airplanes, etc.

21

6.) Uncountable noun, is noun that can have a quantity or amount

but cannot be actually counted such as music, water,

confidence, hate, etc.

7.) Collective noun, refer to a group of people or things such as

audience, team, bunch, family, etc. (Frank, 1972:6)

4. Media

Media are considered as the way of communication used to carry

mesage with an instructional purpose or intent, for example to facilitate

communication. As cited by Rahmi, Gagne (1992:8) states that media

are various components in learners’ environment which support the

learners learn. This may include traditional material such as hand out,

book, newspaper, magazine, charts, slides, overheads, real objects,

flash card, and videotape or film, television, radio, and blackboard as

well newer materials and methods such as computers, internet, and

interactive video conferencing. In addition medium is a way of

communication coming from Latin word “between”. This meaning is

based on anything that can bring information from the sources to the

receivers (Soenyoto and Sulaiman, 2018:14). The word media is

derived from the word medium signifying mode or carrier. Media is

intended to reach and address a large target group or audience

(Jayasree, 2015). Here are the classifications of media:

a. Print media, non-print media, and electronic media

22

Print media include books, journals, magazines,

newspaper, workbook, textbooks. Non-print media include

projected media and non-projected media. Electronic media include

audio media, visual media, and audio-visual.

b. Photographic media, i.e. still pictures, slides, filmstrips, notion

pictures,multi image, etc.

c. Audio media, i.e. audio tape, audiocassettes, records, rsdio,

telecommunication, etc.

d. Television/ video, i.e. broadcast television, cable television,teletext,

videotext, etc.

e. Computers, i.e. minicomputer, macrocomputer,etc.

f. Simulations and games, i.e boards, written, human, interaction,

maachine, etc.

B. Review of the Previous Study

The researcher is finishing this graduating paper by take a

look on three previous studies to support the research. The first, the

research is arranged by Azzahroh (2015). In this reasearch, the researcher

use the quasi-experimental method to help the research. She use the same

game that is Board Race Game, but in different aspect of English learning.

The researcher use speaking aspect to know the effectiveness of this Board

Race Game. The quasi-experimental research involved two groups, they

are experimental group and control group. The researcher use pre test and

23

post test techinique to know the effectiveness of this game. And the

reasearch took place in SMAN 1 Parung Bogor. And the conclusion of the

research was proven that the students’ score after being taught by board

race game is better then control class. So the writer is concluding that

using board race ga,e is effective to improve students’ speaking skill.

The second research is a thesis by Febryansyah (2015). The

researcher was conducted by classroom action research in two cycles. The

research finding showed that vocabulary mastery of most student

improved after Bingo Game was used in the teaching and learning process.

It was indicated by increase of the mean of students’ vocabulary score in

the pre ttest and post test (64.3 to 89.1). The student involvement and

classroom interaction during the implementation of the game were

improved. It was showed by the students’ enthusiasm during the game.

They tried to be the first winner and raised their competitiveness among

them. In addition the implememtation of Bingo Game and the

complementary actions were successful to help the students memorize and

understand new words easily. In conclusion, the students’ vocabulary

mastery was improved trough the implementation of Bingo Game.

The third research was conducted by Sara (2018). This research

was conducted in order to check the correlation. The researcher did the

research by quantitative method. The findings of the research revealed that

employing “Board Race” language game in teaching vocabulary to

learners not only can play a positive role in the development of their

24

vocabulary knowledge, but also it can pave the way for language

development of the EFL learners as well as motivating the learners to

motivating the learners to improve their own abilities in various aspects of

second language development. The findings could be used to improve the

vocabulary knowledge of Algerian University students via using “Board

Race” language game. The outcomes of the study could be helpful in

designing materials for the EFL learners in the Algerian context. The

result also could be employed in teaching meaningful vocabulary to the

EFL learners. The findings of the study might be interesting enough to

pave the way for the researchers to investigate the application of games in

other areas and components of the English language pedagogy.

The differences of the previous research is the researcher take

place the object on junior high school students and used a quasi-

experimental research to held the research. But the technique of collecting

data is same with the second and first research. The researcher used the

pre-test and post-test to know the vocabulary mastery before and after the

treatment by the researcher.

C. Hypothesis

Hypothesis is temporary answer towards problem identtification in

research. The problem identification can be statement about the

relationsheep between two or more variable, comparison or descriptive

which can be tested through an experiment (Sugiyono, 2010:84).

25

According to the theoritical framework, the researcher is going to purpose

the hypothesis as follow:

1. Ha : the use of board race game is effective to enhance

students’ vocabulary mastery in teaching English concrete

noun at the eighth grade students of SMP Muhammadiyah

Plus Salatiga in the academic year of 2019/2020.

2. Ho : the use of board race game is not effective to enhance

students’ vocabulary mastery in teaching English concrete

noun at the eighth grade students of SMP Muhammadiyah

Plus Salatiga in the academic year of 2019/2020.

26

CHAPTER III

RESEARCH METHODOLOGY

A. Research Approach

This research is using quantitative. According to

Brannen (1993:85), quantitative work by definition, implies, the

application of a measurement or numerical approach to the nature

of the issue under scrutiny as well as to the gathering and analysis

of data. The methodologies adopted are likely to include extensive

surveys which can consider board issues, incorporate a range of

factors, includes a wide geographical spread of representative

samples and a focus on group outcomes. Others have called this a

macro- approach but the interchangeable use of this category with

the term quantitative is misleading as it rests on the assumption

which we shall question later that macro-approaches must be

quantitative.

According to Brannen (1993:5) quantitative research is

typically associated with the process of enumerative induction. One

of its main purposes is to discover how many and what kinds of

people in the general or parent population have a particular

characteristic which has been found to exist in the sample

population.

27

B. Research Method

In this quantitative research, the researcher use

experimental research method. According to Ali (1992:135)

Experimental is the modification of condition conducted on

purpose and controlled when it is happen, and the observation of

changes on its experiment. Other experts say that in experiment,

you also compare scores for the different interventions on an

outcome (Creswell, 2012:302). Therefore, the researcher uses an

experimental research to find out the different and significant

outcome before and after the treatment. Winarno (2013:60) stated

that experimental design is used as a basis by researchers relating

to how research subjects are selected for the experimental and

control groups, how variables are manipulated and controlled, how

observations are carried out, and to establish the type of statistical

analysis used to interpret data expressing relationships between

variables.

C. Research Design

There are many kind of experimental research and one of

them is quasi experimental research. Quasi experiment is an

experiment that use nonrandom sampling and use the intact group

or an exist group on the field (Ali, 1993:145). According to

Winarno (2013:63) the experimental design that had a higher

28

quality control than the pre-experimental research design was a

quasi-experimental research design. The use of this design is

intended to reveal the causal relationship by involving the control

group in addition to the experimental group. The researcher used

the quasi experimental research as the method to know the

effectiveness of using Board Race Game to enhance students’

vocabulary mastery in teaching English concrete noun. In this

experimental research, the researcher used 2 classes; they are

experimental class and controlled class. Experimental class treat by

board race game and controlled class by using students’ worksheet.

Table 3.1

Design of Research

Group Pre-Test Treatment Post-Test

Experimental Class X1 T1 Y1

Controlled Class X2 T2 Y2

T1 : Treatment using board race game

T2 : Treatment using students’ worksheet

X : The students’ vocabulary mastery before applying board

race game

Y : The students’ vocabulary mastery after applying board

race game

29

D. Place and Time of Research

The research is conducted at the Eighth Grade of SMP

Muhammadiyah Plus Salatiga and time will be held in the

academic year of 2019/2020. There are some steps that were done

by the researcher to conduct the research. They are preparation,

implementation, and analysis data and report the result of the

research. The steps are described as follows:

1. Preparation

a. Proposal draft consultation : 20th

August 2019

b. Application for research permission : 20 th

August 2019

c. Research permission : 21st

August 2019

2. Implementation

a. Controlled class (Imam Tirmidzi)

Table 3.2

Implementation of Controlled Class

No. Activities Date

1. Pre-test 27th

August 2019

2. Correcting Pre-test 27th

August 2019

3. Scoring Pre-test 27th

August 2019

4. Material Explanation 27th

- 29th

August

2019 Giving Treatment

5. Post-test 29th

August 2019

30

6. Correcting Post-test 29th

August 2019

7. Scoring Post-test 29th

August 2019

8. Analysing Pre-test and Post-Test 29th

August 2019

b. Experimental class

Table 3.3

Implementation of Experimental Class

No. Activities Date

1. Pre-test 28th

August 2019

2. Correcting Pre-test 28th

August 2019

3. Scoring Pre-test 28th

August 2019

4. Material Explanation 28th

- 29th August

2019 Giving Treatment

5. Post-test 29th

August 2019

6. Correcting Post-test 29th

August 2019

7. Scoring Post-test 29th

August 2019

8. Analysing Pre-test and Post-Test 29th

August 2019

E. Population and Sample

The population can be considered as a collection of object

or sources of research data (Winarno, 2013:81). The population in

this research are all of the students at the 8th

grade of SMP

31

Muhammadiyah Plus Salatiga in the academic year of 2019/2020.

They are VIII Imam Muslim, VIII Imam Bukhori, VIII Imam

Tirmidzi, VIII Imam Nasa’i.

According to Winarno (2013:84) sample is part of the

population that become the focus of the research, within the scope

and time we specified. The sample of this research is taken from

four classes, they are VIII Imam Muslim, VIII Imam Bukhori, VIII

Imam Tirmidzi, VIII Imam Nasa’i. And the researcher takes VIII

Imam Muslim as the experimental class and VIII Imam Tirmidzi as

the controlled class. The researcher used purposive sampling as the

technique of sampling. Winarno (2013:88) stated that purposive

sampling technique is used because of certain considerations.

Sampling with this purposeful technique is quite good because it si

in accordance with the researcher’s own considerations so that it

can represent the population. The data of samples in this research

are presented on the tables below:

Table 3.4

List of Imam Tirmidzi Class

Controlled Class

No. Name (Imam Tirmidzi)

1. ASAF

2. ARAS

3. ASP

32

4. ASS

5. AAN

6. AAA

7. DTM

8. EDM

9. EBP

10. GYY

11. ITK

12. IEK

13. MBAPA

14. MAA

15. MAZZ

16. MAS

17. MFNH

18. MHG

19. N

20. NKA

21. NRA

22. PFS

23. RRWP

24. RIW

25. SNA

33

26. SMPP

Table 3.5

List of Imam Bukhori Class

Experimental Class

No. Name (Imam Bukhori)

1. ANH

2. ATC

3. ANP

4. AAK

5. AAH

6. AM

7. AFS

8. ANB

9. BA

10. DFW

11. DJP

12. FRF

13. FFF

14. FI

15. HAM

16. JMHK

34

17. JTY

18. MRN

19. MND

20. MRH

21. PWMP

22. RDAP

23. RGPP

24. RHS

F. Variable of Research

Winarno (2013:26) stated that variable are the objectof

research or the focus of the research. In this research there are two

variables, board race game and students’ vocabulary mastery. This

research has one independent variable and one dependent variable,

there are:

1. Independent Variable (X)

The independent variable is a variable that is

thought to be the cause of the emergence of the dependent

variable. Independent variables are usually manipulated,

observed, and measured to determine their relationship

(effect) with other variables. The independent variable in

35

this research is board race game as a media to enhance

students’ vocabulary mastery.

2. Dependent Variable (Y)

The dependent variable is the factor that is observed

and measured to determine the presence or absence of

influence of the independent variable. The dependent

variable in this research is students’ vocabulary mastery

that enhanced by board race game.

G. Research Instrument

In the research, a tool for collecting data is needed which is

said to be an instrument (Winanrno, 2013:97). Research instrument

is the general term that researcher use for a measurement device

(survey, test, questionnaire, etc.). In this research, the researcher

use test as an instrument. Pre-test as a writing test before the

treatment and post-test as a comparison result after being taught

using board race game. And the researcher also uses documentation

as the data such as sheet of tests, syllabus, lesson plans, photo,

video, etc.

H. Decision of Hypothesis Testing

The decision of hypothesis was gotten from the comparison

of t-test with t-table as follows:

36

If t-test < t-table in significant level of 5, the null

hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is

rejected. It means that board race game is not effective to

enhance students’ vocabulary mastery in teaching English

concrete noun.

If t-test > t-table in significant level of 5%, the null

hypothesis (Ho) is denied and the alternative hypothesis (Ha) is

accepted. It means that board race game is effective to enhance

students’ vocabulary mastery in teaching English concrete noun.

I. Technique of Collecting Data

In this research researcher use the quantitative method. So

the related technique to know the effectiveness of Board Race

Game are use pre-test and post-test. To collecting the objective data

the researcher will apply the steps as follows:

1. Pre- Test

The pre- test was given by the researcher in the beggining

of meeting of two class, both control and experimental class to

know the students’ background knowledge of the material that

will be taught.

37

2. Post- Test

The reasearcher gave the post- test after the treatment, also

both of two class (control and experimental class) to know the

effectiveness of Board Race Game.

3. Documentation

Documentation is from the word document which has

meaning written form (Arikunto:2010). The researcher gather

the documentation form from books, magazine, document,

notes, lesson plans, sheets of syllabus, students’ test sheets, and

photos report.

J. Evaluation Rubric

The researcher used rubric to evaluate the pre-test and post-

test of both controlled and experimental class. The rubric stated by

Nugrahani (2017).

Table 3.6

Component of Scoring

NO Aspect Description Score

1. Neatness of Writing The writing is neat and can

be read clearly

10

The writing is not neat and

can not be read clearly

8

38

K. Validity and Reliability

The validity of the instrument is more precisely interpreted

as the degree of closeness of the measurement results to the actual

The writing is totally not

neat and totally can not be

read clearly

5

2. Vocabulary Vocabulary and spelling

words are correct

10

Vocabulary and spelling

words are a bit correct

8

Vocabulary and spelling

words is a lot of wrong

5

3. Accuracy in using

concrete noun

The use of concrete noun

accordance with the content

10

The use of concrete noun is

not appropriate with the

content

8

The use of concrete noun is

incompatible with the

content

5

39

conditions (truth), not a problem at all true or entirely wrong

(Winarno, 2013:110).

Reliability of the instrument is defined as the consistency of

the results of the instrument. It means, an instrument that has

perfect reliability when the results of repeated measurements of the

same subject always show the same results or scores (Winarno,

2013:111). The researcher used SPSS 16.0 to check the validity and

reliability. It described as follows:

1. Open the SPSS 16.0

2. Click “variable view” and write the criteria of writing

3. Click “data view” and input the data

4. Click “analyse, scale, reliability analysis, move the variable

to the items

5. Choose statistic and scale if item deleted, then continue

6. Click “ok” it will show the result of the validity and

reliability test.

L. Technique of Data Analysis

After the researcher obtain the data from pre-test and post-

test of individual score, the researcher processed the data by using

Statistical Product and Service Solution (SPSS) Version 16.0. The

steps are explain as follows:

1. Open the worksheet of SPSS 16.0

40

2. Open the menu “Variable View” in the column “Name”,

write pre-test of experimental class as “X1”; post-test of

experimental class as “Y1”; pre-test of controlled class as

“X2”; and post-test of controlled class as “Y2”.

3. Open the menu “Data View” input the students’ score based

on the variables.

4. From the main menu, click “Analyze” in menu bar and then

select “Compare Means”, choose “Paired-Sample T Test”.

5. Input “X1” to the box paired variable “variable1”; “X2” to

the box paired variable “variable2”. then click “ok” it will

shows the result of paired-sample t test.

6. Input “Y1” to the box paired variable “variable1”; “Y2” to

the box paired variable “variable2”. then click “ok” it will

shows the result of paired-sample t test.

41

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

1. Data Presentation

The researcher collected data from Imam Tirmidzi and

Imam Bukhori class of SMP Muhammadiyah Plus Salatiga.

Imam Tirmidzi consists of 26 students and Imam Bukhori

consists of 24 students. The researcher set Imam Tirmidzi as

controlled class and Imam Bukhori as experimental class. In this

chapter, the researcher would like to present data from the result

of pre-test and post-test both of controlled and experimental

class.

a. Pre-test Scores

Pre-test was given before the class being taught by

board race game. Data of the pre-test was showed below:

1.) Pre-test Scores of Controlled Class

Table 4.1

The Scores of Pre-test of Controlled Class

No. Name (Imam Tirmidzi) Score

1. ASAF 9

2. ARAS 9,5

3. ASP -

42

4. ASS 10

5. AAN 10

6. AAA 9,3

7. DTM 10

8. EDM 9,5

9. EBP 9,5

10. GYY 9,5

11. ITK 9

12. IEK 9,7

13. MBAPA 8,3

14. MAA 8,6

15. MAZZ 8,6

16. MAS 9

17. MFNH 8,3

18. MHG 9

19. N 9,7

20. NKA 10

21. NRA 8,8

22. PFS 9,5

23. RRWP 9

24. RIW 8,8

25. SNA 9,5

43

26. SMPP 9,2

2.) Pre-test Scores of Experimental Class

Table 4.2

The Scores of Pre-test of Experimental Class

No. Name (Imam Bukhori) Score

1. ANH 8,8

2. ATC 9,2

3. ANP -

4. AAK 4,6

5. AAH 9

6. AM 8,6

7. AFS 6,6

8. ANB 8,7

9. BA 6,3

10. DFW 9

11. DJP 8,4

12. FRF 9

13. FFF 7,3

14. FI 9

15. HAM 8,3

16. JMHK 8,3

44

17. JTY 8,6

18. MRN 8,6

19. MND 7,4

20. MRH 8

21. PWMP 8,6

22. RDAP -

23. RGPP 8,6

24. RHS 8

b. Post-test Scores

Post-test was given after the class being taught

using board race game. Data of the post-test was showed

below:

1.) Post-test Scores of Controlled Class

Table 4.3

The Scores of Post-test of Controlled Class


1. ASAF -

2. ARAS 9,3

3. ASP 4,6

4. ASS 10

5. AAN 10

6. AAA 9,7

45

7. DTM 10

8. EDM 8,6

9. EBP 9,7

10. GYY 9,4

11. ITK 8,3

12. IEK 9,7

13. MBAPA 8,8

14. MAA 9,1

15. MAZZ 8,2

16. MAS 9,1

17. MFNH 9,4

18. MHG 9,7

19. N 9,1

20. NAK 9,4

21. NRA 9,1

22. PFS 9,6

23. RRWP 8,3

24. RIW 7,3

25. SNA 10

26. SMPP 6,6

46

2.) Post-test Scores of Experimental Class

Table 4.4

The Scores of Post-test of Experimental Class


1. ANH 9,7

2. ATC 9,6

3. ANP -

4. AAK 5,3

5. AAH 9,1

6. AM 7,1

7. AFS 9,1

8. ANB 9,7

9. BA 10

10. DFW 9,2

11. DJP 9,4

12. FRF 10

13. FFF 8

14. FI 9,7

15. HAM 9,4

16. JMHK 9,4

17. JTY 9

18. MRN 9,4

47

19. MND 9,7

20. MRS 8,6

21. PWMP 10

22. RDAP -

23. RGP 9,3

24. RHS 9,2

B. Data Analysis

1. Validity and Reliability

a. Validity

1.) Validity of Pre-test Scores

Table 4.5

Validity of Pre-test Scores

Item-Total Statistics

Scale Mean if

Item Deleted

Scale

Variance if

Item Deleted

Corrected

Item-Total

Correlation

Cronbach's

Alpha if Item

Deleted

N 27.1000 11.058 .424 .867

V 26.1000 7.900 .734 .732

A 25.3326 10.060 .535 .824

Total 26.2261 8.915 .995 .641

48

Based on the table above, Corrected Item-

Total Correlation was correlation score or r-arithmetic.

R-arithmetic is compared with r-table with N=47 and the

r-table is 0.2429 with significant degree 95% (0.05).

Based on the table above r-arithmetic neatness was 0.424

(0.424>0.2429). R-arithmetic vocabulary was 0.734

(0.734>0.2429). R-arithmetic accuracy was 0.535

(0.535>0.2429). R-arithmetic total was 0.995

(0.995>0.2429). R-arithmetic>r-table, thus the test item

was valid.

2.) Validity of Post-test Scores

Table 4.6

Validity of Post-test Scores

Item-Total Statistics

Scale Mean if

Item Deleted

Scale

Variance if

Item Deleted

Corrected

Item-Total

Correlation

Cronbach's

Alpha if Item

Deleted

N 27.7106 9.267 .508 .828

V 27.2447 12.825 .588 .678

A 26.2064 17.983 .458 .771

Total 27.0745 12.025 .997 .510

49

Based on the table above, Corrected Item-Total

Correlation was correlation score or r-arithmetic. R-

arithmetic is compared with r-table with N=47 and the r-

table is 0.2429 with significant degree 95% (0.05). Based

on the table above r-arithmetic neatness was 0.508

(0.508>0.2429). R-arithmetic vocabulary was 0.588

(0.588>0.2429). R-arithmetic accuracy was 0.458

(0.458>09.2429). R-arithmetic>r-table, thus the test item

was valid.

b. Reliability

1.) Reliability of Pre-test Scores

Table 4.7

Reliability of Pre-test Scores

Based on the table above cronbach’s alpha was

0.821. The researcher determined coefficient correlation

by consulting with r-table with N=47. R-table was

0.2429 with significant degree 0.05. Thus, ro > r-table

(0.821>0.2429). it can be concluded that the test item

was reliable.

Reliability Statistics

Cronbach's Alpha N of Items

.821 4

50

2.) Reliability of Post-test Scores

Table 4.8

Reliability of Post-test Scores

Based on the table above cronbach’s alpha was

0.755. The researcher determined coefficient correlation

by consulting with r-table with N=47. R-table was

0.2429 with significant degree 0.05. Thus, ro > r-t

(0.755>0.2429). it can be concluded that the test item

was reliable.

2. The calculation of Mean Pre-test

a. The Calculation of Mean of Experimental and Controlled Class

Table 4.9

Paired Samples Statistics

Mean N

Std.

Deviation

Std. Error

Mean

Pair 1 X1 9.2591 22 .54656 .11653

Reliability Statistics

Cronbach's Alpha N of Items

.755 4

51


Mean N

Std.

Deviation

Std. Error

Mean

Pair 1 X1 9.2591 22 .54656 .11653

X2 8.1318 22 1.10384 .23534

b. Comparing the Result of Mean of Experimental and

Controlled Class

According to the table 4.9, the mean of pre-test

experimental class (X1) was 9.2591, the standard deviation

was 0.5465, and the standard error mean was 0.11653. The

mean of pre-test controlled class (X2) was 8.1318, the

standard deviation was 1.10384, and the standard error

mean was 0.23534. X1 was higher than X2

(9.2591>8.1318).

c. Concluding the Result of Mean of Experimental and

Controlled Class

From the result on the table 4.9, X1 was 9.2591 and

X2 was 8.1318. Thus, it can be concluded that X1>X2

(9.2591>8.1318).

52

3. The Calculation of to

a. The Calculation of to

The calculation of to by using SPSS 16.0 can be seen

in the table as follow:

Table 4.10

b. Comparing to and tt by 95% significant level (5%)

Table 4.10 shows that mean was 1.12727, the

standard deviation was 1.37293, the standard error mean

was 0.279271, to was 3.851 and Df was 21. Significant 2

tailed was 0.001. tt was obtained by consulting with t-table

and significant level 0.05. tt was 1.72074 by consulting

with t-table distribution. It means that tt was lower than to

(1.72074<3.851).

Paired Samples Test

Paired Differences

t df

Sig

.

(2-

tail

ed)

Mean

Std.

Deviat

ion

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 X1 -

X2

1.127

27

1.372

93

.29271 .51855

1.7360

0

3.85

1

2

1

.00

1

53

c. Concluding to and tt

Based on the table 4.10 to was 3.851 and tt was

1.72074 (by consulting with t-table distribution). It can be

concluded that tt <to (1.72074<3.851). Thus, Ho was

accepted and Ha was rejected. There was any effectiveness

of the result of pre-test, but there was different mean

between pre-test of experimental and controlled class.

4. The Calculation of Mean Post-test

a. The Calculation of Mean of Experimental and Controlled

Class

The calculation of mean of experimental and

controlled class by using SPSS 16.0 can be seen in the table

as follow:

Table 4.11


Mean N

Std.

Deviation Std. Error Mean

Pair 1 Y1 9.0500 22 1.13505 .24199

Y2 9.0864 22 1.07893 .23003

54

b. Comparing the Result of Mean of Experimental and

Controlled Class

Based on the table 4.11, the mean of post-test of

experimental class (Y1) was 9.0500, the standard deviation

was 1.13505, and the standard error mean was 0.24199.

The mean of post-test of controlled class was 9.0864, the

standard deviation was 1.07893, and the standard error

mean was 0.23003. Y2 was higher than Y1

(9.0864>9.0500).

c. Concluding the Result of Mean of Experimental and

Controlled Class

From the result on the table 4.11, Y1 was 9.0500

and Y2 was 0.0864. Thus, it can be concluded that Y2>Y1

(9.0864>9.0500).

5. The Calculation of to

a. The Calculation of to

The calculation of to by using SPSS 16.0 can be seen

in the table as follow:

55

Table 4.12

b. Comparing to and tt by 95% significant level (5%)

Table 4.12 showed that the mean was -0.03636, the

standard deviation was 1.74207, the standard error mean

was 0.37141. to was -0.98 and Df was 21. Significant 2

tailed was 0.923. tt was obtained by consulting with t-table

and significant level 0.05. tt was 1.72074

c. Concluding to and tt

Based on the table 4.12, to was -0.98 and tt was

1.72074 (by consulting with t-table distribution). It can be

Paired Samples Test

Paired Differences T df

Sig. (2-

tailed)

Mean

Std.

Deviati

on

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

Y1 - Y2

-.03636 1.74207 .37141 -.80875 .73603 -.098 21 .923

56

concluded that to < tt (-0.098<1.7204). Thus, Ho was

accepted and Ha was rejected.

6. The Result of Mean Calculation

Based on the SPSS calculation and data analysis, the result

of pre-test of experimental class was 9.2591. Whereas, the result

of mean pre-test of controlled class was 8.1318. It means that

the result of pre-test between experimental class and controlled

clas was different. Thus, the mean of pre-test of experimental

class was higher than controlled class or X1>X2

(9.2591>8.1318).

The result of post-test of experimental class was 9.0500 and

controlled class was 9.0864. Based on the data above, the mean

of controlled class was higher than experimental class or Y1>Y2

(9.0864>9.0500). Thus, there was no different effectiveness

between experimental class and controlled class after board race

game was applied. The effectiveness board race game was

proved by the result of pre-test and post-test in the previous

research. It can be concluded that board race game was effective

strategy to enhance students’ vocabulary mastery.

7. The Result of T-test

The results of pre-test and post-test scores were calculated

by SPSS 16.0. The result of to of pre-test scores of experimental

class and controlled class was 3.851 with tt was 1.72074 with

57

significant level 0.05 and df was 21. It means that tt was lower

than to (1.72074<3.851). Thus, Ha was accepted and Ho was

rejected. There was significant effectiveness between

experimental class and controlled class before given the

treatment.

The result of to of post-test scores of experimental class and

controlled class was -0.098 and tt was 1.72074 with significant

level 0.05 and Df was 21. It means that to was lower than tt (-

0.098<1.72074). Thus, Ho was accepted and Ha was rejected.

There was no effectiveness between experimental class and

controlled class after given the treatment.

Based on the result and explanation above, the board race

game was proved that the media not really enhance the students’

vocabulary mastery. However, in this research the result of t-test

was lower than t-table, so board race game is not effective to

enhance students’ vocabulary mastery in teaching English

concrete noun at the eighth grade students of SMP

Muhammadiyah Plus Salatiga in the academic year of

2019/2020 . The reason was because of both mean of post-test

have closer result.

58

CHAPTER V

CLOSURE

A. Conclusion

Based on the explanation and discussion above, the researcher

concluded as follows:

1. There was no effectiveness between experimental class and controlled

class before board race game was applied because X1>X2

(9.2591>8.1318). There was also no effectiveness between

experimental class and controlled class after board race game was

applied because Y2>Y1 (9.0864>9.0500).

2. There was significant different between experimental class and

controlled class before board race game was applied because tt < to

(1.72074<3.851). But there was no significant different between

experimental class and controlled class after board race game was

applied because to < tt (-0.098<1.72074).

B. Recommendation

Based on the result above, the researcher has some

recommendations. The first recommendation is to English teacher. The

teacher can use board race game in teaching English because the game has

interesting process. It also improved the students’ vocabulary. Then the

59

teacher should know the vocabulary mastery of the student, so the teacher

can apply the appropriate strategy to teach English.

The second recommendation is purposed to the students. The

students must realize that English has become an important language. So

the students must maximize their ability in learning English and improve

their courageous to know about English through various media that has

been available.

The third recommendation is purposed to the next researcher.

There are many strategies that can be used to teach vocabulary. The next

researcher can search another media to teach English vocabulary and find

it whether effective or not.

REFERENCES

Ali, Mohammad. 1992. Strategi Penelitian Pendidikan. Bandung:

ANGKASA Anggota IKAPI.

Alqahtani, M. (2015). The Important of Vocabulary in Language Learning

and How to be Taught. International Journal of Teaching and

Education.Vol 3, Issue 3.

Arikunto, S. 1998. ProsedurPenelitian: SuatuPendekatanPraktik. Jakarta:

PT RINEKA Cipta.

Bloomfield, Leonard. 1973. Language. Great Britain: Compton Printing

Ltd.

Creswell, J. W. 2012. Educational Research: Planning, Conducting, and

Evaluating Quantitative and Qualitative Research Fourth Editio.

Boston: Pearson.

Ellis, Gail & Brewster, Jean. 2014. The Story Telling Handbook for

Primary English Language Teachers. British Council. ISBN 978-0-

86355-723-1

Freeman, Diane Larsen. 2000. Techniques and Principles in Language

Teaching.UK: Oxford University Press.

Hadfield, Jill. 1998. Elementary Vocabulary Games. Harlow: Pearson

education Limited.

Hatch, Evelyn & Brown, Cheryl. 1995. Vocabulary, Semantics, and

Language Learning. England: Cambridge University Press.

http://www.globalethicsnetwork.org/m/blogspot?=64286863ABlogPost%3

A53995

Klimova, B. F. (2015). Games in the Teaching of English.Procedia –

Social and Behavioral Sciences.191, 1157-1160.

Kusumawati, S. P. (2017). Board Race to Boost Students’ Vocabulary

Mastery.International Conference of English Language

Teaching.ISBN: 978-602-60251-1-1-1

McCarthy, Michael. 1990. Vocabulary. Oxford University Press.

http://www.globalethicsnetwork.org/m/blogspot?=64286863ABlogPost%3A53995

http://www.globalethicsnetwork.org/m/blogspot?=64286863ABlogPost%3A53995

Nation, I. S. P. 2001.Learning Vocabulary in Another

Language.Cambridge University Press.

Neuman, S. B., & Dwyer, J. 2009. Missing in Action: Vocabulary

Instruction in Pre- K.The Reading Teacher. 62(5), 384-392.

Prayitno, A. M. 2008. Mastering English Language.YayasanInstitutKuanta

Indonesia.

Prihantoro, Agung. 2013. 100 Games for Teaching English.

PustakaPelajar.

Rahmi, Regina. (2014). The Implementation of Media in English

Language Teaching. STKIP Bina Bangsa Getsempena Banda

Aceh.Vol. V, Issue 1.

Reddy, M. S. (2016). Importance of English Language in today’s World.

International Journal of Academic Research.Vol 3 Issue 4(2).

S. Adi., & Sulaiman, Soenyoto, T. (2018) The Implementation of Media in

Teaching and Learning of Physical, Sport, and Health Education

Subject. Journal of Physical Education and Sport. Vol. 7 Issues 1.

Sapir, Edward. 1921. Language: An Introduction to the Study of Speech.

New York: Harcourt.

Sara, Ferrah R. 2018. Improving Students’ Vocabulary Through “Board

Race” Language Game (The case of Second Year LMD Students at

Larbi Ben M’Hidi University Oum EL Bouaghi.

Takac, V. P. & Singleton, D. 2008. Vocabulary Learning Strategies and

Foreign Language Acquisition.Canada: Multilingual Matters Ltd.

Tellier, Marion. (2007). How do Teacher’s Gestures Help Young Children

in Second Language Acquisition?. Procedings of the Meeting of

International Society of Gesture Studies.

Thonburry, Scott. 2002. How to teach Vocabulary. Harlow: Pearson

Education Limited.

Webb, Stuart. 2008. Receptive and Productive Vocabulary Sizes of L2

Learners. USA: Victoria University of Wellington.

Wright, A., Betteridge, B. & Buckby, M. 2005. Games for Languague

Learning. Cambridge: Cambridge University Press.

APPENDICES

RPP EXPERIMENTAL CLASS

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMP MUHAMMADIYAH PLUS SALATIGA

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1

Materi Pokok : Descriptive Text

Alokasi Waktu : 2 × 40 menit

Skill : Writing

A. Kompetensi Inti

KI 1 Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

KI 3

Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab

fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada

bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

KI 4 Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajari di sekolah secara

mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar (KD) dan Indikator

Kompetensi Dasar Indikator

1.1 Mensyukuri kesempatan dapat

mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang

diwujudkan dalam semangat belajar.

- Siswa menunjukkan

kesungguhan belajar bahasa

Inggris dengan mempelajari

fungsi sosial dan unsur kebahasan

terkait tindakan tindakan memberi

dan meminta informasi terkait

dengan sifat orang, binatang,

benda.

2.3 Mengembangkan perilaku tanggung

jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi

fungsional.

- Siswa menunjukkan komunikasi

yang baik sesuai dengan

kompetensi dasar dalam

pelaksanaan proses pembelajaran

memahami fungsi sosial dan

unsur kebahasan.

3.10 Menerapkan struktur teks dan unsur - Siswa mampu menerapkan

kebahasaan untuk melaksanakan

fungsi sosial teks deskriptif dengan

menyatakan dan menanyakan

tentang deskripsi orang, binatang,

dan benda, pendek dan sederhana

sesuai dengan konteks

penggunannya.

fungsi sosial, struktur teks, dan

unsur kebahasaan beberapa teks

deskriptif lisan dan tulis dengan

memberi dan meminta informasi

terkait dengan deskripsi orang,

binatang, dan benda sangat

pendek dan sederhana, sesuai

dengan konteks penggunaannya

4.11 Menangkap makna dalam teks

deskriptif lisan dan tulis, pendek dan

sederhana.

4.12 Menyusun teks deskriptif lisan dan

tulis, pendek dan sederhana, tentang

orang, binatang, dan benda, dengan

memperhatikan fungsi sosial, struktur

teks, dan unsur kebahasaan yang

benar dan sesuai konteks.

- Siswa mampu menangkap

makna secara kontekstual terkait


unsur kebahasaan teks deskriptif

lisan dan tulis, sangat pendek dan

sederhana, terkait orang, binatang,

dan benda.

- Siswa mampu menyusun teks

deskriptif lisan dan tulis sangat

pendek dan sederhana, terkait

orang, binatang, dan benda,

dengan memperhatikan fungsi

sosial, struktur teks, dan unsur

kebahasaan secara benar dan

sesuai dnegan konteks.

C. Materi

1. Fungsi sosial

Mendeskripsikan, mengenalkan, memuji, mengidentifikasi, mengkritik

2. Struktur teks

Dapat mencakup:

a. identifikasi (nama keseluruhan dan bagian)

b. sifat yang menjadi pencirinya

c. fungsi, perilaku, manfaat, tindakan, kebiasaan yang menjadi penciri

orang yang dibicarakan.

3. Unsur kebahasaan

a. Kalimat deklaratif (positif dan negatif), dan interogatif (Yes/No

question; Wh-question), dalam simple present tense.

b. Nomina singular dan plural dengan atau tanpa a, the, this, those,

my, their, dsb.

c. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan

tangan.

4. Topik

Orang, binatang, benda, yang terdapat di rumah, sekolah, dan

lingkungan sekitar siswa, termasuk bangunan publik yang dapat

menumbuhkan perilaku yang

termuat dalam KI.

English Concrete Noun

Concrete noun: represent a thing that is real and tangible

such as pig, person, rock, soup, computer, etc. A concrete noun

ia a noun that can be identified through one of the five senses

(taste, touch, sight, hearning, or smell).

Descriptive Text

Generic structure: Identification (The introduction of the

object or thing to be described); Description (Description parts

of something like characteristic).

D. Sumber Belajar:

1. Buku Panduan Bahasa Inggris Kelas VIII When English Rings a Bell

E. Metode Pembelajaran/Teknik: Scientifict Based Approach

F. Media Pembelajaran: Buku, paper, papan tulis

G. Langkah-langkah Pembelajaran

NO DESKRIPSI KEGIATAN

ALOKASI

WAKTU

1. Pre-teaching

Mengucapkan salam, berdoa dan

mengkondisikan peserta didik.

1. Eksplorasi

Brainstorming

Mereview materi tentang descriptive text yang

telah dipelajari :

What is Descriptive text?

Can you mention the generic

structure of descriptive text?

Mengajukan pertanyaan yang berkaitan dengan

materi yang akan dipelajari yang berkaitan

dengan concrete noun dengan menunjukan

contoh :

It is my House – That house is my house

She is Nina – Nina is my friend

Guru memberikan lembar Pre-test

2. Menjelaskan materi:

Mengamati

Siswa dijelaskan macam-macam noun dan di

spesifikasikan ke concrete noun.

Concrete noun: represent a thing that is real and

tangible such as pig, person, rock, soup, computer,

etc. A concrete noun ia a noun that can be

identified through one of the five senses (taste,

touch, sight, hearning, or smell).

Menanya

Dengan bimbingan guru siswa diarahkan untuk

menanyakan kata sulit yang ditemukan.

Mengumpulkan data/ informasi

Guru memberikan contoh tentang descriptive text

yang berisi concrete noun.

My Guitar

When I was in Junior High School, my mother

bought me a new guitar. She was a guitarist in her

band. She teach me anything about guitar. It was

my first guitar. Its name is gigi. I learn some basic

guitar chord with it. Its colour is light brown on the

body, and dark brown on the neck. Now, i have

three guitars. And one of them is gigi. Gigi is a

friend to me, but I love all of them.

2. Elaborasi

Mengasosiasi data/ informasi

Siswa diminta untuk menganalisis text dan

menemukan beberapa kata benda konkret.

3. Komunikasi

Mengomunikasikan data/ informasi

Guru memberi permainan kepada siswa dalam

bentuk Board Race Game. Guru menjelaskan tata

cara permainan:

a. Bagi kelas menjadi 2 tim;

b. Berikan marker pada masing masing tim;

c. Gambar garis tengah ke bawah pada papan tulis

dan tulis topik yang akan di gunakan untuk

permainan;

d. Siswa menuliskan kata yang berupa concrete

noun sebanyak mungkin yang berkaitan dengan

topik;

e. Setiap tim mendapat satu poin untuk satu kata

yang benar. Setiap kata yang tidak bisa dibaca,

salah eja tidak dihitung sebagai poin.

3. Post-teaching

a. Feedback

Guru memberikan post-test.

Siswa ditanya kembali tentang


Can you mention the generic structure of

descriptive text?

b. Mengucapkan salam.

F. PENILAIAN

Rubrik Penilaian Writing :

NO Aspek yang

dinilai

Deskripsi Skor

2. Kerapian tulisan Tulisan rapi dan dapat dibaca dengan jelas 10

Tulisan kurang rapi dan kurang bisa dibaca

dengan jelas.

8

Tulisan tidak rapi dan tidak bisa dibaca

dengan jelas.

5

2. Vocabulary Ketepatan kosakata dan spelling word benar 10

Ketepatan kosakata dan spelling word

sedikit benar

8


banyak yang salah.

5

3. Ketepatan

penggunaan

concrete noun

Penggunaan concrete noun sesuai dengan

konten

10

Penggunaan concrete noun kurang sesuai

dengan konten

8

Penggunaan comcrete noun tidak sesuai

dengan konten.

5

Penilaian Writing = (∑skor : 3)

Salatiga, 15 Agustus 2019

Mengetahui,

Guru Kelas Peneliti

Nadya Rizky Syah Putri, S. Pd.


23030-13-0103

RPP CONTROLLED CLASS

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMP MUHAMMADIYAH PLUS SALATIGA

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1

Materi Pokok : Descriptive Text

Alokasi Waktu : 2 × 40 menit

Skill : Writing

A. Kompetensi Inti

KI 1 Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

KI 3

Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab

fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada

bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

KI 4 Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajari di sekolah secara

mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

B.Kompetensi Dasar (KD) dan Indikator

Kompetensi Dasar Indikator

1.1 Mensyukuri kesempatan dapat

mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang

diwujudkan dalam semangat belajar.

- Siswa menunjukkan

kesungguhan belajar bahasa

Inggris dengan mempelajari

fungsi sosial dan unsur kebahasan

terkait tindakan tindakan memberi

dan meminta informasi terkait

dengan sifat orang, binatang,

benda.

2.3 Mengembangkan perilaku tanggung

jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi

fungsional.

- Siswa menunjukkan komunikasi

yang baik sesuai dengan

kompetensi dasar dalam

pelaksanaan proses pembelajaran

memahami fungsi sosial dan

unsur kebahasan.

3.10 Menerapkan struktur teks dan unsur - Siswa mampu menerapkan

kebahasaan untuk melaksanakan

fungsi sosial teks deskriptif dengan

menyatakan dan menanyakan

tentang deskripsi orang, binatang,

dan benda, pendek dan sederhana

sesuai dengan konteks

penggunannya.


unsur kebahasaan beberapa teks

deskriptif lisan dan tulis dengan

memberi dan meminta informasi

terkait dengan deskripsi orang,

binatang, dan benda sangat

pendek dan sederhana, sesuai

dengan konteks penggunaannya

4.11 Menangkap makna dalam teks

deskriptif lisan dan tulis, pendek dan

sederhana.

4.12 Menyusun teks deskriptif lisan dan

tulis, pendek dan sederhana, tentang

orang, binatang, dan benda, dengan

memperhatikan fungsi sosial, struktur

teks, dan unsur kebahasaan yang

benar dan sesuai konteks.

- Siswa mampu menangkap

makna secara kontekstual terkait


unsur kebahasaan teks deskriptif

lisan dan tulis, sangat pendek dan

sederhana, terkait orang, binatang,

dan benda.

- Siswa mampu menyusun teks

deskriptif lisan dan tulis sangat

pendek dan sederhana, terkait

orang, binatang, dan benda,

dengan memperhatikan fungsi

sosial, struktur teks, dan unsur

kebahasaan secara benar dan

sesuai dnegan konteks.

C. Materi

5. Fungsi sosial

Mendeskripsikan, mengenalkan, memuji, mengidentifikasi, mengkritik

6. Struktur teks

Dapat mencakup:

d. identifikasi (nama keseluruhan dan bagian)

e. sifat yang menjadi pencirinya

f. fungsi, perilaku, manfaat, tindakan, kebiasaan yang menjadi penciri

orang yang dibicarakan.

7. Unsur kebahasaan

d. Kalimat deklaratif (positif dan negatif), dan interogatif (Yes/No

question; Wh-question), dalam simple present tense.

e. Nomina singular dan plural dengan atau tanpa a, the, this, those,

my, their, dsb.

f. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan

tangan.

8. Topik

Orang, binatang, benda, yang terdapat di rumah, sekolah, dan

lingkungan sekitar siswa, termasuk bangunan publik yang dapat

menumbuhkan perilaku yang

termuat dalam KI.

English Concrete Noun

Concrete noun

represent a thing that is real and tangible such as pig,

person, rock, soup, computer, etc. A concrete noun ia a noun that

can be identified through one of the five senses (taste, touch, sight,

hearning, or smell).

Descriptive Text

Generic structure: Identification (The introduction of the

object or thing to be described); Description (Description parts of

something like characteristic).

D. Sumber Belajar:

4. Buku Panduan Bahasa Inggris Kelas VIII When English Rings a Bell

E. Metode Pembelajaran/Teknik: Scientifict Based Approach

F. Media Pembelajaran: Buku, paper, papan tulis

G. Langkah-langkah Pembelajaran

NO DESKRIPSI KEGIATAN

ALOKASI

WAKTU

1. Pre-teaching

Mengucapkan salam, berdoa dan mengkondisikan

peserta didik.

1. Eksplorasi

Brainstorming

a. Mereview materi tentang descriptive text

yang telah dipelajari :

- What is Descriptive text?

- Can you mention the generic

structure of descriptive text?

Mengajukan pertanyaan yang berkaitan dengan

materi yang akan dipelajari yang berkaitan dengan

concrete noun dengan menunjukan contoh :

It is my House – That house is my house

She is Nina – Nina is my friend

Guru memberikan lembar Pre-test

2. Menjelaskan materi:

Mengamati

Siswa dijelaskan macam-macam noun dan di

spesifikasikan ke concrete noun.

Concrete noun: represent a thing that is real and

tangible such as pig, person, rock, soup, computer,

etc. A concrete noun ia a noun that can be

identified through one of the five senses (taste,

touch, sight, hearning, or smell).

Menanya

Dengan bimbingan guru siswa diarahkan untuk

menanyakan kata kata sulit yang ditemukan.

Mengumpulkan data/ informasi

Guru memberikan contoh tentang descriptive text

yang berisi concrete noun.

My Guitar

When I was in Junior High School, my mother

bought me a new guitar. She was a guitarist in her

band. She teach me anything about guitar. It was

my first guitar. Its name is gigi. I learn some basic

guitar chord with it. Its colour is light brown on the

body, and dark brown on the neck. Now, i have

three guitars. And one of them is gigi. Gigi is a

friend to me, but I love all of them.

5. Elaborasi

Mengasosiasi data/ informasi

Siswa diminta untuk menganalisis text dan

menemukan beberapa kata benda konkret.

6. Komunikasi

Mengomunikasikan data/ informasi

Siswa diminta untuk menyebutkan kata benda yang

ditemukan.

3. Post-teaching

c. Feedback

Guru memberikan post-test.

Siswa ditanya kembali tentang


Can you mention the generic structure of

descriptive text?

d. Mengucapkan salam.

F. PENILAIAN

Rubrik Penilaian Writing :

NO Aspek yang

dinilai

Deskripsi Skor

3. Kerapian tulisan Tulisan rapi dan dapat dibaca dengan jelas 10

Tulisan kurang rapi dan kurang bisa dibaca

dengan jelas.

8

Tulisan tidak rapi dan tidak bisa dibaca

dengan jelas.

5

2. Vocabulary Ketepatan kosakata dan spelling word benar 10


sedikit benar

8


banyak yang salah.

5

3. Ketepatan Penggunaan concrete noun sesuai dengan 10

Penilaian Writing = (∑skor : 3)

Salatiga, 15 Agustus 2019

penggunaan

concrete noun

konten

Penggunaan concrete noun kurang sesuai

dengan konten

8

Penggunaan comcrete noun tidak sesuai

dengan konten.

5

Mengetahui,

Guru Kelas Peneliti

Nadya Rizky Syah Putri, S. Pd.


23030-13-0103

PRE-TEST

Name :

Class :

Task 1

Give 10 words related to “insect”.

Task 2

Fill in the gaps with the match words.

1. .................... It has 2 colours, yellow and black. It produces honey

and it can hit us if we destroy its nest.

2. …………….. It usually jumps and flies. We usually find it at the

grass or plant in the garden.

3. …………….. It has 8 legs and has a nest from its cobweb.

4. …………….. It has black colour and has tiny size. It likes anything

that sweet and lives in the colony.

5. ……………… It flies and has very beautiful colour. It only live

about 2 months depend on its type.

6. ………………. An insect that has red and black colour on their

back. They are tiny and have round shape. They live in the garden

or green environment and usually stick or play around the flower.

7. ……………….. They are carnivorous. They eat leaves or fruits

and have long shape. Most of them have soft feather and if you

touch their feather, it can cause itchiness.

8. ……………….. It has black or brown colour (dark colour) and

usually lives at dirty place. Its shape is oval and sometime it can fly

and make you scream.

9. ……………… An insect that can fly. At night it looks like a small

lamp. It can produce lights.

10. ………………. It can fly and bite. The bite can cause itchiness. Its

sound is annoying and usually found at the dirty place.

Cockroach Bee Butterfly

Ant Spider Grasshopper

Caterpillar Beetle

Firefly Mosquito

Task 3

Write your descriptive text about “animal” 1 paragraph.

POST-TEST

Name :

Class :

Task 1

Give 10 words related to “transportation”.

Task 2

Fill in the gaps with the match words.

1. .................... A land transportation that has 3 wheels. And a man

pedalling on it. It can accommodate 2 passengers.

2. …………….. It has 2 wheels and fuelled by gas. Most of people

have this transportation. You must wear a helmet when you ride on

it.

3. …………….. An air transportation that has propeller and has loud

voice. Use to importance of a military or rescue people.

4. …………….. It is operated under water. It has many size starts

from the little one until the big one. You can dive inside it to see

the underwater view.

5. ……………… It is interesting transportation. It has space like big

basket to accommodate people. And the upper part, it has a big

balloon that filled by hot air so it can fly.

6. ………………. It has 4 wheels and usually carrying a sick man to

the hospital. It has siren to warn another driver to step aside for a

moment.

7. ……………….. A transportation that has a big size. Usually use in

emergency situation. Many crew on this car. And there are

equipment to save the place that burning or need a help.

8. ……………….. It has wing on the left and right side. Usually

accommodate lot of people from one place to another place. And

you need to get passport when you entering this transportation.

9. ……………… A land transportation that has very long shape. It

has its own stripe for its operation. It stopped at the railway and

dropped the passengers there.

10. ………………. A land transportation that has 2 wheels and help by

a horse and a man. Usually found at the traditional place.

Airplane Train Rickshaw

Helicopter Submarine Motorcycle

Hot air balloon Fire truck

Ambulance Cart

Task 3

Write your descriptive text 1 paragraph.

1. The Scores of Pre-test of Controlled Class


1. ASAF 9

2. ARAS 9,5

3. ASP -

4. ASS 10

5. AAN 10

6. AAA 9,3

7. DTM 10

8. EDM 9,5

9. EBP 9,5

10. GYY 9,5

11. ITK 9

12. IEK 9,7

13. MBAPA 8,3

14. MAA 8,6

15. MAZZ 8,6

16. MAS 9

17. MFNH 8,3

18. MHG 9

19. N 9,7

20. NKA 10

21. NRA 8,8

22. PFS 9,5

23. RRWP 9

24. RIW 8,8

25. SNA 9,5

26. SMPP 9,2

2. The Scores of Pre-test of Experimental Class


1. ANH 8,8

2. ATC 9,2

3. ANP -

4. AAK 4,6

5. AAH 9

6. AM 8,6

7. AFS 6,6

8. ANB 8,7

9. BA 6,3

10. DFW 9

11. DJP 8,4

12. FRF 9

13. FFF 7,3

14. FI 9

15. HAM 8,3

16. JMHK 8,3

17. JTY 8,6

18. MRN 8,6

19. MND 7,4

20. MRH 8

21. PWMP 8,6

22. RDAPS -

23. RGPP 8,6

24. RHS 8

3. The Scores of Post-test of Controlled Class


1. ASAF -

2. ARAS 9,3

3. ASP 4,6

4. ASS 10

5. AAN 10

6. AAA 9,7

7. DTM 10

8. EDM 8,6

9. EBP 9,7

10. GYY 9,4

11. ITK 8,3

12. IEK 9,7

13. MBAPA 8,8

14. MAA 9,1

15. MAZZ 8,2

16. MAS 9,1

17. MFNH 9,4

18. MHG 9,7

19. N 9,1

20. NKA 9,4

21. NTA 9,1

22. PFS 9,6

23. RRWP 8,3

24. RIW 7,3

25. SNA 10

26. SMPP 6,6

4. The Scores of Post-test of Experimental Class


1. ANH 9,7

2. ATC 9,6

3. ANP -

4. AAK 5,3

5. AAH 9,1

6. AM 7,1

7. AFS 9,1

8. ANB 9,7

9. BA 10

10. DFW 9,2

11. DJP 9,4

12. FRF 10

13. FFF 8

14. FI 9,7

15. HAM 9,4

16. JMHK 9,4

17. JTY 9

18. MRN 9,4

19. MND 9,7

20. MRS 8,6

21. PWMP 10

22. RDAP -

23. RGPP 9,3

24. RHS 9,2

DOCUMENTATION

Pre-test Controlled Class

Pre-test Experimental Class

Applying Board Race Game

The Result of Calculated Statistical

Paired Samples Correlations

N Correlation Sig.

Pair 1 X1 & X2 22 -.305 .168


Mean N Std. Deviation Std. Error Mean

Pair 1 Y1 9.0500 22 1.13505 .24199

Y2 9.0864 22 1.07893 .23003


Mean N Std. Deviation Std. Error Mean

Pair 1 X1 9.2591 22 .54656 .11653

X2 8.1318 22 1.10384 .23534

Paired Samples Test

Paired Differences

t df

Sig.

(2-

tailed)

Mean

Std.

Deviation Std. Error Mean

95% Confidence Interval of the

Difference

Lower Upper

Pair

1

X1 -

X2 1.12727 1.37293 .29271 .51855 1.73600 3.851 21 .001

Paired Samples Correlations

N Correlation Sig.

Pair 1 Y1 & Y2 22 -.238 .287

Paired Samples Test

Paired Differences

t df Sig. (2-tailed)

Mean

Std.

Deviatio

n

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 Y1 -

Y2

-

.0363

6

1.s7420

7 .37141 -.80875 .73603 -.098 21 .923

CURRICULUM VITAE

A. Personal Identity

1. Name : Nisak Jamilatus Sakila

2. Student Number : 23030150103

3. Gender : Female

4. Address : Duren RT 03 RW 04, Kec.

Bandungan

Kab. Semarang

5. E-mail Adress : [email protected]

6. Phone Number : +6283838625173

B. Education Background :

Kindergarten (TK) TK Dharma Wanita

Elementary School (SD) SD N Duren 02

Junior High School (SMP) SMP N Ambarawa 1

Vocational High School (SMK) SMK N Bawen 1

State Institute for Islamic Studies IAIN Salatiga

mailto:[email protected]

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