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THE EFFECTIVENESS OF USING SCRAMBLE GAME TO
TEACH VOCABULARY MASTERY ON SIMPLE PAST
TENSE OF THE EIGHTH GRADE STUDENTS AT SMP N 2
BANYUBIRU
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:
HIDAYATUL KHOIROH
NIM. 11314034
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2019
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MOTTO
“Start everything with basmillah, do it seriously, and end with hamdallah”
-Anonymous-
"Do you know my motto? I want it! Those two succinct words have supported
and brought me across the mountain of objections and troubles. Said I can't!
Eliminate courage. The phrase 'I want to!' makes it easy for us to climb the top of
the mountain. "
-R. A. Kartini-
خير الناس انفعهم للناس
“The best human is who beneficial to other human beings”
(HR. Bukhori Muslim)
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DEDICATION
This graduating paper is dedicated to:
1. My beloved Parents, Sutrisno and Sumarmi, who always love and support
me. Both of you are the most precious in my life.
2. My lovely sister, Ina Taslimah.
3. My big family who always support me endlessly to finish this graduating
paper.
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ACKNOWLEDGEMENT
Assalamu’alaikum. Wr .Wb.
Alhamdulillahirobbil’alamin, all praises be 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. Dr. Rahmat Hariyadi, M.Pd. the Rector of Institute of Islamic Studies (IAIN)
Salatiga.
2. Suwardi, M.Pd. the Dean of Teacher Training and Education Faculty of State
Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph.D. the Head of English Education Department.
4. Dr. Mashlihatul Umami, M. A. as my counselor, thousand thanks for
suggestion and guidance during compiling this graduating paper from
beginning until the end.
5. Kastholani, Ph.D. as my academic consultant.
6. All of lecturers and staffs of State Institute for Islamic Studies (IAIN)
Salatiga.
7. All official staffs of IAIN Salatiga. Thanks for the assistance regarding to the
administration
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ABSTRACT
Khoiroh, Hidayatul. 2019. The Effectiveness of Using Scramble Game to Teach
Vocabulary Mastery on Simple Past Tense of The Eighth Grade
Students at SMP N 2 Banyubiru, IAIN Salatiga, Academic year
2018/2019. A graduating paper.English Education Departement.
Teacher Training and Education Faculty.State Institute for Islamic
Studies Salatiga.
Counselor: Dr. Mashlihatul Umami, S. Pd. I., M. A.
Keywords: Vocabulary, Simple Past Tense, Scramble, Game
The objectives of the research were to find out the profile of
the students’ vocabulary mastery on simple past tense before and after
implementing Scramble Game and to measure how far is the
effectiveness of the game for the eighth grade students at SMP N 2
Banyubiru in the academic year of 2018/ 2109. This research was a
quasi-experimental research. The techniques of collecting data were
test and documentation. There were two kinds of test which were
used, those were pre-test and post-test. The subjects of this research
were two classes of the eighth grade students at SMP N 2 Banyubiru.
It considered 64 students. The data was tested using t-test formula by
comparing the mean score of pre- and post-test from both groups. The
significance level was setted up 5%. The result of the research showed
that, first, the students’ profile were different before and after
implementing Scramble Game. The mean of pre-test was 53.62 while
the mean of post-test was 78.5. The difference between pre- and post-
test mean was 24.88. Second, the result showed that t-test (to) 23.68
was higher than t-table (tt) 2.03 with the degree of freedom (df) 31.
Therefore, there was significant difference after implementing
Scramble Game toward students’vocabulary mastery. Moreover, the
effect size of experiment group was 2.91 which showed that using
Scramble Game gave strong effect on students’ vocabulary mastery.
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TABLE OF CONTENTS
TITLE ....................................................................................................................i
DECLARATION ..................................................................................................ii
ATTENTIVE COUNSELOR’S NOTE ............................................................. iii
STATEMENT OF CERTIFICATION ............................................................. iv
MOTTO ................................................................................................................ v
DECLARATION ………….................................................................................vi
ACKNOWLEDGEMENTS................................................................................vii
ABSTRACT .........................................................................................................ix
TABLE OF CONTENTS ....................................................................................x
LISTS OF CHARTS AND TABLES.................................................................xiv
CHAPTER I INTRODUCTION
A. Background of the Study........................................................................1
B. Research Questions................................................................................5
C. Objective of the Study............................................................................6
D. Significance of the Study.......................................................................6
E. Definition of the Keyword.....................................................................7
F. Graduating Paper Outline.......................................................................8
CHAPTER II LITERATURE REVIEW
A. Theoretical Framework
1. Vocabulary
a. Definiton of Vocabulary..........................................................10
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b. Kinds of Vocabulary................................................................11
c. The Source of Vocabulary.......................................................12
d. How to Remember Vocabulary................................................14
e. The Essential Steps in Vocabulary Learning...........................18
2. Simple Past Tense
a. Definition of Simple Past Tense……………………………..20
b. Form of Simple Past Tense…………………………….....….20
c. Vocabulary of Simple Past Tense……………………………23
3. Game
a. Definition of Game..................................................................24
b. Reason for Choosing Game.....................................................24
c. Types of Game.........................................................................26
4. Scramble Game
d. Definition of Scramble Game..................................................28
e. The procedure of Scramble Game...........................................29
f. Advantages of Scramble Game...............................................30
g. Disadvantages of Scramble Game...........................................31
B. Review of Previous Research...............................................................31
C. Hypothesis............................................................................................34
CHAPTER III METHODOLOGY OF RESEARCH
A. Research Design..................................................................................36
B. Research Setting
1. Place of The Research...................................................................37
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2. Time Schedule of The Research....................................................37
C. Population and Sample
1. Population......................................................................................38
2. Sample...........................................................................................38
D. Variable
1. Independent Variable.....................................................................39
2. Dependent Variable........................................................................39
E. Instrument of The Research.................................................................40
F. Evaluation Criteria...............................................................................40
G. Technique of Collecting The Data
1. Documentation...............................................................................41
2. Test.................................................................................................41
H. Technique of Data Analysis.................................................................42
CHAPTER IV DATA ANALYSIS
A. Profile of the Students Before and After the Treatment for Both
Experiment and Control Group
1. Pre-Test Analysis................................... .......................................46
2. Treatment.......................................................................................51
3. Post-Test Analysis..........................................................................53
B. The Use of Scramble Game to Improve Students’ Vocabulary Mastery
1. Experiment Group.........................................................................59
2. Control Group................................................................................63
C. Discussion............................................................................................68
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CHAPTER V CLOSURE
A. Conclusion............................................................................................69
B. Sugestion..............................................................................................71
REFERENCES
APPENDICES
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LIST OF CHARTS AND TABLES
The 2.1 The Example of Reguler Verb.................................................................23
The 2.1 The Example of Irreguler Verb................................................................23
Table 3.1 Design of Experimental Research..........................................................37
Table 3.2 Time Schedule ofthe Research..............................................................38
Table 3.3 Evaluation Criteria.................................................................................41
Table 3.4 Students’ Test Scoring...........................................................................43
Table 3.5 The Effect Size.......................................................................................45
Table 4.1 Guideline of Scoring..............................................................................47
Table 4.2 Pre-test Result of Experiment Group....................................................47
Table 4.3 Pre-test Result of Control Group...........................................................49
Table 4.4 Interpretation of Experimental Group’s Pre-test....................................50
Table 4.5 Interpretation of Control Group’s Pre-test.............................................50
Table 4.6 Post-test Result of Experiment Group...................................................53
Table 4.7 Post-test Result of Control Group..........................................................54
Table 4.8 Interpretation of Experiment Group’s Post-test.....................................56
Table 4.9 Interpretation of Control Group’s Post-test...........................................56
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Table 4.10 Pre-test and Post-test Result of Experiment Group.............................59
Table 4.11 Standard Deviation of Experiment Group...........................................62
Table 4.12 Pre-test and Post-test Result of Control Group....................................59
Table 4.13 Standard Deviation of Control Group..................................................66
Table 4.14 The Research Result.............................................................................67
Chart 4.1 Students’ Vocabulary Mastery for Experiment Group..........................57
Chart 4.1 Students’ Vocabulary Mastery for Control Group.................................58
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CHAPTER I
INTRODUCTION
In this chapter, the researcher presents background of the study, research
questions, objectives of the study, significances of the study, definition of
keyword, and organization of graduating paper.
A. Background of the Study
Language is a way for us to communicate with others. We use it to
communicate with one another, to solve a problem, to express emotions, etc.
In other words, language is one of the most important things to carry out our
activities in life. Language is extremely important for human beings, not only
in a formal situation such as meeting, conference, and education but also in an
informal situation such as traveling, shopping, job opportunity etc. It has a
significant role in communication, especially English.
As we know that English is an international language that is used
almost all of the countries in the world. It has a great function in many
aspects of life such as in politic, business, trade, and diplomatic relationship.
Brown, H Douglas (2001: 118) said that English has become a tool for
international communication in transportation, commerce, banking, tourism,
technology, diplomacy, and scientific research.
Considering the importance of English, Indonesia even has picked
English as a foreign language. Then, the Indonesian government also
included English as one of the subjects in school. Even in high school,
English become one of the subjects examined in the National Examination.
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In learning English, vocabulary is one of the aspect to be mastered.
Vocabulary is the basic element of a language. It is commonly defined as all
the word used by the speakers when using their language. According to
Richards (2002: 255), “Vocabulary is a core component of language
proficiency and provides much of the basis for how well learners speak,
listen, read, and write”. Nation, as cited by Alqahtani (2015), says that in
English as a second language (ESL) and English as a foreign language (EFL),
learning vocabulary items play a vital role in all language skill (i.e. listening,
speaking, reading, and writing). It means without knowing and having enough
vocabulary, someone or language learner will be difficult to understand the
other language skill such as speaking, reading, writing, and listening.
Vocabulary is one of the items that have to be mastered at the first by the
students in learning English because no one can speak English if they have
limited vocabulary and without a proportional amount of vocabulary anyone
will get trouble in the process of learning English. Without vocabulary, it is
impossible to make meaningful sentences in communication. Students can
describe everything that they think without using grammar, but they cannot
say anything without vocabulary.
The success in learning a foreign language is determined by the size
of vocabulary that has learned. The quality of someone’s language skill
depends on the quality of the vocabulary. Because of the importance of
vocabulary as the basis to learn a language, the researcher realized that the
teacher has a really important role in teaching and learning, especially in
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vocabulary. The teacher should be creative to discover some ways to helps
students overcome their problem in learning English.
Based on the results of the interview on 22th August 2018 with the
English teacher and some students at SMP N 2 Banyubiru, the researcher got
some informations about students’ vocabulary mastery in the eighth grade.
The problem in the teaching-learning process is mastering of the vocabulary.
The students did not get the point from the text, even it was the simple short
text from their students’ book. The students often confused and could not
answer the questions from the text because they did not know the meaning of
the vocabulary.
There are many factors that make students have lack of vocabulary.
There are from internal and external factors. The internal factor comes from
the inside of the students themselves such as motivation, interest, intelligence,
etc., and the external is the factor that comes from the outside of the students
which affect their learning processes such as background, learning materials,
and teachers’ performance.
As a result, the students find difficulties in learning vocabularies. It
seemed that they were not interested in the lesson. When the teacher asked
questions, the students did not answer. They answered the questions if only
the teacher called their name and force them to answer. In general, the
students were passive in the classroom.
The teacher and the students need to have a suitable strategy for
vocabulary mastery. Harmer (2002: 229) said that teaching vocabulary is an
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important element of teacher’s art. It means that mastering vocabulary should
be interesting and satisfying for both teacher and students. The teacher has to
think a suitable way, subject material and how to apply it in the classroom.
The teacher must have fun and creative to teach vocabulary that can make
students have an interest.
Considering that situation, the researcher tried to discover a good way
of teaching English, especially in vocabulary, so that they would be able to
improve their vocabulary mastery. Not only improving students’vocabulary,
but the researcher also tried to find out the fun way to make students enjoy
the whole class and give such long last memories of the material for all
students.
The researcher used game in teaching vocabulary, because according
to Nunan (1991: 172) game was the first list of top 10 strategy preferences.
This means a game is totally good to be applied in the class. Game can break
the tension and help the students to avoid boredom in learning English. In
fact, it is the teacher`s responsibility to determine an appropriate way of
teaching which is easier and more useful that can motivate the students to
involve in the activity of learning. Game is great to pick up new vocabulary
and play with the vocabulary that has already familiar. Game consists of
fantasy, ritual, competition, and luck that are interesting for students. It means
that game reduces boredom. When game is used, the situations of the
classroom become life and natural. Game creates situations that make
students need and want to use English.
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The game that is possible to be implemented is the Scramble Game. In
this game, the researcher would give students such drilling exercise in every
game. The exercise would be done by group of students. The members of
each group had to help each other and think critically to do the exercise.
When they used to do exercises, they were expected to be able to improve
their vocabulary mastery.
Based on the explanation above, the researcher is conducted to find
out the use of Scramble Game to teach vocabulary, especially for the eighth
grade of SMP N 2 Banyubiru. This research is entitled “The Effectiveness of
Using Scramble Game to Teach Vocabulary Mastery on Simple Past Tense
of the Eighth Grade Students at SMP N 2 Banyubiru”
B. Research Questions
Based on the background of the study, the researcher formulated the
research questions as follow:
1. What is the profile of the students' vocabulary mastery on Simple Past
Tense before and after using Scramble Game of the eighth grade students
at SMP N 2 Banyubiru?
2. How far is the effectiveness of using Scramble Game to teach vocabulary
mastery on Simple Past Tense for the eighth grade students at SMP N 2
Banyubiru?
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C. Objectives of the Study
Based on the statement of the problem above, the objectives of this
study are as follows:
1. To find out the profile of the students' vocabulary mastery on Simple Past
Tense before and after using Scramble Game of the eighth grade students
at SMP N 2 Banyubiru
2. To find out the effectiveness using Scramble Game to teach vocabulary
mastery on Simple Past Tense of the eighth grade students at SMP N 2
Banyubiru.
D. Significances of the Study
The researcher did this research in order to give theoretical benefit and
practical benefit:
1. Theoretical Benefit of Research
This study is expected to improve the students’ vocabulary
mastery on Simple Past Tense of the eighth grade students at SMP N 2
Banyubiru
2. Practical Benefits of research
a. For the teachers
It may help and can be used as an alternative method, which
fun and enjoyable to be applied to the teaching and learning process.
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b. For the students
The students are expected to be able to improve their
vocabulary mastery on Simple Past Tense by using Scramble Game.
c. For the researcher
The findings of the study can be used as a starting point in
improving researcher’s teaching skill and gets useful experiences in
teaching English.
d. For the other researcher
It may be a reference for their research and a comparative
study.
E. Definition of The Keywords
1. Vocabulary
Based on Oxford Dictionary (2008: 495) vocabulary is all the
words that a person knows or uses.
2. Simple Past Tense
The simple past tense is used to talk about activities or situations
that began and ended in the past. (Azar, 2003:25)
3. Scramble
Scramble is a game of random words, sentences, and paragraph
(Shoimin, 2014:167)
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4. Game
Wright, et al. (2006:9) stated that game is an activity which is
entertaining and engaging, often chalenging, and an activity which the
learners play and usually interact with others. In addition, Greenall
(1990:6) stated that the term ‘game’ is used whenever there is an element
of competition between individual students or teams in a language
activity.
F. Organization of The Graduating Paper
As the orientation of writing a graduating paper, the researcher
extended each chapter as follows:
Chapter I presents the introduction. The introduction consists of the
explanation of the background of the study, research questions, objectives of
the study, significances of the study, definition of keywords, and organization
of graduating paper.
Chapter II is the review of the literature. This chapter contains three
points. They are previous study, supporting theory and hypothesis. The
researcher took out some books and journals related to the research,
especially about vocabulary and game.
Chapter III is about the methodology. It concerns with research
design, subject of the research, technique of the data collection, technique of
validating the data, technique of the data analysis, and technique of the data
interpretation.
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Chapter IV is about the description and analysis of the data. It
presents the data analysis that has been collected. It includes pre-test and
post-test analysis, calculation and discussion.
Chapter V is closure. This chapter contains the conclusion and
suggestion based on the research findings.
The last part contains references, appendices, and curriculum vitae.
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CHAPTER II
LITERATURE REVIEW
This chapter consists of a theoretical framework and previous study. The
theoretical framework describes some information related to the scramble game
and vocabulary. The previous study explains the research which has been
conducted by other researchers previously as the reference to this research.
A. Theoretical Framework
1. Vocabulary
a. Definition of Vocabulary
There are many definitions can be found about vocabulary
from some expert, but the writer only chooses several of them which
are important to discuss. According to Hornby (1995: 959),
vocabulary is total numbers of words in a language and vocabulary is
a list of words with their meaning.
Ur (1996: 60) said that the words we teach in a foreign
language defined as vocabulary. In other words, Ur (1996: 63)
illustrated if we teach new words in a foreign language that is
vocabulary.
Moreover, Hatch and Brown (1995: 1) described vocabulary
refers to list or set of words for a particular language or list of set of
words that individual speakers of a language might be used. In this
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sense, vocabulary is an important part for the individual person to
share their idea or their willingness to others.
According to Neuman & Dwyer (2009) in Alqahtani (2015:
24) vocabulary can be defined as words we must know to
communicate effectively; words in speaking (expressive vocabulary)
and words in listening (receptive vocabulary).
Based on the statements above, it can be concluded that
vocabulary is set of words which use in communication with people
in language. Thus, vocabulary is one of the components of a
language where there is no language without words. From these
statements, vocabulary mastery of the students is important in
language teaching beside grammar and pronunciation to reach the
goal of English learning and teaching itself.
b. Kinds of Vocabulary
Haicraft (1978) quoted by Hatch and brown (1995: 370) that
vocabulary terms are receptive vocabulary and productive
vocabulary.
1.) Receptive vocabulary
Receptive vocabulary is words that the student recognizes
and understands when they used it in a context, but which he
cannot produce correctly. Moreover, receptive or recognition,
vocabulary is that set of words for which an individual can assign
meanings when listening or reading (Kamil & Hiebert, 2005: 3).
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2.) Productive vocabulary
Productive vocabulary is words which the student
understanding can pronounce correctly and use constructively in
speaking and writing. In other definition claims that productive
vocabulary is the set of words that an individual can use when
writing or speaking (Kamil & Hiebert, 2005: 3)
c. The Source of Vocabulary
To improve vocabulary, we must know, where the source of
vocabulary comes from is. Source vocabulary can be found in
student life in daily activities. It agrees with Thornbury (2002: 2) he
claims that the sources of vocabulary consist list of words, course
books, vocabulary book, the teacher, and other students. They are
explained below:
1.) List of words
List of words means set of words that have been selected
for active study. Thornburry (2002: 33) added that many students
quite like learning words from list. The reason is that it is very
economical and large number of words can be learned in a
relatively short time.
2.) Course books
Coursebook means the students’ book for exercise. From
the exercise, the students can get many vocabularies. Thornburry
(2002: 37) stated that coursebook must present the set in such way
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to reduce the confusion. It is not only about the similarities of
words in set, but also the differences words in set.
3.) Vocabulary book
There is a wide selection of supplementary vocabulary
books now availabe. This reflects the revival of interest in
vocabulary teaching. Sometimes, vocabulary books are targeted at
specific needs, such as business or technical English, or designed
as preparation for public examination. There are many books at
vocabulary development, such as phrase book and word formation
(Thornburry, 2002: 44)
4.) Teacher
Learners often pick up a lot of incidental language from
their teacher, especially words and phrases associated during the
teaching and learning process. Thornburry (2002: 48) added that
the teacher’s own stories can also serve as vehicle for vocabulary
input.
5.) Other students
Other students in the class are particularly fertile source of
vocabulary input. Learner often pays more attention to what other
learners say than they do to either the coursebook or their teacher.
This is important for the teacher to make group discussion or the
students of presentation (Thornburry, 2002: 49)
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d. How to Remember Vocabulary
Understanding of vocabulary is a general matter of a number
of individual items, it is not the same with study of grammar that is
fundamentally a rule-based system. Commonly, the rule seems to be
a question memory. By the time of the teaching and learning process,
the main problem is: how does memory work? According to
Thornburry (2002: 23), there are some type of human memory, they
are :
1.) Short-term store
Short-term store is a system in our brain to keep temporary
information and that process of information for periods of time up
to a few seconds.
2.) Working memory
Working memory is a system that supports information for
a while when complex cognitive activities take place, such as
reading comprehension in English and also in productive activities
such as writing. (Thornburry, 2002: 24)
3.) Long-term memory
Long-term memory is a system in our brain that has a
function to keep the information permanently, organized the
information, and recall information at a time when we need it in
the future. Usually, the information that has stored in long-term
memory will be able to remember for a lifetime.
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Thornburry (2002: 24) added that there are several
principles should be followed if we want to make sure that the
new information moves into long-term memory storage. They are:
a.) Repetition
Behbahani (2015) stated that repetition is an important
strategy in learning vocabulary and teacher must aware
students of this spaced repetition schedule to help them in their
vocabulary retention.
Repetition is reinforcing the words. if the learners have
seen the words in intense frequency, the learners have a better
chance to remember it for a long time.
b.) Retrieval
Retrieval is a process of searching for and finding
information stored in the memory to be used again. This is
another type of repetition. Applying new words in written
letter, written essay, written email, and any kind written tasks
will help the learner remembering those words and applying
the word again in the future.
c.) Spacing
Spacing means better to divide a new word and try to
remember it in a period time than trying to remember several
words in a single time.
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d.) Pacing
Pacing means that everyone has a different learning
style and speed in acquiring new words. Otherwise, the
learners should realize the suitable learning style for
themselves to make their memory works well.
e.) Use
Adding the word "use" will make more interesting in
acquiring new word to the long-term memory. This principle
also called "use it or lose it" (Thornburry, 2002: 25)
f.) Cognitive depth
According to Mukoroli (2011: 18) “the depth of the
learner‘s vocabulary knowledge is defined as the learner‘s
ability to apply syntactic and morphological meaning to words
that they know”. The word will be better remembered if the
learners feel that word is more cognitively demanding in their
needs.
g.) Personal organizing
The probability of a new word will be increased based
on the learners’ character in communication and personal
activity in their life. The student who read a sentence aloud
containing new words showed better recall than student who
had simply silently rehearsed the words (Thornburry, 2002:25)
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h.) Imaging
Imaging or visual imagery is very useful in vocabulary
learning. Crookall and Oxford (1990: 16) described that visual
imagery is based on making associations between a word and a
picture. It is easier to remember a new word with visualization
rather than not display it with any picture.
i.) Mnemonic
Mnemonics may provide visual imagery or verbal
elaborations that serve as clues for recalling information that is
low in imagery or in meaningfulness. Hatch and Brown (1995:
388) stated that keyword method is one method in mnemonic
that has received great attention. This method call for the word
to be learned in a sentence that gives contextual cues to be
meaning of the word.
j.) Motivation
At the basic, motivation is described as internal drive
which pushes someone to do things to achieve something
(Harmer, 2002: 98). The motivation from individual has to be
balanced with the effort from itself, no exception in learning
vocabulary.
The words will not be remembered only by strong
motivation, but the learners have to practice frequently. The
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opposite, that someone cannot achieve something without
motivation.
k.) Attention/arousal
Thornburry (2002: 25) said that we cannot improve our
vocabulary in our sleeping. It means that improving
vocabulary without any certain attention is impossible. The
students have to pay attention to the topic that they have
learned so they can understand and input it to their long-term
memory.
e. The Essential Steps in Vocabulary Learning
The teacher is curious how the students learn vocabulary.
These steps can improve student vocabulary skill. Hatch and brown,
(1995: 370) described five essential steps in vocabulary learning,
there are:
1.) The encountering new words
The first step in vocabulary learning is encountering new
words. The strategies here included: reading books, listening to
the TV and radio, and reading newspaper and magazine.
2.) Getting the word form
The second step is getting off a clear image visual or
auditory or both of the vocabulary item.
According to Ur (1996: 60) the word form is about what
a word sounds like (its pronunciation) and what a word looks
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like (its spelling). The steps such as associating new words with
words that sound similar in my native language, writing sounds
of words using sound symbols from my native language.
3.) Getting the word meaning
The third step is getting the word meaning. It occurs
when a student associated with the idea of vocabulary learning.
Word meaning is often defined by its relationship to other
words. It means that not only about exact or near meaning, but
also the opposite meaning. Harmer (2001: 18) stated that there is
some aspect of word meaning. They are synonym, antonym,
connotation, and denotation.
Word meaning can be defined as word definition. The
learner can get word definition from some sources. The sources
are dictionaries, bilingual friend or teacher explain, and context
(Hatch and Brown, 1995: 383-385)
4.) Consolidating word form and meaning in memory
The fourth necessary step in vocabulary learning is
consolidating word form and meaning in memory. Many kinds
of vocabulary learning drill such as flashcards, matching
exercises, crossword puzzles.
5.) Using the word
The last step in vocabulary learning is using the word.
Harmer (2001: 19) stated that word does not just have a different
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meaning, but also stretched and twisted to fit different contexts
and different uses. The learners must use the words
inappropriate meaning and context.
2. Simple Past Tense
a. Definition of Simple Past Tense
Azar (2003:25) stated that simple past is used to talk about
activities or situations that began and ended in the past. According to
Davidson (2003:208) “Simple past tense always describes even that
have been carried out or completed in the past. Past tense is used to
locate a situation time in the past time. Declerck (2006:195) declared
that the past time sphere is conceived of as disconnected from the
present time sphere (which comprises the pre-present), the (punctual)
present, and the post-present.
From the several statement above, it can be concluded that the
simple past tense is used to describe things that happened in the past
or things that were true in the past.
b. Form of Simple Past Tense
There are some formulas in the simple past tense:
1.) Affirmative statements
To make an affirmative statements, the verbb other than be, we
use the following formula:
S + V2 + (O/Adv)
21
Example : I went to Korea last month.
2.) Negative statements
To make a negative statements, the verb other than be, we use the
following formula:
Example: I didn‟t watch TV yesterday.
3.) Interrogative statements
a.) To make the interrogative statement of verb other than be, we
put did before the subject, the formula is:
b.) To make interrogative negative form of verb other than be
based on this formula:
Example: Didn‟t you study English lesson last night?
Didn‟t she bring the umbrella?
Here is the pattern of past tense of verb “be” as following:
1.) Affirmative statements
Example: She was at home last night
Mr. Bean was a doctor two years ago
Some students were absent last Friday
S + did + not + V1 (O/Adv)
Did + S + V1 + (O/Adv)
Did + Not + S + V1 + (O/Adv)
S + Was/Were + Substantive (Adverbial of Phrase)
22
All those actions are in the past, and they are all finished; they do
not carry over into the present. Two of them are singular noun (she
and Mr. Bean); one of them is plural noun (some students) used.
2.) Negative statements
Exammple: I was not in my room last night
We were not hungry for dinner yesterday
3.) Interrogative statements
Example: Was Mario at home last night?
Were they in the farewell party last week?
Wasn‟t the dog fed this afternoon?
Weren‟t those sofas expensive?
The examples above, show that the use of “was” is used for the
pronouns I, she, he, it, that, and this, however, the be “were” is used
for pronouns you, we, these, and those. The use of “was” only for the
singular noun and the use of “were” only for the plural noun.
Furthermore, the negative statement use “not” after the verb be in the
sentence. Meanwhile, the contraction for “was not” is “wasn‟t”, the
contraction for “were not” is weren‟t”. The contraction is used to
make the sentence easier in written or utterance.
S + Was/Were + Not + Substantive (Adverbial of
Phrase)
Was/Were + S + Substantive (Adverbial of Phrase)
Wasn’t/Weren’t + S + Substantive (Adverbial of Phrase)
23
c. Vocabulary of Simple Past Tense
Simple past tense is clasified into two types, they are simple
past tense in regulsr verb and irregular verb. The example of regular
verb and irregular verb can be seen in the following table.
Table 2.1 The Example of Regular Verb
No. The Infinitive The Simple Past
1. Live Lived
2. Start Started
3. Die Died
4. Visit visited
5. Play played
6. Watch watched
7. Marry married
Table 2.2 The Example of Irregular Verb
No. The Infinitive The Simple Past
1. Be was/were
2. Write wrote
3. Come Came
4. Do Did
24
5. Spend spend
6. Sleep slept
7. Eat Ate
3. Game
a. Definition of Game
According to Wright, et al. (2006: 1) game is an activity which
is entertaining and engaging, often challenging, and an activity which
the learners play and usually interact with others. In addition, Greenall
(1990: 6) stated that the term ‘game’ is used whenever there is an
element of competition between individual students or teams in a
language activity.
Furthermore, Richards and Schmidt (2010: 239) claimed that
game is an organized activity that usually has four properties. They
are a particular task or objective, a set of rules, competition between
players and the communication between players can be in oral or
written. In addition, games are often used as a fluency activity in
communicative language teaching and humanistic methods.
From the definitions above, the researcher can conclude that
game is an activity that consists of competition which is fun and can
be played individually or in team and the communication between
individual or team can be done orally or writtenly.
25
b. Reasons for Choosing Game
There are some reasons why the teacher should apply game in
the class. Wright, et al. ( 2006: 2) stated that there are at least four
reasons why the teacher should use games:
1.) Language Learning is Hard Work
Language learning is hard work. One must make an effort
to understand, to repeat accurately, to adapt and to use newly
understood language in conversation and in written composition.
Games help and encourage many learners to sustain their interest
and work.
2.) Experiencing Language
Games also help the teacher to create contexts in which
the language is useful and meaningful. Games provide one way of
helping the learners to experience language rather than merely
study it.
3.) Repeated Use of Language Items
Many games similarly provide repeated occurrence and
use of particular language form. By making language convey
information and opinion, games provide the key features of
"drill" with the added opportunity to sense the working language
living communication. Games involve the emotions, and the
meaning of the language is thus more vividly experienced.
26
4.) Central to Learning
If it is accepted that games can provide intense and
meaningful practice of language, then they must be regarded as
central to a language teacher’s repertoire and not merely a way of
passing the time.
The reasons above show us that applying game in the class has
a lot of advantages. It can increase their interest in learning language
considering how hard language to be learned is. By using game,
students are also able to get close to their friends because it needs
communication when being played. Then games will also make
students be more active during the class.
c. Types of Game
Wright, et al. (2006: 4) asserts there are eight types of game.
They are:
1.) Care and Share
Caring and sharing games include all those games in
which the learner feels comfortable while sharing personal
information with other learners. These games relate more to
invitation than to challenge. Care and share can be applied for
icebreaker and warmer to develop the situation (Wright et, al.
2006: 11).
27
2.) Move, Mine, Draw, Obey
The learner is expected to do something non-verbally in
response to a read or a heard text. Wright, et al. (2006: 44) added
that this type can be applied in listening, reading, grammar
Identify: Discriminative, Guess, Speculate.
The learner is challenged to identify something which is
difficult to identify or to hypothesize about something which is
then compared with the facts. Wright, et al. (2006: 24) added that
this type can be applied in speaking, listening, writing, reading,
vocabulary and spelling, grammar.
3.) Describe
The learner is challenged to describe something to another
learner, by speaking or writing, so well that the other learner can
do something, for example, draw a picture. The learner may
describe something objectively or subjectively, communicating
his or her own feelings and associations. Wright, et al. (2006: 26)
added that this type can be applied in speaking, writing, grammar.
4.) Connect: Compare, Match, Group
The learner is challenged to connect, compare, match or
group various items of information, perhaps pictures or texts,
objectively or subjectively. He or she uses language to describe or
comment on the pairs or groups of information. Wright, et al.
28
(2006: 31) added that this type can be applied in speaking,
listening, reading, vocabulary and spelling, grammar.
5.) Order
The learner is challenged to put various bits of information
into an order of quality and importance, subjectively or
objectively, or to put texts, pictures, objects, into a developmental
sequence, also subjectively or objectively. Wright, et al. (2006:
53) added that this type can be applied in listening, reading,
vocabulary and spelling.
6.) Remember
The learner tries to remember something and then
communicate what he or she has remembered. Wright, et al.
(2006: 24) added that this type can be applied in speaking,
reading, vocabulary and spelling, grammar.
7.) Create
The learner is challenged or invited to make a story, write
a poem or produce some other kind of material using their
imagination. Wright, et al. (2006: 24) added that this type can be
applied in speaking, listening, writing, vocabulary and spelling,
grammar.
29
4. Scramble Game
a. Definition of Scramble Game
According to Shoimin (2014: 166), “Scramble is a game
arranging the words and letter which has been randomly located to
create the word that has meaning”. This game is applied to develop
the insight of vocabulary thinking. Huda (2016: 303) stated that
scramble game can increase the concentration and speed of thinking
of the students.
In this game, the teacher gives some exercises or questions to
the students. They have to answer the questions with available answer
randomly. Students need cooperation with the members of the group
to think critically together. So, they can solve the problem easily.
b. The procedure of Scramble Game
According to Shoimin (2014: 167), there are three procedures
of doing Scramble Game, those are Planning, Main Activity, and
Evaluation. The three procedures were explained below:
1.) Planning
In this step, the teacher prepares all the materials and media
in the teaching-learning process. The media is the question card
and answer card which have been arranged randomly before.
Teacher make the cards as many as the group that has been
divided. Teacher arrange all things that support the teaching-
learning process, like the seating arrangement.
30
2.) Main Activity
In this step, each group has to discuss to answer the
question and find the right card. The teacher asks the students to
share their reason for choosing the card logically.
3.) Evaluation
The evaluation depends on the students' learning outcomes.
There is much evaluation that can be applied by the teacher, the
examples are:
a.) Perfect the arrangement of the text if there is an improper
arrangement.
b.) Find the meaning of new vocabularies in the dictionary.
Huda (2016: 305) notes the procedures of the Scramble Game,
there are:
1.) Make the questions according to the competency to be achieved
2.) Make the answer with the word arrange randomly
3.) The teacher gives the worksheet to each group.
4.) The students arrange the word of column B as the answer to the
questions from column A.
c. Advantages of Scramble Game
Huda (2016: 306) states the advantages of using scramble
game, those are:
1.) Train the students to think quickly and preciously
31
2.) Train the students to answer the question with the random
answer
3.) Train the students to the discipline
According to Shoimin (2014: 168-169), the advantages of
using Scramble Game are:
1.) Train the members of the group (students) have to work
cooperatively.
2.) Learn while playing. It makes the students enjoy the class.
3.) Foster a sense of solidarity in the group
4.) The impressive material and hard to forget
5.) Competitive. It trains the students to race doing better.
d. Disadvantages of Scramble Game
Huda (2016: 306) states the disadvantages of using scramble
game, those are:
1.) Student cheat on the friend answer
2.) Students do not think creatively
3.) Students only receive raw materials that only need to e
processed properly.
According to Shoimin (2014: 169-170), disadvantages of
using Scramble Game are:
1.) Need a long time to be applied
2.) Create noise sound in the class, so it will disturb the other class.
32
B. Review Previous Study
In this study, the researcher takes the review of related literature from
other graduating paper and journal.
The first previous research was conducted by Dewi and Kurniawan
(2017). The purpose of this study was to describe the effects of the scramble
games toward the capability of sentence composition for students with
intellectual disability. The method used is a quasi-experimental design with a
time series design. This study showed there was a difference capability of
sentence composition for students with an intellectual disability before and
after treatment with scramble game. It is shown from the results of t
arithmetic < t table at the significant level of 0.05 is 0 <1. The conclusion of
this study was the scramble game effect toward the capability of sentence
composition for students with intellectual disability.
The second previous research was conducted by Umasugi, Hanapi,
Bugis, and Handayani (2018). The objectives of this research found out
whether the use of scramble game there are any different significant
improvement of students’ vocabulary and to find out the motivation between
the pretest and posttest of the students’ vocabulary after they have been
treated. This research employed Pre-Experimental design. The result of the
research was: The use of scramble game in teaching vocabulary improved the
students’ vocabulary and it can be concluded that the using of scramble game
is effective to be implemented in improving the students' vocabulary, and
students’ interested to learning vocabulary through scramble game.
33
After that, the research by Saputra and Ratnasari (2014). The purpose
of this research is to know the difference of science result study five class
students in SD N Trangkil 05 Pati in academic year 2014/2015 among student
which study with probing-prompting models help by scramble game and
student which study with conventional models. Kind of this research is
experimental research with Pretest-Posttest Control Group Design. The
population of this research is all students in five class of SD N Trangkil 05
Pati in academic year 2014/2015. The method used to collect data is tested.
The instrument used to collect data is multiple choice. The data was collected
would be analyzed by using t-test. According to the result of data analysis, the
control group to observed = 2.014, t table = 1.72 and the result in the
experiment group to observed = 6.427, t table =1.72 at the significant level
5%, which means that tobserved>ttable. Finally, it can be concluded that
there were significant differences in students’ science learning result using
probing-prompting models help by scramble game and conventional models
in SD N Trangkil 05 Pati in academic year 2014/2015.
The next previous research was from a thesis written by Arrasyidi
(2010). This research is Class Action Research in order to improve grammar
mastery of students by using scramble word game. In analyzing the data, the
writer used the statistic test by “t” test. Because of the samples of these
research less than 30 samples. This research consists of four cycles. In pre-
action class, score average was 65,34. In the first cycle, the scoring average
was 73.62. the second cycle, score average 75. 69. The third cycle, score
34
average was 83, 10. The fourth cycle, score average was 94.31. this fact
shows that using Scramble Gameis effective in improving grammar mastery
of second-year students of Islamic integrated Junior High School of Al-
Fityah Pekanbaru.
The next research was from a journal conducted by Sintya and
Sopingi (2017). This research uses Pre Experimental Design with One Group
Pretest-Posttest Design. The subjects of this study are all students of grade IV
deaf in SDLB Negeri Kedungkandang Malang. The data collection was done
with the test instrument composing the sentence. The analysis used a
Wilcoxon’s Signed Rank Test. The results showed that there is the influence
of scramble game on the ability to compose simple sentences in students with
hearing impairment
The last one was a journal conducted by Febriyanto (2018). The aim
of this research is to create a fun writing learning situation and unforgettable
for the students. This research used Classroom Action Research (CAR) and
the subject was the fifth grade at the of Majalengka Wetan VIII Elementary
School. The instruments used in this study were observation sheets, interview
sheets, field notes, evaluation sheets, and student worksheets. The results of
the research carried out for three cycles showed that the average value of the
process and learning outcomes in the form of writing skills obtained by
students had increased. This shows that students' interest in the learning
process with game scrambling techniques in learning English in class V of
elementary school. then the average score of the writing ability test has
35
increased from 57.3 in the first cycle, 71.8 in the second cycle and increased
again in the third cycle of 77.8. In conclusion, in the application of scramble
learning games in class V Elementary School has succeeded in creating a
pleasant learning atmosphere and improving students' writing skills.
C. Hypothesis
Hypothesis is a statement of the research assumption about the
relationship between two variables that the researcher plans to test within the
framework of the researcher study (Kothari, 2004: 184). Based on that
explanation, the researcher conducted hypothesis as follow:
Ha: Scramble Game is effective to teach vocabulary mastery
Ho: Scramble Game is not effective to teach vocabulary mastery
The two above hypothesises are interpreted to know which one is
accepted and rejected after acquiring the result of computing the data
(Sugiyono, 2010: 232). The decision of hypothesis was gotten from the
comparison of t-test with t-table:
If t-test > t-table : Ha is accepted
If t-test < t-table : Ha is rejected
36
CHAPTER III
METHODOLOGY
This chapter describes the methodology aspects of the research. It
includes research method, research setting, population and sample, variable,
instrument of the research, validity, and reliability, technique of collecting the
data, and technique of analyzing the data.
A. Research Design
In this research, the researcher used a quantitative approach. To gain
the required data and information, the researcher would use experimental
method as the branch of the quantitative approach. Experimental method was
one of the precise methods to examine the cause and effect. The basis of the
experimental method was the experiment, which could be defined as a test
under controlled conditions that is made to demonstrate a known truth or
examine the validity of a hypothesis (Muijs, 2004: 13).
The researcher used Quasi Experimental (pre-test and post-test)
design which included Experimental Class and Control Class. Campbell,
Cook, Sadish (2002: 14) claimed in quasi-experiment, the cause is
manipulable and occurs before the effect is measured. However, quasi-
experimental design features usually create less compelling.
37
In this research, the researcher used pre-test and post-test to obtain the
data. According to Kuntjojo (2009: 48) the design of quasi experimental
research was as follow:
Table 3.1 Design of Quasi Experimental Research
Experiment Group O1 X1 O2
Control Group O1 - O2
As can be seen from the diagram above, there are two groups in
this design. One group is the experiment group that received a treatment
(X1), that is Scramble Game. While the second group is the control group.
It does not receive any treatment. Here, the two groups receive pre-test
(O1) to obtain the first data. Finally, both of the groups are given post-test
(O2) to obtain second data.
B. Research Setting
1. Place of the research
The research would be conducted in SMP N 2 Banyubiru. It is
located at Jl. Brantas Kebumen, Banyubiru, Semarang Regency, Central
Java 50664.
2. Time Schedule of the research
The researcher would do the research on the month of August
2018 up to March 2019 in the academic year of 2018-2019. Here the
researcher shows the time schedule on the table bellow:
38
Table 3. 2 Time Schedule of the Research
.
C. Population and Sample
1. Population
Creswell (2012: 142) said that a group of individuals who has the
same characteristic is called the population. Another definition comes
from Arikunto (2013: 173) who says, that the population is all subject
research. In this research, the population would include all the students at
eighth grade at SMP N 2 Banyubiru in the academic year of 2018-2019.
There are five classes, those are 8A, 8B 8C, 8D and 8E. Each class
contained 32 students excepted 8E, it contained 30 students. So, the
number of population is 158 students.
2. Sample
Arikunto (2013: 174) asserted that sample is the representative of
the whole population that is examined. This research used sampling
technique named convenience sampling. Cresswell (2012: 146) said
that convenience sampling is when the participants are convenient to the
No Date Activity
1 August 22th 2018 Pre-survey
2 March 9th 2019 Pre-test for Experiment Group
3 March 9th 2019 Pre-test for Control Group
4 March 16th 2019 Treatment for Experiment Group
5 March 16th 2019 Treatment for Experiment Group
6 March 23rd 2019 Post-test for Experiment Group
7 March 23rd 2019 Post-test for Control Group
39
researcher and available to the study. It can use when the time, situation
and place are appropriate. In this case, the class that appropriate with the
time, situation, and place was 8B and 8C. 8B consists of 32 students,
and also 8C. So, class 8B and 8C were the sample and the number of
sample is 64 students. 8B was an Experimental Class and 8C was the
Control class.
D. Variable
Cresswell (2012: 112) stated that variable is a characteristic or
attribute of an individual or an organization that researcher can measure or
observe and varies among individuals or organizations studied. Cresswell
(2012: 113) added that they are keys that researcher seek to collect
information to address the purpose of their study.
1. Independent Variable
Creswell (2008: 50) stated that independent variables are those
that (probably) cause, influence, or affect outcomes. So the independent
variable was introduced to the experimental group. That is The Scramble
Game.
2. Dependent Variable
Dependent variable is depends on the independent variables; they
are the outcomes or results of the influence of the independent variables.
Other names for dependent variables are criterion, outcome, and effect
40
variables (Creswell, 2008: 50). The dependent variable in this research
was the students’ vocabulary of the eighth grade students.
E. Instrument of the Research
An instrument is a tool for measuring, observing, or documenting
quantitative data (Cresswell, 2012: 151). Then, Arikunto (2013: 192) said
that instrument is the tool for the research that uses a method. The researcher
used test for the instrument of this research.
According to Arikunto (2013: 193), the test is a series of question or
other instruments which are used to measure the individual or group skill,
knowledge, intelligence, capability or talent. There were two tests named pre-
test and post-test. Both pre-test and post-test were given to the experiment
group and control group. Pre-test is conducted before the treatment to know
about the students’ vocabulary mastery. Then, post-test was conducted after
the treatment. It was given to both the experimental group and control group.
This was taken as a measurement tool to measure students’ vocabulary
mastery before and after the treatment was conducted.
F. Evaluation Criteria
In addition, the researcher ranged the criteria of students’ vocabulary
on both experiment group and control group classified as follows:
41
Table 3.3 Evaluation Criteria According to Suryanto (2006:17)
No Score Classification Category
1 85 – 100 Excellent
The students’ answers are mostly correct,
85% of correct answers
2 75 – 84 Very Good
The students’ answers 75% of correct
answers
3 65 – 74 Good
The students’ answers 65% of correct
answer
4 55 – 64 Fair
The students’ answers 55% of correct
answer
5 45 – 54 Enough
The students’ answers 45% of correct
answer
6 < 45 Poor
The students’ answers are mostly
incorrect, less of 45% of correct answers
G. Technique of Collecting Data
1. Documentation
The documentation is to know students’ condition in the
classroom while learning-teaching process. According to Arikunto (2013:
201), “Documentation is to find a variable such as the note, transcript,
newspaper, magazine, and so on.” Documentation had benefit to prove
the students’ whole activities. The documentation can be seen on the
appendices.
2. Test
Arikunto (2013: 193) stated that the test is the group of questions
or exercises and other tools that were used to measure the skill,
intelligence, ability or talent of the individual or group. There were two
kinds of test in which the researcher apply, those are:
42
a. Pre-test
The function of this test is to know the students’ vocabulary
mastery before the treatment. Pre-test was conducted for both
experiment group and control group. This instrument consists of three
part. First part is multiple choice, and it consists of ten numbers. The
second is complete the text, and it consist of five number. The third
part was about matching a word with the correct meaning given, and it
consist of ten numbers. The instrument was enclosed.
b. Post-test
This test was used to know how far the students’ vocabulary
before and after the treatment. The instrument consists of three part.
First part is multiple choice, and it consists of ten numbers. The
second is complete the text, and it consist of five number. The third
part was about find the meaning of word with the letter given
randomly, and it consist of ten numbers. The instrument was enclosed
H. Technique of Data Analysis
The steps of analysing data are:
1. Scoring the Students’ test
The researcher scored the result of students’ pre-test and post-test.
There were 3 parts questions in both test. The scoring is as follow:
43
Table 3. 4 Students’ Test Scoring
Pre-Test
I II III
10 Number 5 Number 10 Number
Score per Number 1 1 1
Total Score 25 X 4 = 100
Post-Test
I II III
10 Number 5 Number 10 Number
Score per Number 1 1 1
Total Score 25 x 4 = 100
2. Calculating the Result of Test
After the students’ test is scored, the researcher calculated the
data using t-test to determine whether there was significant difference
before and after the treatment for both experiment and control group.
Here are some terms as Sudijono (2010: 305) explains:
a. Calculating the mean (M) from each group using the following
formula:
M= Ʃ𝑥
𝑁
M= mean
Ʃx= total score
N= Number of students
44
b. Calculating the standard deviation difference (SDD)
SDD= √Ʃ𝐷2
𝑁− (
Ʃ𝐷
𝑁)
2
SDD= Standart Deviation
N= number of students
D=differencec between pre-test and post-test
c. Calculating mean of difference (MD)
MD = Ʃ𝐷
𝑁
MD= mean of difference
Ʃ𝐷= total of difference pre-test and post-test
d. Calculating the standard error of mean difference (SEMD)
SEMD= 𝑆𝐷𝐷
√𝑁−1
SEMD= standard error of mean difference
SDD= standard deviation
N= number of students
e. Calculating t-value (to)
to= 𝑀𝐷
𝑆𝐸𝑀𝐷
to = t-value of observation
MD = mean of difference
SEMD= standard error of mean difference
f. Comparing t-value (to) with t-table (tt)
Criteria of accepted hypothesis describes as follow:
45
to> tt = reject null hypothesis (ho) and accept alternate hypothesis
(ha).
to< tt= accept null hypothesis (ho)
g. Calculating the effect size
The use of calculating the size measure in this research is to
know whether the effect is strong or weak (Muijs, 2004: 136). The
formula for this effect size is as follows:
d= (Mean of Post-test – Mean of Pre-test) / Pooled Standard
Deviation
Whereas, the Pooled standard deviation = (Standard deviation of
group 1+ Standard deviation of group 2) / 2.
There are some guidelines for determining whether the
effect size is strong. Cohen as cited by Muijs (2001: 39) suggested
the following:
Table 3. 5 The Effect Size
Range Description
0 - 0.20 Weak effect
0.21 - 0.50 Modest effect
0.51 - 1.00 Moderate effect
>1.0 Strong effect
46
CHAPTER IV
DATA ANALYSIS
This chapter deals with the discussion of data analysis, result of the
research and discussion of research finding.
A. Profile of the Students Before and After the Treatments for Both
Experiment and Control Group
1. Pre-Test Analysis
Pre-test was hold to know about the students’ vocabulary mastery
before the teatment. Pre-test was given to both experiment and control
group. The researcher took VIII B as the experiment group and VIII C as
the control group. To clarify the activity in pre test section, the researcher
set the procedure in class as follows:
a. The researcher as the teacher started the class with greeting
b. The teacher checked the attendance list of students’ presence.
c. The teacher shared the test sheet to the students.
d. The teacher explained the rules of each number of questions for the
students before doing the test.
e. The students submitted their test sheet as soon as they finished it
f. The teacher scored the pre-test.
There were three part of questions in this test. First part consisted
of ten multiple choise questions. Second part consist of five number and
students were asked to fill the missing word in a text. The third part
47
consisted of ten number. It was about matching a word with the
appropriate meaning. And the scoring was as follow:
Table 4.1 Guideline of Scoring
I II III
10 Number 5 Number 10 Number
Score per
Number 1 1 1
Total Score 25 X 4 = 100
From the table above, it can be seen that each number had same
score, one point for each number of each part. So, if the students could
answer all the questions, they would get twenty five points. The point
would be multipled with four. Thus the researcher arranged the formula as
follow:
TS = N x 4
TS = Total Score
N = Number of question
After the pre-test was done, the researcher checked and gave score
for the test. Then, the researcher could display the result of pre-test for
experiment group as follows:
Table 4.2 Result of Pre-test for Experiment Group
No Name Score
1 AM 56
2 AAAM 56
3 AS 52
48
4 AL 60
5 ANS 60
6 ARR 48
7 BH 48
8 DUA 68
9 DN 40
10 FHA 48
11 FAR 40
12 FK 52
13 FCS 40
14 GW 52
15 HS 60
16 JH 56
17 KR 36
18 MA 60
19 MZ 56
20 MA 40
21 MARF 56
22 MM 60
23 MZN 60
24 NFLR 56
25 NER 68
26 NIH 64
27 PI 60
28 RZB 48
29 SDA 48
30 WMS 44
31 YTA 68
32 ZNZ 56
Total 1716
N = 32
Mean (M) 53.62
Based on the table above, there were 32 students had done the
pretest. The highest score of experiment group was 68 while the lowest
was 36. And the mean of experiment group’s pre-test score was 53.62.
49
Then, the researcher did the same step by displaying the pre-test
result of control group. The distribution table are as follows:
Table 4. 3 Result of Pre-test for Control Group
No Name Score
1 ANS 56
2 ADR 64
3 ANS 44
4 AS 44
5 DYS 56
6 EP 48
7 FM 48
8 FDU 56
9 HNS 52
10 HA 68
11 IA 44
12 KA 52
13 LSV 64
14 MA 40
15 MDW 56
16 MMM 60
17 MSM 60
18 NS 48
19 NDA 52
20 NRD 60
21 RFF 56
22 RR 48
23 RA 56
24 RRS 48
25 RD 44
26 SY 56
27 SC 60
28 SIF 68
29 TF 64
30 YAS 52
31 ZTW 48
32 ZAN 60
50
Total () 1732
N = 32
Mean (M) 54.12
Based on the table above, there were 32 students had done the
pretest. The highest score of experiment group was 68 while the lowest
was 40 And the mean of control group’s pre-test score was 54.12.
By knowing the students’ score, the researcher could evaluate the
students’ performance based on the evaluation criteria as explained in the
previous chapter. Here are the interpretations:
Table 4.4 Interpretation of Experiment Goup’s Pre-test
Number of
Students Classification Category
- Excellent The students’ answers are mostly
correct, 85% of correct answers
- Very Good The students’ answers 75% of correct
answers
3 Good The students’ answers 65% of correct
answer
15 Fair The students’ answers 55% of correct
answer
9 Enough The students’ answers 45% of correct
answer
5 Poor
The students’ answers are mostly
incorrect, less of 45% of correct
answers
Table 4. 5 Interpretation of Control Goup’s Pre-test
Number of
Students Classification Category
- Excellent The students’ answers are mostly
correct, 85% of correct answers
- Very Good The students’ answers 75% of
correct answers
51
5 Good The students’ answers 65% of
correct answer
10 Fair The students’ answers 55% of
correct answer
15 Enough The students’ answers 45% of
correct answer
2 Poor
The students’ answers are mostly
incorrect, less of 45% of correct
answers
2. Treatment
In this research, the researcher administered the treatment once.
The researcher gave Scramble Game when teaching vocabulary for the
experiment group. While for the control group, there was no game during
the learning activity.
a. Experiment Group
Here are the teaching procedures of treatment conducted by the
researcher for the experiment group:
1) The researcher as the teacher asked students to open their English
material book and instructed them to open on page about “When I
was a Child”
2) Before explaining about the material itself, the teacher appointed
several students and asked them to read text.
3) The teacher explain the material of simple past tense started from
the definition, social function, and formula. After that, the teacher
gave some examples of sentence in simple past tense.
52
4) The students played Scramble Game. The way to play the game
was as follow:
a) The teacher devided class into 4 goups. The teacher gave the
flashcards for each group and the keyword. The flashcards
wwere about the past verb. The students had to arrange the
flashcards into word that appropiate with the keyword.
b) The group which done to arrange the word would be given the
uncomplete dialog. The students had to complete the dialog
with the word that had been provided by the teacher.
c) After the game fininshed, the teacher and students corrected
the dialog then asked them about the past verb and the
meaning of those verbs.
b. Control Group
Here are the teaching procedures of treatment conducted by the
researcher for the control group:
1) The researcher as the teacher asked students to open their English
material book and instructed them to open on page about “When I
was a Child”
2) Before explaining about the material itself, the teacher appointed
several students and asked them to read text.
3) The teacher explain the material of simple past tense started from
the definition, social function, and formula. After that, the teacher
gave some examples of sentence in simple past tense.
53
4) The teacher divided the students into 4 groups. Each group were
given the text by the teacher.
5) The students have to find the past verbs from the text and traslated
them.
3. Post-test Analysis
After the students had finished the treatment, the researcher gave
the post-test for both experimental and control group. The distribution
table of the post-test result for experimental group could be seen as
follows:
Table 4.6 Result of Post-test for Experiment Group
No Name Score
1 AM 80
2 AAAM 72
3 AS 80
4 AL 88
5 ANS 84
6 ARR 80
7 BH 72
8 DUA 96
9 DN 72
10 FHA 82
11 FAR 68
12 FK 84
13 FCS 68
14 GW 78
15 HS 84
16 JH 88
17 KR 68
18 MA 88
19 MZ 80
54
20 MA 64
21 MARF 76
22 MM 82
23 MZN 88
24 NFLR 80
25 NER 84
26 NIH 72
27 PI 72
28 RZB 72
29 SDA 68
30 WMS 68
31 YTA 96
32 ZNZ 78
Total Score 2512
N 32
Mean 78.5
Based on the table above, there were 32 students had done the
post-test. The highest score of experiment group was 96 while the lowest
was 64. And the mean of experiment group’s post-test score was 78.5.
Meanwhile, the distribution table of the post-test result for control
group was as follows:
Table 4.7 Result of Post-test for Control Group
No Name Score
1 ANS 72
2 ADR 88
3 ANS 72
4 AS 64
5 DYS 80
6 EP 76
7 FM 68
8 FDU 60
55
9 HNS 68
10 HA 96
11 IA 68
12 KA 72
13 LSV 88
14 MA 68
15 MDW 76
16 MMM 92
17 MSM 84
18 NS 76
19 NDA 80
20 NRD 84
21 RFF 68
22 RR 76
23 RA 88
24 RRS 76
25 RD 72
26 SY 72
27 SC 84
28 SIF 72
29 TF 88
30 YAS 72
31 ZTW 68
32 ZAN 84
Total Score 2452
Mean 32
Mean 76.62
Based on the table above, there were 32 students had done the
post-test. The highest score of experiment group was 96 while the lowest
was 60. And the mean of experiment group’s post-test score was 76.62..
By knowing the students’ score, the researcher could evaluate the
students’ performance based on the evaluation criteria as explained in the
previous chapter. Here are the interpretations:
56
Table 4.8 Interpretation of Experiment Goup’s Post-test
Number of
Students Classification Category
6 Excellent The students’ answers are mostly
correct, 85% of correct answers
15 Very Good The students answer 75% of correct
answers
10 Good The students answer 65% of correct
answer
1 Fair The students answer 55% of correct
answer
- Enough The students answer 45% of correct
answer
- Poor
The students’ answers are mostly
incorrect, less of 45% of correct
answers
From the table above, it showed that from 33 students, more than
half of them are at excellent level. There were 21 students there. Then
there were 6 students at very good level and 5 at good level. And the last,
there was 1 student at fair level. There were no students at the enough and
poor level.
Meanwhile, the interpretation of post-test score of control group
could be seen as follows:
Table 4.9 Interpretation of Control Goup’s Post-test
Number of
Students Classification Category
6 Excellent The students’ answers are mostly
correct, 85% of correct answers
15 Very Good The students answer 75% of correct
answers
9 Good The students answer 65% of correct
answer
57
2 Fair The students answer 55% of correct
answer
- Enough The students answer 45% of correct
answer
- Poor
The students’ answers are mostly
incorrect, less of 45% of correct
answers
The table showed that from the 25 students, most of them were at
excellent level by the number of 11. Then there were 9 students at very
good level, 3 students at good level, 1 students at fair lavel and there was 1
students at anough level.
To sum up, the interpretation of the students’ vocabulary mastery
for both experimental and control group could be seen in the chart below:
Based on the chart above, the number of students’ performance
result on post-test increased at excellent category. The students who
occupied very good, good, fair, enough, and poor category decreased on
0
2
4
6
8
10
12
14
16
Poor Enough Fair Good Very Good Excellent
Chart 4.1
Students' Vocabulary Mastery
for Experimental Group
Pre-Test Post-test
58
the post-test result. There was no student occupied poor and enough level
anymore.
Meanwhile, here is the chart of the students’ vocabulary for control
group:
Based on the chart above, the number of students’ performance
result on post-test increased at very good and excellent category. The
students who occupied good, fair, enough, and poor category decreased on
the post-test result. There was no student occupied poor and enough level
anymore.
B. The Use of Scramble Game to Improve Students’ Vocabulary Mastery
In this research, the researcher used t-test to analyze, to calculate, and
to compare score result for both experimental and control group. The
0
2
4
6
8
10
12
14
16
Poor Enough Fair Good Very Good Excellent
Chart 4.2
Students' Vocabulary Mastery for Control Group
Pre-test Post-test
59
researcher displayed the result for both experimental and control group and
the formula used was as follows:
1. Experiment Group
Before the researcher applied the formula to calculate the value of
t-observation (to), the researcher showed the result of pre- and post-test to
see the difference between pre-test score and post-test score and it could
be seen in the table below:
Table 4.10 Result of Pre-test and Post-test of Expeiment Group
No Name Pre-
test
Post-
test D = (X-Y) D2
1 AM 56 80 -24 576
2 AAAM 56 72 -16 256
3 AS 52 80 -28 784
4 AL 60 88 -28 784
5 ANS 60 84 -24 576
6 ARR 48 80 -32 1024
7 BH 48 72 -24 576
8 DUA 68 96 -28 784
9 DN 40 72 -32 1024
10 FHA 48 82 -34 1156
11 FAR 40 68 -28 784
12 FK 52 84 -32 1024
13 FCS 40 68 -28 784
14 GW 52 78 -26 676
15 HS 60 84 -24 576
16 JH 56 88 -32 1024
17 KR 36 68 -32 1024
18 MA 60 88 -28 784
19 MZ 56 80 -24 576
20 MA 40 64 -24 576
21 MARF 56 76 -20 400
22 MM 60 84 -24 576
60
23 MZN 60 88 -28 784
24 NFLR 56 80 -24 576
25 NER 68 84 -16 256
26 NIH 64 72 -8 64
27 PI 60 72 -12 144
28 RZB 48 72 -24 576
29 SDA 48 68 -20 400
30 WMS 44 68 -24 576
31 YTA 68 96 -28 784
32 ZNZ 56 78 -22 484
Total Score 1716 2512 -796 20896
N=32
Mean 53.62 78.5
a. Standard Deviation (SD)
SDD = √Ʃ𝐷2
𝑁− (
Ʃ𝐷
𝑁)
2
SDD = √20896
32− (
−796
32)
2
SDD = √653 − (−24.87)2
SDD = √653 − 618.51
SDD = √34.49
SDD = 5.87
b. Mean of Difference
MD = Ʃ𝐷
𝑁
MD = −796
32
MD = -24.87
61
c. Standard Error of Mean Difference
SEMD = SDD
√𝑁−1
SEMD = 5.87
√32−1
SEMD = 5.87
√31
SEMD = 5.87
5.56
SEMD =1.05
d. T-Test (to)
To = 𝑀𝐷
𝑆𝐸𝑀𝐷
To = 24.87
1.05
To = 23.68
e. Interpretation to t-test (t0)
1) Calculation of df
df = N-1
= 32-1
= 31
2) Consulting df with t-table
With df = 31, the value of t-table (tt) with level of
signification of 5% is 2. 03.
3) Comparing t-table (tt) with t-observation (t0)
62
tt = 2.03
t0 = 23.68
tt < t0 it means Ha is accepted and Ho is rejected. So, the use use
Scramble Game can improve the students’ vocabulary mastery.
4) Calculating the size effect
d = (Mean of Post-test – Mean of Pre-test ) / Pooled Standard
Deviation
To know the standard deviation, the researcher used SPSS
application and here is the result:
Table 4.11 Standar Deviation of Experiment Group
Pre test Post test
Mean 53,6250 78,5000
N 32 32
Std. Deviation 8,73166 8,33183
Pooled standard deviation = 8,73 + 8.33
2 = 8.53
d = 78.5−53.62
8.53 = 2.91
According to the criteria, the result effect size level of this
study is 2.91. As the criterion that had been mentioned in chapter
III, it proved that there was a strong effect on implementing
Scramble Gmae towards the students’ vocabulary mastery. This
also showed Scramble Game is effective to teach vocabulary.
5) Conclusion
63
If t0 was greater than tt, null hypothesis (ho) was rejected.
Based on the t-test calculation above, the research of experimental
group showed that tt with level significance of 5 % was 2.03 and
to was 23.68. The result is 23.68 > 2.03. It means that to was
higher than tt. The significant difference of this research was 9. 44.
The researcher could conclude that Scramble Game is effective to
teach vocabulary. In addition, the effect size 2.91 showed that
Scramble Game gave strong effect on students’ vocabulary
maastery.
2. Control Group
The researcher did the same steps in control group, displaying the
result of pre- and post-test scorefirst, then finding the difference score
between pre-test score and post-test score. It could be seen in this table
below:
Table 4 . 12 Result of Pre-test and Post-test of Control Group
No Name
Pre-
test
Post-
test D = (X-Y) D2
1 ANS 56 72 -16 256
2 ADR 64 88 -24 576
3 ANS 44 72 -28 784
4 AS 44 64 -20 400
5 DYS 56 80 -24 576
6 EP 48 76 -28 784
7 FM 48 68 -20 400
8 FDU 56 60 -4 16
9 HNS 52 68 -16 256
10 HA 68 96 -28 784
11 IA 44 68 -24 576
64
12 KA 52 72 -20 400
13 LSV 64 88 -24 576
14 MA 40 68 -28 784
15 MDW 56 76 -20 400
16 MMM 60 92 -32 1024
17 MSM 60 84 -24 576
18 NS 48 76 -28 784
19 NDA 52 80 -28 784
20 NRD 60 84 -24 576
21 RFF 56 68 -12 144
22 RR 48 76 -28 784
23 RA 56 88 -32 1024
24 RRS 48 76 -28 784
25 RD 44 72 -28 784
26 SY 56 72 -16 256
27 SC 60 84 -24 576
28 SIF 68 72 -4 16
29 TF 64 88 -24 576
30 YAS 52 72 -20 400
31 ZTW 48 68 -20 400
32 ZAN 60 84 -24 576
Total 1732 2452 -720 17632
N=32
Mean 54.12 76.62
a. Standard Deviation (SD)
SDD = √Ʃ𝐷2
𝑁− (
Ʃ𝐷
𝑁)
2
SDD = √17632
32− (
−720
32)
2
SDD = √551 − (−22.5)2
SDD = √551 − 506.25
65
SDD = √44.75
SDD = 6.68
b. Mean of Difference
MD = Ʃ𝐷
𝑁
MD = −720
32
MD = -22.5
c. Standard Error of Mean Difference
SEMD = SDD
√𝑁−1
SEMD = 6.68
√32−1
SEMD = 6.68
√31
SEMD = 6.68
5.56
SEMD =1.2
d. T-Value (to)
To = M𝐷
𝑆𝐸𝑀𝐷
To = 22.5
1.2
To = 18.75
e. Interpretation to t-test (to)
66
1) Calculation of df
df = N-1
= 32-1
= 31
2) Consulting df with t-table
With df = 31, the value of t-table (tt) with level of signification of
5% is 2. 03.
3) Comparing t-table (tt) with t-test (t0)
tt = 2. 03
t0 = 18.75
to is higher than tt with significant level of 5%.
4) Calculating the size effect
d = (Mean of Post-test – Mean of Pre-test ) / Pooled Standard
Deviation
To know the standard deviation, the researcher used SPSS
application and here is the result:
Table 4.13 Standar Deviation of Control Group
Pre-Test Post Test
Mean 54,1250 76,6250
N 32 32
Std. Deviation 7,46497 8,80524
Pooled standard deviation = 7.46+8.8
2 = 8.13
d = 76.62−54.12
8.13 = 2.76
67
According to the criteria, the result effect size level of this study is
2.76. As the criterion that had been mentioned in chapter III, it
showed a strong effect too.
5) Conclusion
Based on the t-test calculation above, t-table with n = 31 is
2.03. The result of control group showed that tt with the level
significance of 5% was 2.03 and to was 18.75. The result is 18.75
> 2.03. It means that to was higher than tt. The researcher could
conclude that the students’ vocabulary mastery also got
improvement in control group. In addition, the effect size 2.76
showed that eventhough the class did not teach by using game, it
gave strong effect on students’ vocabulary mastery.
To make clearer, the researcher sum up the answer of the two
research questions in a table bellow:
Table 4.14 The Research Result
Experiment Group Control Group
Pre-test Mean 53.62 54.12
Post-test Mean 78.5 76.62
Improvement 46.6 % 41.57 %
T-test 23.68 18.75
T-table 2.03 2.03
Effect Size 2.91 (Strong) 2.76 (Strong)
From table above, it could be seen that both groups that were
taught with or without scramble game got improvement. Since the
improvement of experiment group is higher than the Control group, it can
be concluded that scramble game is more effective to be applied in class.
68
From the effect size itself, it could be seen that whether applying scramble
game or not, it gave strong effect to the students’ vocabulary mastery.
Since the effect size of experiment group is higher than the control group,
the researcher concluded that scramble game is effective to teach
vocabulary.
C. Discussion
From the result above, the researcher wants to convey that
Scramble Game can improve students’ vocabulary mastery and it was
supported by the previous researches. First, the researcher takes a previous
study which was conducted by Dewi and Kurniawan (2017). In this
research, the researcher see that using Scramble Game is appropriate to
improve capability of sentence composition for students with intellectual
disability. The second previous study was conducted by Usumagi, Hanapi
and Handayani (2018). The researcher found that using Scramble Game
could imrpove students vocabulary. And the last was a previous study
from Febriyanto (2018). From their research, the researcher concluded that
using game that was kind of word game can improve students’ vocabulary
mastery.
69
CHAPTER V
CLOSURE
This chapter consists of two points, those are conclussion and suggestion. After
completing this research, the researcher provides some conclussions and
suggestions for the the research.
A. Conclusion
Based on the data analysis, the conclusion was presented as follows:
1. Profile of the Students’ Vocabulary Mastery Before and After
Implementing Scramble Game
The calculation showed the result of pre- and post-test mean for
experiment group. The mean of pre-test is 53.62 while the mean of post-
test was 78.5. The mean of post-test is higher than the mean of pre-test.
The difference between the students’ pre-test and post-test mean taught by
Scramble Game is 24.88.
The calculation also exposed the result of pre- and post-test mean
for control group. The mean of pre-test is 54.12 while the mean of post-
test is 76.62. The mean of post-test is also higher than the mean of pre-test.
The difference between the students’ pre-test and post-test mean is 22.5.
2. The Effectiveness of Scramble Game to Teach Vocabulary Mastery
The result shows the calculation of t-test for experiment group. The
hypotheses are tested by t-test formula by comparing the pre- and post-test
score. T-test (to) is 23.68. Meanwhile, the critical value for rejecting the
70
null hypothesis at significance level of 5% to t-table (tt) with degree of
freedom (df) 31 is 2.03. It can be said that to is higher than tt (23.68 >
2.03). Therefore, the null hypothesis (ho) is rejected while the alternate
hypothesis (ha) is accepted. It means that scramble game is effective to
improve students’ vocabulary mastery. The improvement of students’
vocabulary mastery in percentage was 46.6 %. Then, the effect size of
experiment group was 2.91, which means by applying scramble game, it
gives strong effect to the students’ vocabulary mastery. Therefore,
Scramble Game is effective to teach vocabulary.
The calculation of t-test for control group is also tested by T-test
formula by comparing the pre- and post-test score. T-test (to) is 18.75.
Meanwhile, the critical value for rejecting the null hypothesis at
significance level of 5% to t-table (tt) with degree of freedom (df) 31 is
2.03. It can be said that to is higher than tt (18.75 > 2.03). It means that the
students’ vocabulary mastery in control group also get improvement and
their improvement in percentage was 41.57%.
To sum up, Scramble Game is effective in improving students’
vocabulary mastery because the value of t-test (to) is higher than t-table
(tt). Therefore, the research confirms the alternate hypothesis (ha) that
states Scramble Game is effective to be applied in vocabulary. Finally,
Scramble Game is effective to be applied in teaching vocabulary.
71
B. Suggestion
Based on the research findings, the researcher would like to propose
some suggestions, which are addressed to teachers, students, and other
researchers.
1. For the teachers
The teachers can use Scramble Game to improve students’
vocabulary mastery. Using this game in teaching-learning process had so
much fun and is really interesting for the students. Moreover, Scramble
Game is really easy to be applied and it can motivate the students in
learning english.
2. For the Students
The students can apply and practice Scramble Game by following
the steps because it will help them to solve their problems in vocabulary
and to improve their vocabulary mastery.
3. For the Other Researchers
The result of the research only confirms the hypotheses, but it does
not prove that something is absolutely true at all time. Moreover, the
research needs mprovement of thought for further studies. In addition, the
finding of the research hopefully will be employed as starting point of the
future research on similar topics.
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CURRICULUM VITAE
I. Personal Identity
Name : Hidayatul Khoiroh
Place, Date of Birth : Semarang Regency, October 23rd 1996
Mobile : 085701890005
Email address : hidayatulkhoiroh5@@gmail.com
Home address : Rejosari RT 02 RW 05, Wonoyoso, Pringapus,
Semarang Regency, Central Java
Sex : Female
Marital Status : Unmarried
Hobbies : Music and reading
II. Educational Background
MI Wonoyoso, Graduated in 2008
SMP N 1 Pringapus, Graduated in 2011
SMK N 1 Pringapus, Graduated in 2014
English Department of Teacher Training and Education Faculty of State
Institute for Islamic Studies (IAIN) Salatiga, graduated in 2019
APPENDICES
LIST OF APPENDICES
1. Syllabus of Eighth-year Student of Junior High School
2. Lesson Plan for Experiment Group
3. Lesson Plan for Control Group
4. Students’ Pre-test Score for Experiment Group
5. Students’ Post-test Score for Experiment Group
6. Students’ Pre-test Score for Control Group
7. Students’ Post-test Score for Control Group
8. Keyword for The Pre-test and Post-test
9. Certification for Graduating Paper Counselor
10. Letter for Research Permission
11. Consultation Sheet of Graduating Paper
12. Proof of Conducted Research
13. Satuan Kredit Kegiatan (SKK)
14. List of T-table
15. Interview Report
16. Research Documentation
17. Declaration and Permission for Publication
Syllabus of eight-year Student of Junior High School
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.11 Menerapkan struktur
teks dan unsur
kebahasaan untuk
melaksanakan
fungsi sosial
menyatakan dan
menanyakan
tindakan/kejadian
yang dilakukan/
terjadi di waktu
lampau, sesuai
dengan konteks
penggunaannya
Fungsi sosial
Menyatakan
tindakan/kejadian
yang dilakukan/
terjadi di waktu
lampau
Untuk menjaga
hubungan
interpersonal dengan
guru dan teman
Struktur Teks
Where were your
brothers a few
minutes ago?
They were at home.
What did you do
after school
yesterday?
I took a rest.
Where did they spend
their last holiday?
They went to Bali.
Did you and Ali
come to the meeting?
No, I didn’t. But
Ali did
What was your
mother doing when
you came home?
She was cooking
in the kitchen.
Unsur Kebahasaan
Mengamati
Siswa mendengarkan/ menonton
beberapa contoh kalimat /ungkapan
yang menyatakan dan menanyakan
tindakan/ kejadian yang dilakukan/
terjadi di waktu lampau,berdasarkan
konteks yang sesuai
Siswa mengikuti mengucapkan
kalimat /ungkapan yang
menyatakan dan menanyakan
tindakan/ kejadian yang dilakukan/
terjadi di waktu lampau
Siswa membaca untuk memahami
makna dan bentuk kalimat
/ungkapan yang menyatakan dan
menanyakan tindakan/ kejadian
yang dilakukan/ terjadi di waktu
lampau dengan pengucapan dan
intonasi yang baik
Menanya
Dengan bimbingan dan arahan guru,
siswa mempertanyakan perbedaan
antar berbagai kalimat /ungkapan
yang menyatakan dan menanyakan
tindakan/ kejadian yang dilakukan/
terjadi di waktu lampau, dalam
berbagai konteks
Mengeksplorasi
Siswa membaca contoh-contoh
kalimat /ungkapan yang
menyatakan dan menanyakan
tindakan/ kejadian yang dilakukan/
terjadi di waktu lampau dari
Ucapan, tekanan
kata, intonasi,
kosakata (kata tanya:
when, where, while,
kata penghubung
before, after) dan tata
bahasa (simple past
tense dan past
continuous tense)
Topik
Berbagai hal terkait
dengan kegiatan
yang terjadi di
sekitar rumah,
sekolah dan
lingkungan waktu
lampau
berbagai sumber lain.
Siswa menyatakan dan
menanyakan tindakan/ kejadian
yang dilakukan/ terjadi di waktu
lampau menggunakan Bahasa
Inggris dalam konteks simulasi,
role-play, dan kegiatan lain yang
terstruktur
Mengasosiasi
Dalam kerja kelompok terbimbing
siswa menganalisis fungsi sosial,
struktur teks dan unsur bahasa
serta format penulisan yang
digunakan untuk kalimat
/ungkapan yang menyatakan dan
menanyakan tindakan/ kejadian
yang dilakukan/ terjadi di waktu
lampau.
Siswa menanyakan balikan
(feedback) dari guru dan teman
tentang setiap yang dia sampaikan
dalam kerja kelompok.
Siswa menyimpulkan hasil
analisinya terkait Fungsi sosial,
struktur teks dan unsur kebahasaan
dari kalimat /ungkapan yang
menyatakan dan menanyakan
tindakan/ kejadian yang
dilakukan/ terjadi di waktu
lampau.
Mengomunikasikan
Siswa menyatakan dan
menanyakan tindakan/ kejadian
yang dilakukan/ terjadi di waktu
lampau dengan bahasa Inggris, di
dalam dan di luar kelas serta
lingkungan sekitar sesuai dengan
konteksnya
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENT GROUP
Satuan Pendidikan : SMP N Banyubiru
Kelas/ Semester : VIII B/ Genap
Mata Pelajaran : Bahasa Inggris
Topik : Simple Past Tense
Alokasi Waktu : 2 x 45 menit
Tahun : 2018/2019
A. Kompetensi Inti
Menghayati dan mengamalkan ajaran agama yang dianutnya. Menunjukkan
perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja sama,
toleran, damai), santun, responsif, dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam serta 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, kenearaan,
dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan procedural dan 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 dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metoda sesuai
kaidah keilmuan.
B. Tujuan Pembelajaran:
Setelah mempelajari Simple Past Tense, diakhir pembelajaran peserta didik
dapat:
1. Menyusun kalimat sederhana tentang kejadian atau tindakan masa lampau
2. Melengkapi teks sederhana tentang kejadian masa lampau.
3. Mengubah kata kerja bentuk present ke dalam bentuk past
C. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi
3.11 Menerapkan struktur teks dan
unsur kebahasaan untuk
melaksanakan fungsi sosial
menyatakan dan menanyakan
tindakan/kejadian yang
dilakukan/ terjadi di waktu
lampau, sesuai dengan konteks
penggunaannya
3.11.1.Mengidentifikasi fungsi
sosial Simple Past Tense.
3.11.2.Mengidentifikasi struktur
sosial Simple Past Tense
3.11.3.Mengidentifikasi unsur
kebahasaan Simple Past
Tense lisan dan tulis sesuai
dengan konteks
penggunannya.
D. Materi Pembelajaran
Simple Past Tense
1. The Past Simple Tense is used for past actions that happened either at a
specific time, which can either be given by a time phrase (yesterday, last
year, etc.)
2. Struktur Kalimat
Bentuk Rumus Contoh Kalimat
Positif
(+)
Verbal S + V 2 She bought a new book
yesterday.
Nominal S + Was/were +
nominal
The case was hard to solve.
Negatif
(-)
Verbal S + did + not + V 1 She did not bought a new
book yesterday.
Nominal S + was/were + not
+ nominal
The case was not hard to
solve.
Interogatif
(?)
Verbal Did + S + V 1? Did she buy a new book
yesterday?
Nominal Was/were + S +
V1?
Was the case hard to solve?
3. Percapakan
Salma : Hi, Vera! What did you do last weekend?
Vera : Oh, I did a lot of things. I went to a village last Saturday.
Salma : Who did you visit?
Vera : I visited my grandparents. They live in the village.
Salma : Oh, I see. Who did you go with?
Vera : I went there with all of my family. They were mother, father and
my younger sisters.
Salma : Wow, that would be so fun!
Vera : Yeah, it was so fun. And we also felt tired.
Salma : What did you do there?
Vera : We helped our grandparents in the farm. My sisters and I fed the
cows, chicken, pigs and horses. Then we took some chicken eggs
and gave them to mother and grandmother. They cooked our
lunch.
Salma : Did you ride a horse?
Vera : Yes, we did. So, What did you do last weekend?
Salma : Nothing special. I didn’t do any fun activities like you. I was just
at home on Saturday. And yeah, on Sunday I went fishing with
my dad.
Vera : How many fish did you get?
Salma : We got only some fish because we had to finish it earlier.
Vera : Oh, why?
Salma : Because my dad’s friend called him. He had to go and meet his
friends. He forgot that he had had a promise to his friends.
Vera : Oh… don’t be sad. There will be other weekends, right? I hope
you will have fun things to do next weekend.
Salma : Yeah, I hope so. Thank you.
Vera : You are welcome.
E. Pendekatan/ Model Pembelajaran
Pendekatan : Scientific
Model : Cooperative Learning, Scramble Game
F. Media Pembelajaran
1. Flashcard huruf, Papan Tulis, Spidol
2. Buku Paket Bahasa Inggris “When English Rings a Bell” untuk SMP/ Mts
kelas VIII
G. Sumber Belajar
Buku Paket Bahasa Inggris “When English Rings a Bell” untuk SMP/ Mts
kelas VIII
H. Langkah- langkah Pembelajaran
1. Kegiatan Pendahuluan (10 menit)
a. Guru membuka pelajaran dengan mengucap salam kemudian
menyapa siswa dengan menggunakan bahasa inggris.
b. Guru meminta salah satu siswa untuk memimpin doa.
c. Guru memeriksa kehadiran peserta didik sebagai sikap disiplin.
d. Guru memberi stimulus kepada siswa sehingga siswa memperoleh
gambaran tentang materi apa yang akan dipelajari.
e. Guru menginformasikan tujuan pembelajaran.
2. Kegiatan Inti (70 menit)
a. Mengamati
Guru menjelaskan kepada siswa tentang pengertian dan rumus
dari simple past tense.
Guru memberi berbagai contoh simple past tense.
Guru bersama siswa menganalisis susunan kalimat dan berbagai
verb pada contoh tersebut.
b. Menanya
Guru dan siswa bertanya jawab mengenai materi simple past tense
mulai dari pengertian, fungsi sosial, struktur kalimat, hingga
contoh.
c. Mengeksplorasi
1. Guru membagi kelas menjadi tiga grup
2. Guru menyajikan kata dalam bahasa Indonesia dan artinya
dalam bahasa inggris yang berbentuk past dan diacak susunan
hurufnya
3. Setiap kelompok harus menyusun huruf menjadi kata yang
artinya sesuai.
4. Kelompok yang paling banyak meyusun kata akan mendapat
reward
d. Mengasosiasi
1. Guru memberikan dua kartu (kartu A dan B) kepada setiap
masing-masing kelompok. Kartu A berisi pertanyaan (dialog
percakapan rumpang), kartu B berisi jawaban (kalimat yang
diacak susunannya)
2. Siswa dalam masing-masing kelompok berdiskusi untuk
menyusun kalimat pada kartu B yang telah diacak susunan
kalimatnya.
e. Mengkomunikasikan
Setiap kelompok membacakan hasil diskusinya didepan kelas.
3. Kegiatan Penutup (10 menit)
a. Guru dengan siswa menyimpulkan materi pembelajaran.
b. Guru menutup pembelajaran dengan mengucapkan salam dan salam
perpisahan kepada siswa.
I. instrumen dan teknik penilaian
Jenis soal test : test tulis
Bentuk penilaian : individu
Instrument penilaian:
a. Pre-test : terlampir
b. Post-test : terlampir
1. Skor Penilaian
I II III
10 pertanyaan 5 pertanyaan 10 pertanyaan
Skor per
nomor 1 1 1
Skor
total 25 x 4 = 100
2. Kategori Penilaian
Categorization score
Excelent 85-100
Very Good 75-84
Good 65-74
Fair 55-64
Enough 45-54
Pour Under 45
Kab. Semarang, 16 Maret 2019
Mengetahui,
Guru Mata Pelajaran
Sumyati,S.Pd.
Mahasiswa Peneliti
Hidayatul Khoiroh
Kepala Sekolah
Sumiyatun, S.Pd.
NIP. 19650418 198601 2 001
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL GROUP
Satuan Pendidikan : SMP N 2 Banyubiru
Kelas/ Semester : VIII C / Genap
Mata Pelajaran : Bahasa Inggris
Topik : Simple Past Tense
Alokasi Waktu : 2 x 45 menit
Tahun : 2018/2019
A. Kompetensi Inti
Menghayati dan mengamalkan ajaran agama yang dianutnya. Menunjukkan
perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja sama,
toleran, damai), santun, responsif, dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam serta 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, kenearaan,
dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan procedural dan 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 dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metoda sesuai
kaidah keilmuan.
B. Tujuan Pembelajaran:
Setelah mempelajari Simple Past Tense, diakhir pembelajaran peserta didik
dapat:
1. Melegkapi alimat sederhana tentang kejadian atau tindakan masa lampau
2. Melengkapi teks sederhana tentang kejadian masa lampau.
3. Mengubah kata kerja bentuk present ke dalam bentuk past
C. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi
3.12 Menerapkan struktur teks dan
unsur kebahasaan untuk
melaksanakan fungsi sosial
menyatakan dan menanyakan
tindakan/kejadian yang
dilakukan/ terjadi di waktu
lampau, sesuai dengan konteks
penggunaannya
3.11.1.Mengidentifikasi fungsi
sosial Simple Past Tense
3.11.2.Mengidentifikasi struktur
sosial Simple Past Tense
3.11.3.Mengidentifikasi unsur
kebahasaan Simple Past
Tense lisan dan tulis sesuai
dengan konteks
penggunannya.
D. Materi Pembelajaran
Simple Past Tense
1. The Past Simple Tense is used for past actions that happened either at a
specific time, which can either be given by a time phrase (yesterday,
last year, etc.)
2. Struktur Kalimat
Bentuk Rumus Contoh Kalimat
Positif Verbal S + V 2 She bought a new book
(+) yesterday.
Nominal S + Was/were +
nominal
The case was hard to solve.
Negatif
(-)
Verbal S + did + not + V 1 She did not bought a new
book yesterday.
Nominal S + was/were + not
+ nominal
The case was not hard to
solve.
Interogatif
(?)
Verbal Did + S + V 1? Did she buy a new book
yesterday?
Nominal Was/were + S +
V1?
Was the case hard to solve?
3. Percapakan
Salma : Hi, Vera! What did you do last weekend?
Vera : Oh, I did a lot of things. I went to a village last Saturday.
Salma : Who did you visit?
Vera : I visited my grandparents. They live in the village.
Salma : Oh, I see. Who did you go with?
Vera : I went there with all of my family. They were mother, father
and my younger sisters.
Salma : Wow, that would be so fun!
Vera : Yeah, it was so fun. And we also felt tired.
Salma : What did you do there?
Vera : We helped our grandparents in the farm. My sisters and I fed
the cows, chicken, pigs and horses. Then we took some
chicken eggs and gave them to mother and grandmother.
They cooked our lunch.
Salma : Did you ride a horse?
Vera : Yes, we did. So, What did you do last weekend?
Salma :
Nothing special. I didn’t do any fun activities like you. I was
just at home on Saturday. And yeah, on Sunday I went
fishing with my dad.
Vera : How many fish did you get?
Salma : We got only some fish because we had to finish it earlier.
Vera : Oh, why?
Salma :
Because my dad’s friend called him. He had to go and meet
his friends. He forgot that he had had a promise to his
friends.
Vera :
Oh… don’t be sad. There will be other weekends, right? I
hope you will have fun things to do next weekend.
Salma : Yeah, I hope so. Thank you.
Vera : You are welcome.
E. Pendekatan/ Model Pembelajaran
Pendekatan : Scientific
Model : Cooperative Learning
F. Media Pembelajaran
Buku Paket Bahasa Inggris “When English Rings a Bell” untuk SMP/ Mts
kelas VIII
G. Sumber Belajar
Buku Paket Bahasa Inggris “When English Rings a Bell” untuk SMP/ Mts
kelas VIII
H. Langkah- langkah Pembelajaran
1. Kegiatan Pendahuluan (10 menit)
a. Guru membuka pelajaran dengan mengucap salam kemudian
menyapa siswa dengan menggunakan bahasa inggris.
b. Guru meminta salah satu siswa untuk memimpin doa.
c. Guru memeriksa kehadiran peserta didik sebagai sikap disiplin.
d. Guru memberi stimulus kepada siswa sehingga siswa memperoleh
gambaran tentang materi apa yang akan dipelajari.
e. Guru menginformasikan tujuan pembelajaran.
2. Kegiatan Inti (70 menit)
a. Mengamati
Guru menjelaskan kepada siswa tentang pengertian dan rumus
dari simple past tense.
Guru memberi berbagai contoh simple past tense.
Guru bersama siswa menganalisis susunan kalimat dan berbagai
verb pada contoh tersebut.
b. Menanya
Guru dan siswa bertanya jawab mengenai materi simple past tense
mulai dari pengertian, fungsi sosial, struktur kalimat, hingga
contoh.
c. Mengeksplorasi
Siswa membaca, menanyakan, dan menyatakan contoh-contoh
kalimat /ungkapan yang menyatakan dan menanyakan tindakan/
kejadian yang dilakukan/ terjadi di waktu lampau dari berbagai
sumber lain.
d. Mengasosiasi
Guru membagi siswa ke dalam beberapa kelompok
Guru memberikan dialog percakapan rumpang tentang
tindakan/kejadian di waktu lampau
Siswa berdiskusi dengan kelompok masing-masing untuk
mlengkapi dialog percakapan rumpang tersebut.
e. Mengkomunikasikan
Setiap kelompok membacakan hasil diskusinya didepan kelas.
3. Kegiatan Penutup (10 menit)
a. Guru dengan siswa menyimpulkan materi pembelajaran.
b. Guru menutup pembelajaran dengan mengucapkan salam dan salam
perpisahan kepada siswa.
I. instrumen dan teknik penilaian
Jenis soal test : test tulis
Bentuk penilaian : individu
Instrument penilaian:
Pre-test : terlampir
Post-test : terlampir
1. Skor Penilaian
I
II III
10 pertanyaan 5 pertanyaan 10 pertanyaan
Skor per
nomor 1 1 1
Skor
total 25 X 4 = 100
2. Kategori Penilaian
Categorization Score
Excelent 85-100
Very Good 75-84
Good 65-74
Fair 55-64
Enough 45-54
Pour Under 45
Kab. Semarang, 16 Maret 2019
Mengetahui,
Guru Mata Pelajaran
Sumyati, S.Pd.
Mahasiswa Peneliti
Hidayatul Khoiroh
Kepala Sekolah
Sumiyatun, S.Pd.
NIP. 19650418 198601 2 001
PRE-TEST
Name :...........................................
Roll Number :...........................................
I. Choose the best answer a, b, c, or d!
1. He ............in Jakarta last
year.
a. life
b. live
c. lift
d. lived
2. We.......busy at home 2 week
ago.
a. Was
b. is
c. were
d. am
3. ......you hear the concert last
night?
a. do
b. did
c. does
d. are
4. My father ...........a computer
game for my birthday party.
a. did not gave me
b. did not give me
c. did not gift me
d. was not gave me
5. ..........play the 2006 world
cup?
a. Where did they
b. Where they did
c. Did where they
d. Where they
This text is for number 6 to 10!
Fita : Hai Sinta. What did you do in previous holiday?
Sinta : I went to Bali with my family. And you?
Fita : Bali? Wow… Sounds nice! I just stayed at home because my mom
was sick.
Sinta : I’m so sorry to hear that
Fita : It’s okay. By the way, what did you do there?
Sinta : First, I went to Tanah Lot. I bought some clothes and took many
pictures there. After it, I took a rest in hotel. Then, I went to mall
and bought many things there.
ANSWER KEYS
Fita : What did you feel at the time?
Sinta : I was happy and I would not go home soon. Then, what did you do
at home?
Fita : I cooked with my mom, played with my sister, then slept along day.
And it was repeating at the time.
Sinta : It sounded boring condition.
Fita : I thought so.
6. What is the text tell about?
a. The text told about Bali
b. The text told about Fita’s
family
c. The text told about
Sinta’s family
d. The text told about Sinta
and Fita’s holiday
7. Who did go to Bali?
a. Sinta and her family
b. Sinta’s family
c. Fita and her family
d. Fita’s mother
8. Why did Fita just stay at
home?
a. Because she was boring
to go anywhere
b. Because her mother was
sick
c. Because her mother went
to Bali
d. Because she wanted to
take a rest
9. What did fita feel during the
holiday?
a. She was bored
b. She was very happy
c. She was interested
d. She was pleased
10. I was happy and I would not
go home soon.
What is the synonym of the
underline word?
a. sad
b. bored
c. angry
d. pleasant
II. Change the verb in the bracket to the past!
It was (is) my birthday party last week. My family gave (give) me a small
party. I invited (invit) my best friends to the party. There were about 15
people in the party, included (include) my parents and my sister, Putri. It was
great surprise that my uncle, Awang could (can) come too. He works in a
small company in Bengkulu.
II. Match the words in column A to the appropriate meaning in column B
1. went
2. cooked
3. took
4. lived
5. brought
6. bought
7. saw
8. visited
9. swam
10. drove
a. tinggal
b. melihat
c. mengambil
d. pergi
e. berenang
f. membeli
g. memasak
h. mengendarai
i. membawa
j. berkunjung
POST TEST
Name :...........................................
Roll Number :...........................................
I. Arrange the words and choose the best answer a, b, c, or d!
1. They – home – night - last - at 9 o’clock - came
1 2 3 4 5 6
a. 1-5-2-4-3-6
b. 1-5-4-3-6-2
c. 1-6-2-5-3-4
d. 1-6-2-5-4-3
2. sick – week – was – last - Kevin
1 2 3 4 5
a. 5- 3-1-4-3
b. 5-3-2-4-1
c. 5-4-1-3-2
d. 1-4-3-2-5
3. did not – Mark – drive - the store – yesterday – to
1 2 3 4 5 6
a. 5-4-6-3-2-1
b. 2-1-3-6-4-5
c. 5-4-6-3-1-2
d. 2-1-2-6-5-4
4. We - to – last - night - the movie – went
1 2 3 4 5 6
a. 1-3-5-4-6-2
b. 1-6-2-5-3-4
c. 1-6-2-3-5-4
d. 1-2-3-5-4-6
5. Did – Wira – Why – late – come - this morning?
1 2 3 4 5 6
a. 3-1-2-5-6-4
b. 3-5-4-6-1-2
ANSWER KEY
c. 3-2-1-6-5-4
d. 3-1-2-5-4-6
This text is for number 6 to 10!
Zaky : Hi, Fan! I heard you just got back from a trip to Bali. How
was it?
Olfan : It was great! I went to several of Bali’s most beautiful beaches. The
white sand, the crystal clear water, and the sunny weather were all
fantastic!
Zaky : Did you go to Kuta Beach, the most popular beach in Bali?
Olfan : Yes, I did. I though the beach was very popular. It had a nice view
but it was very busy because there were a big number of water
attractions.
Zaky : Did you try the water sports?
Olfan : I did! I tried parasailing and it was so thrilling!
Zaky : Wow…! You were really brave! What about other beaches?
Olfan : Um, the most favorite was Sanur Beach. The scenery was just too
much for the eyes and it was quieter there. The water was crystal
clear.
Zaky : What did you do there?
Olfan :I went snorkeling and I could see all the corals under the water. Sanur
Beach in Bali was also amazing. It was also quiet and peaceful
there.
Zaky : Well, see you, friend.
Olfan : Oke, see you around.
6. What is the text tell about?
a. The text tell about Bali
b. The text tell about Zaky’s
trip
c. The text tell about
Olfan’s trip
d. The text tell about Kuta
Beach
7. What did not Olfan describe
about Kuta Beach?
a. Very popular
b. Quite and peaceful
c. Very busy
d. Have a nice view
8. Why was the Kuta Beach
very busy?
a. because there were many
water sport
b. Because there were many
people
c. Because there were many
seller
d. Bacause there were many
tourist
9. Did Olfan try the water
sport?
a. No, he do not.
b. Yes, he does.
c. Yes, He did.
d. No, he does not.
10. It was great!
What is the antonym of the
underline word?
a. Bad
b. Nice
c. Beautiful
d. wonderful
II. Change the verb in the bracket to the past!
Adam’s Diary
May 2010
23 Sunday. When I got up, I felt (feel = f-l-t-e) ill, I went back to bed. Mum
called (call = c-l-a-l-d-e) the doctor. But he couldn’t come, because he was ill
too.
24 Monday. The doctor came at 11 O’clock. He wrote (write = w-o-t-e-r) a
prescription for some medicine. Mum bought it in the drugstore. It was
horrible. Yuck!
25 Tuesday. Dad bought (buy = b-u-t-o-h-g) me model aeroplane. I read the
instructions, but I couldn’t make it, because the dog ate (eat =t-e-a) the glue.
III. Translate the words below with available letters in the column !
1. mendengar = heard
2. mendapatkan = got
3. datang = came
4. tidur = slept
5. menyanyi = sang
6. menghabiskan = spent
7. mengajarkan = tought
8. berlari = ran
9. bermain = played
10. belajar = learned
1. h – a – r – e - d
2. g – t – o
3. c – e – a – m
4. s – e – l – t – p
5. s – n – g – a
6. s – p – t – n – e
7. t – u – g – t – o – h
8. r – n – a
9. p – a – l – e – d – y
10. l – a – e – n – r – d - e
SATUAN KREDIT KEGIATAN (SKK)
Nama : Hidayatul Khoiroh
NIM : 113-14-034
Fakultas/ Jurusan : Tarbiyah dan Ilmu Keguruan/Tadris Bahasa Inggris
Dosen PA : Drs. Kastolani, M.Ag., Ph.D.
No. Jenis Kegiatan Waktu
Kegiatan Keterangan Point
1
OPAK 2014 “Aktualisasi Gerakan Mahasiswa
yang Beretika, Disiplin, dan Berfikir Terbuka”
oleh DEMA STAIN Salatiga.
18-19
Agustus 2014 Peserta
3
2
OPAK JURUSAN TARBIYAH “Aktualisasi
Pendidikan Karakter Sebagai Pembentuk
Generasi yang Religius, Educative, dan
Humanis” oleh HMJ Tarbiyah STAIN Salatiga.
20-21
Agustus 2014 Peserta
3
3
SEMINAR ODK “Pemahaman Islam
Rahmatan Lil ‘Alamin Sebagai Langkah Awal
Menjadi Mahasiswa Berkarakter” oleh LDK
Darul Amal dan ITTAQO STAIN Salatiga.
21 Agustus
2014 Peserta
2
4
SEMINAR AMT “Dengan AMT Semangat
Menyongsong Prestasi” oleh CEC dan JQH
STAIN Salatiga.
23 Agustus
2014 Peserta
2
5
LIBRARY USER EDUCATION (Pendidikan
Pemustaka) oleh UPT Perpustakaan STAIN
Salatiga.
28 Agustus
2014 Peserta
2
6
ENGLISH FRIENDSHIP CAMP “ CEC is the
Best Way for Great Generation” oleh CEC
STAIN Salatiga
27-18
September
2014
Peserta
3
7 DIKLAT MICROTEACHING oleh Himpunan
Mahasiswa Program Studi (HMPS) Pendidikan
08 November
2014
Peserta 2
Agama Islam Jurusan Tarbiyah STAIN
Salatiga
8 SCHOLARSHIP FORUM oleh CEC STAIN
Salatiga
15 November
2014
Peserta 2
9 SEMINAR NASIONAL
ENTREPRENEURSHIP oleh Gerakan
Pramuka Racana Kusuma Dilaga-Woro
Srikandhi STAIN Salatiga
16 November
2014
Peserta 8
10 STUDY CLUB oleh Divisi Pendidikan dan
Linguistik CEC STAIN Salatiga
07 Desember
2014
Peserta 2
11 SEMINAR NASIONAL “Peranan
Technopreneur dalam Mendukung Program
Pemerintah Melalui Ekonomi Kreatif” oleh
Koperasi Mahasiswa (KOPMA) “FATAWA”
IAIN Salatiga
15 April
2015
Peserta 8
12 SIBA-SIBI Training UTS Semester Genap
Tahun 2015 oleh CEC dan ITTAQO STAIN
Salatiga
17-18 April
2015
Peserta 3
13 BEDAH NOVEL “Gus Dur & Sinta (Sebuah
Romansa Tentang Buku, Bunga, dan Cinta)”
oleh UPT Perpustakaan Pondok Pesantren Edi
Mancoro
17 Mei 2015 Peserta 2
14 SEMINAR NASIONAL “Understanding the
World by Understanding the Language and the
Culture” oleh CEC IAIN Salatiga
04 Juni 2015 Peserta 8
15 Workshop Terapi Hati oleh Biro Konsultasi
Psikologi TAZKIA
05 Juni 2015 Peserta 2
16 Haflah Akhirussanah, Khotmil Qur’an & Haul
KH. Sholeh dan KH. Ridwan Pondok Pesantren
Edi Mancoro
06 Juni 2015 Panitia 3
17 SURAT KETERANGAN “Khatam Al Qur’an
(Juz 30 bil Ghoib Angkatan ke-IV” dikeluarkan
oleh Pondok Pesantren Edi Mancoro
06 Juni 2015 Peserta 4
18 SEMINAR NASIONAL “Aktualisasi Bahasa
Arab untuk Membentuk Karakter Bangsa yang
Bermartabat” oleh ITTAQO IAIN Salatiga
10 Juni 2015 Peserta 8
19 SURAT KEPUTUSAN Nomor 015/YEM/A-
k/VII/2015 Pengurus Organisasi Santri Pondok
Pesantren Edi Mancoro masa Khidmat 2015-
2016 M/ 1436-1437 H
08 Juli 2015 Pengurus 4
20 Pendidikan dan Latihan Calon Pramuka
Pandega XXV “Racana sebagai Garda
Terdepan Pelaku Perubaha” oleh Racana
Kusuma Dilaga-Woro Srikandhi IAIN Salatiga
25-27
September
2015
Peserta 3
21 TRAINING & FIELD TRIP “Peningkatan
Pemahaman Perdamaian di Pesantren
Berperspektif HAM dan Islam” oleh Center for
the Study of Religion and Culture (CSRC) ,
UIN Syarif Hidayatullah Jakarta & Konrad-
Adenauer-Stiftung (KAS)
29
September-
02 Oktober
2015
Peserta 4
22 SEMINAR NASIONAL “Peningkatan
Profesionalisme Guru sebagai dalam
Pembelajaran di Era Globalisasi” oleh DEMA
FTIK IAIN Salatiga
23 November
2015
Peserta 8
23 SEMINAR “Scholarship Guideline” oleh
International Class Program IAIN Salatiga
28 Desember
2015
Peserta 2
24 KEGIATAN KAMPUNG BAHASA oleh Unit
Pengembangan Bahasa (UPB) Pondok
Pesantren Edi Mancoro
06 Januari
2016
Pemateri 4
25 BEDAH BUKU “Ulama-Ulama Aswaja 21 Februari Panitia 2
Nusantara yang Berpengaru di Negeri Hijaz”
oleh UPT Perpustakaan Pondok Pesantren Edi
Mancoro
2016
26 GLADIAN PIMPINAN PANDEGA (GPP)
“GPP sebagai Sarana Membentuk Pramuka
Pandega yang Berkompeten Sesuai
Perkembangan Zaman” oleh Racana Kusuma
Dilaga-Woro Srikandi IAIN Salatiga
22-23 April
2016
Peserta 3
27 SEMINAR NASIONAL “LGBT dalam
Perspektif Psikologi dan Kesehatan” oleh PIK
SAHASAJA
26 Mei 2016 Peserta 8
28 PESANTREN RAMADHAN oleh Tarbiyatul
Banin wal Banat ( TBB) dan Taman Kanak-
Kanak (TK) Edi Mancoro
6-18 Juni
2016
Pemateri 6
29 WORKSHOP PROVINSI “Membangun
Pemahaman Perdamaian Berbasisi Pesantren
Perpektif HAM” oleh Pondok Pesantren Edi
Mancoro bekerjasama dengan Center for the
Study of Religion and Culture (CSRC) , UIN
Syarif Hidayatullah Jakarta & Konrad-
Adenauer-Stiftung (KAS)
01-03
November
2016
Panitia 3
30 PELATIHAN KARYA ILMIAH oleh Biro
LITBANG Pondok Pesantren Edi Mancoro
24 Januari
2017
Panitia 3
31 Pelatihan “PERAWATAN JENAZAH” oleh
Biro Pendidikan Organisasi Pondok Pesantren
Edi Mancoro
30 Januari
2017
Panitia 3
32 Pelatihan TOEFL dan TOAFL oleh Biro
Bahasa Pondok Pesanren Edi Mancoro
12 Februari
2017
Peserta 3
33 FESTIVAL ANAK SHOLEH “Santri Cilik
yang Berakhlaq Mulia, Cerdas, dan Kreatif”
02 April
2017
Panitia 3
List of T-table
Tanggal : 22 Agustus 2018
Narasumber : Sumyati, S.Pd.
Kedudukan : Guru Bahasa Inggris kelas VIII SMP N 2 Banyubiru
Q : Kurikulum apakah yang digunakan untuk kelas VII pada mata pelajaran
Bahasa Inggris di SMP N 2 Banyubiru?
A : Kurikulum 2013
Q : Berapakah KKM Mata Pelajaran Bahasa Inggris di SMP N 2 Banyubiru?
A : 75
Q : Kendala apa saja yang anda hadapi disaat mengajar Bahasa Inggris?
A : Sebenarnya banyak sekali kendala yang saya hadapi ya mbak, ya
namanya juga sekolah yang berada di desa. Sebagian besar siswa siswa
disini beranggapan bahwa Bahasa Inggris adalah bmata pelajaran yang
sulit untuk dipelajari. Saya sering menjumpai anak-anak yang saya rasa
kurang termotivasi untuk mengikuti pembelajaran. Saya sering berusaha
berkomunikasi kepada siswa menggunkan Bahasa Inggris, tapi
kebanayakan dari mereka hanya diam bahkan terkadang ada celotehan ‘Ibu
Guru itu ngomong apa sih’, seprti itu. Saya rasa kendala yang dimiliki
siswa-siwa lebih pada kurangnya vocab yang mereka punya, kemudian
grammar mereka juga masih lemah terutama perihal tenses.. Jadi ya
mereka benar-benar mengandalkan kamus saat pembelajaran.
Q : Media apa saja yang biasanya anda gunakan saat mengajar?
A : Saya jarang menggunakan media ya mbak. Saya biasanya hanya
mengandalkan LKS atau buku paket yang sudah disediakan dari sekolah
saat mengajar. Kemudian disini juga infrastrukturnya masih minim.
Q : Apakah anda pernah mencoba menggunakan game saat mengajar?
A : Game paling saya coba diawal untuk ngeboost semangat mereka untuk
belajar.
Q : Bagaimana pendapat anda apabila saya menggunakan Scramble Game
saat mengajar?
A : Ya menurut saya cukup menarik ya mbak. Game tersebut kan
mengharuskan siswa berperan aktif di kelas, jadi saya pikir siswa bisa
lebih semangat mengikuti pembelajaran. Dan permainan huruf atau kata
saya rasa hal yang menarik untuk diterapan pada siswa dalam
mengembangkan vocabulary.
Tanggal : 22 Agustus 2018
Narasumber : MMM
Kedudukan : Siswi kelas VIII SMP N 2 Banyubiru
Q : Kamu suka pelajaran Bahasa Inggris? Kenapa?
A : Tidak terlalu suka karena Bahasa Inggris sulit.
Q : Dari 4 skill Bahasa Inggris menurut kamu yang paling susah skill apa?
A : Bagi saya semuanya susah, apalagi kalau harus mengartikan.
Q : Apakah soal yang diberikan guru selalu bisa kamu kerjakan?
A : Tidak. Banyak soal yang saya tidak mengerti. Apalagi kalau itu soal
berdasarkan bacaan. Saya kurang bisa memahami bacaannya karena tidak
tahu artinya, dan akhirnya tidak bisa menjawab.
Q : Kemudian kalau guru berbicara menggunakan bahasa Inggris, apakah
kamu bisa menjawabnya.
A : Hehe tidak kak. Bingung mau jawab apa.
Q : Pembelajaran Bahasa Inggris di kelasmu seperti apa?
A : Ya seperti pelajaran lainnya sebenarnya. Namun kembali lagi karena saya
tidak terlalu suka bahasa inggris jadi saya sedikit merasa bosan karena di
kelas saya cuman disuruh dengerin penjelasan guru dan menyalin tulisan
dari papan tulis.
Q : Apakah gurumu sering menggunakan game saat pembelajaran?
A : Nggak sering sih, tapi pernah. Entah berapa kali saya lupa.
Tanggal : 22 Agustus 2018
Narasumber : NIH
Kedudukan : Siswi kelas VIII SMP N 2 Banyubiru
Q : Kamu suka pelajaran Bahasa Inggris? Kenapa?
A : Lumayan suka karena saya pingin lancar bahasa inggris aja jadi saya
lumayan suka bahasa inggris.
Q : Dari 4 skill Bahasa Inggris menurut kamu yang paling susah skill apa?
A : kalo menurut saya sih sepaking sama writing sama-sama susah soalnya
saya harus nata kalimat waktu speaking sama writing dan itu menurut saya
hal yang susah.
Q : Apakah soal yang diberikan guru selalu bisa kamu kerjakan?
A : kalau soal-soal tentang bacaan gitu saya lumayan bisa kak. Meskipun
tidak begitu paham artinya, tapi saya hanya mencari kata-kata ynag mirip
saja dari bacaan, hehehe. Tapi kalo soal menggartikan dari Bahasa
Indonesia ke Bahasa Inggris atau sebaliknya, saya agak kerepotan.
Meskipun saya sudah membawa kamus, teradang susunan kalimat saya
msaih salah.
Q : Kemudian kalau guru berbicara menggunakan bahasa Inggris, apakah
kamu bisa menjawabnya.
A : ya, kalo untu kalimat sapaan biasa saya lumayan bisa sih kak.
Q : Pembelajaran Bahasa Inggris di kelasmu seperti apa?
A : Ya biasa saja. Sama seperti pelajaran lainnya.
Q : Apakah gurumu sering menggunakan game saat pembelajaran?
A : Jarang seingat saya.
RESEARCH DOCUMENTATION
PRE-TEST
TREATMENT IN EXPERIMENT CLASS
The experiment class
was doing pre-test
The control class was
doing post-test
POST-TEST
The experiment class
was doing post-test
The control class was
doing post-test
DECLARATION AND PERMISSION FOR PUBLICATION
In the name of Allah the Most Gracious and the Most Merciful
I myself who have marked bellow:
Name : Hidayatul Khoiroh
NIM : 113-14-034
Faculty : Teacher Training and Education Faculty
Declare that this graduating paper is written by writer and I surely do not copy
from other writers’ expect the information from references. Theories and citation
are used surely to clarify the ethnic codes of writing from the graduating paper. I
briefly give permission to publish this graduating paper on IAIN Salatiga E-
repository.
Salatiga, April 25th 2019
The Writer
Hidayatul Khoiroh
NIM.11314034