THE INFLUENCE OF USING TEXT TWIST GAME TOWARDS STUDENTS’ENGLISH VOCABULARY MASTERY IN THE SECOND SEMESTER

OF THE ELEVENTH GRADE AT SMA N 1 PENENGAHANIN THE ACADEMIC YEAR OF 2016/2017

A Thesis

Submitted as a Partial Fulfillment of the Requirement for S1 Degree

By:

NasrudinNPM. 1311040163

STUDY PROGRAM : ENGLISH EDUCATION

TARBIYAH AND TEACHER TRAINING FACULTYSTATE ISLAMIC UNIVERSITY OF RADEN INTAN LAMPUNG

2017

THE INFLUENCE OF USING TEXT TWIST GAME TOWARDS STUDENTS’ENGLISH VOCABULARY MASTERY IN THE SECOND SEMESTER

OF THE ELEVENTH GRADE AT SMA N 1 PENENGAHANIN THE ACADEMIC YEAR OF 2016/2017

A Thesis

Submitted as a Partial Fulfillment of the Requirement for S1 Degree

By:

NasrudinNPM. 1311040163

STUDY PROGRAM : ENGLISH EDUCATION

Advisor : Syofnidah Ifrianti, M.PdCo-Advisor : Dewi Kurniawati, M.Pd

TARBIYAH AND TEACHER TRAINING FACULTYSTATE ISLAMIC UNIVERSITY OF RADEN INTAN LAMPUNG

2017

ii

ABSTRACT

THE INFLUENCE OF USING TEXT TWIST GAME TOWARDS STUDENTS’ENGLISH VOCABULARY MASTERY IN THE SECOND SEMESTER

OF THE ELEVENTH GRADE AT SMA N 1 PENENGAHANIN THE ACADEMIC YEAR OF 2016/2017

ByNasrudin

Vocabulary is one of language elements that should be mastered by the students.Vocabulary mastery is meant as an ability of speaker or writer to use all the words oflanguage that they have learn in conducting both oral and written communication.The students’ vocabulary mastery of SMA N 1 Penengahan is still low. It can be seenfrom the students’ vocabulary mastery score in preliminary research. There were60.36% of the students who got the score under 72 as the criteria of minimummastery. To solve the problem, the writer applied Text Twist game. Text Twist gameis one way to help students improve their vocabulary mastery by doing someprocedures in the technique such as rearranging the letters into correct word and thenfinding meaning from each word. The objective of this research is to know whetherthere is a significant influence of using Text Twist game toward students’ EnglishVocabulary Mastery in the Second Semester of the Eleventh Grade at SMA N 1Penengahan in the Academic Year of 2016/2017.

The research methodology was quasi experimental design. In this research, thepopulation was the eleventh grade of SMA N 1 Penengahan, South Lampung. Thesample of this research was two classes consisting of 38 students for experimentalclass and 38 students for control class. In the experimental class, the writer used TextTwist game and in the control class the teacher used Translation Technique. Thetreatments were held in 3 meetings in which 2 x 45 minutes for each class. Incollecting the data, the writer used instrument in the form of multiple choicequestions which had been tried out before the treatments. The instrument was givenin pre-test and post-test. Before giving the treatment, the writer gave pre-test for bothclasses. Then, after conducting the treatments, the instrument was given in post-test.After giving pre-test and post-test, the writer analyzed the data using SPSS tocompute independent sample t-test.

Based on the data analysis computed by using SPSS, it was obtained that Sig. = 0.000and α = 0.05. It means Ha is accepted because Sig. < α = 0.000 < 0.05. Therefore,there is a significant influence of using Text Twist game towards students’vocabulary mastery in the first semester of the eleventh grade at SMA N 1Penengahan, South Lampung.

Keywords: Text Twist game, vocabulary mastery, quasi experimental research.

v

DECLARATION

I hereby state that this thesis entitled “The Influence of Using Text Twist Game

towards Students’ English Vocabulary Mastery in the Second Semester of the

Eleventh Grade at SMA N 1 Penengahan in the Academic Year of 2016/2017” is

completely my own work. I am fully aware that I have quoted some statements and

theories from various sources and they are properly acknowledged in this thesis.

Bandar Lampung, June 2017Declared by,

NasrudinNPM. 1311040163

vi

MOTTO

ُه ِمن بـَْعِدِه سَ َا ِيف اْألَْرِض ِمن َشَجَرٍة أَْقَالٌم َواْلَبْحُر َميُدُّ َعُة َأْحبٍُر مَّا نَِفَدْت َكِلَماُت اَوَلْو أَمنَّ للَِّه بـْ

﴾٢٧ِإنَّ اللََّه َعزِيٌز َحِكيٌم ﴿

“And if all the trees in the earth were pens, and the sea, with seven more seas to help

it, (were ink), the words of Allah could not be exhausted. Lo! Allah is Mighty, Wise.”

(Luqman (31): 27) 1

1 Yayasan Penyelenggara Penerjemah Al-Qur’an, The Noble Qur’an, (Depok: Al-Huda,2006), p. 850

vii

DEDICATION

This thesis is dedicated to everyone who cares and loves me. I would like to dedicate

this thesis to:

1. My beloved parents, Mr. Sunaryo, and Mrs. Miskah, who always pray, support

and guide me to be successful in my study and my life.

2. My beloved brothers, Harun and Sueb also my beloved younger, Andreansyah

who always motivate me to succeed.

3. My beloved Almamater, UIN Raden Intan Lampung.

viii

CURRICULUM VITAE

The name of the writer is Nasrudin. He was born in Tanjung Heran, on January 15th,

1995. He is the third child of Mr. Sunaryo and Mrs. Miskah. He has two brothers

whose names are Harun and Sueb, and one younger brother whose name is

Andreansyah.

The writer began his study in Elementary School at SD N Tanjung Heran in 2001

and graduated in 2006. He continued his study at Junior High School at MTs 2 Al-

Munawwarah 2, South Lampung and graduated in 2009. After that, he went to SMA

Negeri 1 Penengahan and graduated in 2012. After finishing his study in SMA, he

decided to study in English Educational Program of Tarbiyah and Teacher Training

Faculty of State Islamic University of Raden Intan Lampung. He joined an

association in his faculty, called ESA (English Student Association). Besides ESA, he

also joined organizations such as Asosiasi Mahasiswa Penerima Bidikmisi (AMPIBI),

Komunitas Minat Baca Mahasiswa Lampung (KMBML).

ix

ACKNOWLEDGEMENT

Praise be to Allah, the most gracious and the most merciful, who has given his

blessing and chance for completing this thesis entitled “The influence of using Text

Twist game toward students’ vocabulary mastery in the second semester of the

eleventh grade of SMA N 1 Penengahan in the academic year of 2016/2017”. This

thesis is written as one of requirements of S-1 degree the English Education study

program of UIN Raden Intan Lampung. In finishing this thesis, the writer obtained so

much help, support, love and many valuable things from various sides. Therefore, the

writer would sincerely thank:

1. Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training

Faculty of UIN Raden Intan Lampung, with his personnel who have given an

opportunity and forbearance to the writer when on going the study until the

accomplishment of this thesis.

2. Meisuri, M.Pd., the Chairperson of English Education Study Program of UIN

Raden Intan Lampung who patiently guided the writer until the completion of

this thesis.

3. Syofnidah Ifrianti, M.Pd., the advisor who has patiently guided and directed

the writer until the completion of this thesis.

4. Dewi Kurniawati, M.Pd., the great co-advisor, who has always patiently

guided and spent countless time given to the writer to finish this thesis.

x

5. All excellent lecturers of English Education Study Program of UIN Raden

Intan Lampung.

6. Drs. Hariri, the headmaster of SMA N 1 Penengahan, Lampung Selatan, for

allowing him to conduct the research.

7. Ida Sriwahyuni, S.Pd., the English Teacher of SMA N 1 Penengahan who has

helped and given suggestions during the research process and the students of

the eleventh grade of SMA N 1 Penengahan for being cooperative during the

research.

8. The researcher’s parents, Mr. Sunaryo and Mrs. Miskah and also his beloved

brothers for their support, love, and everything that he cannot tell all in words.

9. The writer’s beloved friends, Ari Setiawan, Eli Nurhayati, Ahmad Saifudin,

Fathur Rohman, Abdul Rohman Imanudin, Achmad Alfarezi, Elmizar M.

Nur, Bayak Djaka Surya, all friends in English department 2013, especially

class D, the writer’s partners in Asosiasi Mahasiswa Penerima Bidikmisi

community, thanks for the biggest motivation, help and support.

Finally, the writer is fully aware that there are still a lot of weaknesses in this thesis.

For this, the writer truthfully expects criticism and suggestion from the readers to

enhance the quality of the thesis.

Bandar Lampung, June 2017The Writer,

NasrudinNPM. 1311040163

xi

TABLE OF CONTENTS

Page

COVER ................................................................................................................. iABSTRACT.......................................................................................................... iiAPPROVAL ......................................................................................................... iiiADMISSION......................................................................................................... ivDECLARATION.................................................................................................. vMOTTO ................................................................................................................ viDEDICATION...................................................................................................... viiCURRICULUM VITAE...................................................................................... viiiACKNOWLEDGEMENT................................................................................... ixTABLE OF CONTENTS..................................................................................... xiLIST OF TABLES ............................................................................................... xivLIST OF FIGURES ............................................................................................. xvLIST OF APPENDICES ..................................................................................... xvi

CHAPTER I INTRODUCTION

A. Background of the Problem ..................................................................... . 1B. Identification of the Problem ................................................................... . 8C. Limitation of the the Problem .................................................................. . 8D. Formulation of the Problem ..................................................................... . 8E. Objective of the Problem and the Use of Research.................................. . 8F. Scope of the Research .............................................................................. . 9

CHAPTER II RIVIEW OF RELATED LITERATURE

A. Frame of Theories .................................................................................... . 101. Teaching English as a Foreign Language ............................................. . 102. Concept of Vocabulary ......................................................................... . 123. Concept of Vocabulary Mastery ........................................................... . 204. Aspect of Vocabulary Mastery.............................................................. . 225. Concept of Teaching Vocabulary.......................................................... . 256. Concept of Game................................................................................... . 267. Games in Teaching Vocabulary ............................................................ . 278. Text Twist Game................................................................................... . 28

a) Concept of Text Twist Game .......................................................... . 28b) Rule of Text Twist Game................................................................ . 31c) Procedure of Text Twist Game .......................................................... 32d) Advantages and Disadvantages of Text Twist Game ..................... . 34

9. Translation Technique........................................................................... . 37a) Concept of Translation Technique .................................................. . 37

xii

b) Procedure of Teaching Vocabulary through TranslationTechnique.………………………………………………………... . 39

c) Advantages and Disadvantages of Translation Technique ............. . 40B. Frame of Thinking .................................................................................... . 41C. Hypothesis................................................................................................. . 42

CHAPTER III RESEARCH METHODOLOGY

A. Research Design.......................................................................................... . 43B. Variable of the Research ............................................................................. . 45C. Operational Definition of Variables............................................................ . 46D. Population, Sampling Technique, and Sample of the Research.................. . 46

1. Population of the Research.................................................................... . 462. Sample of the Research......................................................................... . 473. Sampling Technique.............................................................................. . 47

E. Data Collecting Technique.......................................................................... . 481. Pre-Test ................................................................................................. . 492. Post-Test................................................................................................ . 49

F. Research Instrument.................................................................................... . 49G. Research Procedure..................................................................................... . 56

1. Planning ................................................................................................ . 562. Application............................................................................................ . 583. Reporting............................................................................................... . 59

H. Scoring Procedure ....................................................................................... . 59I. Validity and Reliability ............................................................................... . 60

1. Validity of the Test................................................................................ . 602. Reliability of the Test............................................................................ . 63

J. Data Analysis .............................................................................................. . 641. Fulfillment of the Assumptions ........................................................... . 65

a. Normality Test .............................................................................. . 65b. Homogenity Test ........................................................................... . 65

2. Hypothetical Test ................................................................................ . 66

CHAPTER IV RESULT AND DISCUSSION

A. Situation of SMA N 1 Penengahan ............................................................. 67B. Research Implementation............................................................................ 69C. Description of Treatments........................................................................... 70D. Data Analysis .............................................................................................. 73

1. The Result of Pretest............................................................................... 742. The Result of Posttest ............................................................................. 753. The Result of Normality Test ................................................................. 774. The Result of Homogeneity Test............................................................ 785. The Result of Hypothetical Test ............................................................. 79

xiii

E. Discussion ................................................................................................... 80

CHAPTER V CONCLUSION AND SUGGESTIONA. Conclusion ................................................................................................. 83B. Suggestion ................................................................................................. 83

REFERENCES...................................................................................................... 85APPENDICES ....................................................................................................... 89

xiv

LIST OF TABLES

Page

Table 1 The Score Data from English Teacher of SMA N 1 Penengahan,Lampung Selatan in the Academic Years 2015/2016 ............................. 3

Table 2 The Data of Documentation at the Eleventh Grade of SMA N 1Penengahan .............................................................................................. 47

Table 3 Table Specification of Pre-test Items before Try Out ............................... 50Table 4 Table Specification of Post-test Items before Try Out ............................. 51Table 5 Table Specification of Pre-test Items after Try Out .................................. 53Table 6 Table Specification of Post-test Items after Try Out ................................ 55Table 7 The Level of Reliability .......................................................................... . 64Table 8 Data of Teacher and Staffs of SMA N 1 Penengahan (2016/2017) ....... 67Table 9 The Data Total of the students of SMA N 1 Penengahan (2016/2017) . 68Table 10 Data of Infrastructural Situation of SMA N 1 Penengahan ................... 69Table 11 Normality of the Experimental and Control Class ................................. 77Table 12 The Result of Homogeneity Test ............................................................ 78Table 13 The Result of Hypothetical test .............................................................. 79

xv

LIST OF FIGURES

Page

Figure 1 Graphs of the result of the pre-test in experimental class............................. 74Figure 2 Graphs of the result of the result of pre-test in control class ........................ 75Figure 3 Graphs of the result of the result of post-test in experimental class ............. 76Figure 4 Graphs of the result of the result of post-test in control class ...................... 76

xvi

LIST OF APPENDICES

Page

Appendix 1 The Result of Interview Teacher in the Preliminary Research .......... 90Appendix 2 Result of Interview with the Student in the Preliminary .................... 93Appendix 3 Students’ Vocabulary Score ............................................................... 99Appendix 4 Analysis Result of Test Items using Anates....................................... 105Appendix 5 Blueprint of Vocabulary Mastery (Pre-test after Try Out) ................ 107Appendix 6 Vocabulary Test Instrument of Pre-test after Try Out ....................... 108Appendix 7 Vocabulary Test Answer Sheet (Pre-test after Try Out) .................... 112Appendix 8 Vocabulary Test Answer Key (Pre-test after Try Out) ...................... 113Appendix 9 Blueprint of Vocabulary Mastery (Post-test after Try Out) ............... 114Appendix 10 Vocabulary Test Instrument of Post-test after Try Out.................... 115Appendix 11 Vocabulary Test Answer Sheet (Post-test after Try Out)................. 120Appendix 12 Vocabulary Test Answer Key (Post-test after Try Out)................... 121Appendix 13 Result of the Pre-test in the Experimental Class .............................. 122Appendix 14 Result of the Pre-test in the Control Class ....................................... 123Appendix 15 Result of the Post-test in the Experimental Class............................. 124Appendix 16 Result of the Post-test in the Control Class...................................... 125Appendix 17 The Score of Students in Experimental Class .................................. 127Appendix 18 The Score of Students in Control Class ........................................... 128Appendix 19 The Result of Normality and Homogenity Test ............................... 129Appendix 20 Documentation ................................................................................. 130Appendix 21 Students’ Work of Pretest and Posttest for Control Class ................ 134Appendix 22 Students’ Work of Pretest and Posttest for Experimental Class ...... 136Appendix 23 Syllabus ............................................................................................ 138Appendix 24 Lesson Plan 1 (Experimental Class)................................................. 139Appendix 25 Lesson Plan 2 (Experimental Class)................................................. 152Appendix 26 Lesson Plan 3 (Experimental Class)................................................. 166Appendix 27 Lesson Plan 1 (Control Class) .......................................................... 179Appendix 28 Lesson Plan 2 (Control Class) .......................................................... 187Appendix 29 Lesson Plan 3 (Control Class) .......................................................... 196Appendix 30 Research Administrations ................................................................ 2 204

1

CHAPTER IINTRODUCTION

A. Background of the Problem

English is used by most people throughout world. Although there are some languages

that become international language nowadays, people tend to use English rather than

other languages. As an international language, English can give many advantages to

people who learn it. English is taught in order to absorb science, technology and art.

English also helps people to communicate with other people in other countries.

In Indonesia, English is the first foreign language which is taught at Primary School,

Junior, and Senior High Schools up to the university level. Based on Educational

Level Unit of Curriculum (KTSP), English subject has some skills and elements that

should be mastered by the students. All the students must have the four language

skills (listening, speaking, reading, and writing).1 All of those skills will be achieved

when the students have mastered vocabulary. Thornbury says without grammar very

little can be conveyed, without vocabulary nothing can be conveyed.2 We can still

understand the language even if we did not know about grammar. But, the language

will tell us nothing, if we do not know anything about vocabulary.

1 Dinas Pendidikan, Kurikulum Tingkat Satuan Pendidikan, (Jakarta: Kementerian Pendidikandan Kebudayaan, 2006)

2 Scott Thornburry, How to Teach Vocabulary, (Essex: Pearson Educational Limited, 2002), p.13

1

2

Dealing with the background above, the writer saw that vocabulary plays an

important role in understanding a sentence or a text. When we talk about vocabulary

we are also talking about particular meaning. Students must learn vocabulary of the

language is they want to be able to use the language in communication. Michael et.al

says that vocabulary is the set of words for which writer know the meanings when the

writer speaks or read orally.3

Some students at Senior High School in SMA N 1 Penengahan, South Lampung still

cannot communicate in English. It can be seen from the students’ score in table 1 that

gotten from preliminary research. They can neither speak nor write. The students feel

as if English lesson were very frightening and difficult. Hence, they lose motivation

to learn English. This problem comes about due to the teaching learning always take

place in the same way every classes. In the preliminary research at the Eleventh

Grade Students at the SMA N 1 Penengahan, Kalianda, Lampung Selatan, the writer

interviewed Mrs. Ida Sri Wahyuni as the English teacher about the students’

capability in mastering English, especially about their vocabulary. She said that the

students’ vocabulary mastery is still low, because they feel that the vocabulary given

is still hard to remember.

3 Elfrida H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary, (London:Rouledge Press, 2005), p. 3

3

In doing preliminary research, the writer got data of vocabulary score which was

taken from semester test at the eleventh grade of SMA N 1 Penengahan. The

following table 1 is describing the result of students’ score in vocabulary test.

Table 1English Vocabulary Score of the Eleventh Grade Students at the Eleventh Grade

of SMA N 1 Penengahan in the Academic Year 2015/2016

No ScoreClass

Total PercentageXI IPA XI IPS 1 XI IPS 2

1 ≥ 72 22 9 13 44 39.64%2 < 72 12 29 26 67 60.36%

Total 34 38 39 111 100%(Source: The Score Data from English Teacher at SMA N 1 Penengahan, Kalianda,

Lampung Selatan in the Academic Years 2015/2016)

According to the criteria of minimal mastery for English subject in SMA N 1

Penengahan, Lampung Selatan, the KKM is seventy two (72). Based on the table

above, it can be seen that 39.64% students got score >72, and 60.36% students got

score

4

students are still hard to achieve maximum vocabulary results in English learning. It

means that the factor that make learning vocabulary process is not effective is caused

by the monotonous technique. The technique cannot make learning process more

interest and the student feels annoyed when the learning process’ in the class. The

researcher means that there is no innovative technique and the teacher only asks the

student to open the dictionary and asks them to memorize the difficult vocabulary.

The reach the best goal, the researcher thought teacher must change the way in

teaching English.

Like other languages, in learning English, students have to be able to understand

words. In fact, it happens that students want to express something in English but they

do not know how to express the word appropriately because of the lack of

vocabulary. Tankersley says that “vocabulary is the meaning and pronunciation of

words that we use in communication. It simply the numbers of words that we

understand or can actively use to listen, speak, read, or write”.4 Students have to be

able to understand words whether in written or audio form. Many kinds of language

games could be applied in class such as bingo families and many others. The teacher

should apply various interesting teaching strategy for vocabulary instruction and then

the teacher can use various type of language games for teaching vocabulary. Thus the

students can enjoy learning English.

4 Karen Tankersley, Threads of Reading, (Alexandria, Virginia: Ascd Publications, 2003), p. 52

5

Facing the problem above, the writer suggested creating and implementing a suitable

technique so that teaching and learning process can run effectively and reaching the

teaching objective. From this condition and situation, the use of teaching technique is

necessary, that is why the writer used game to find out whether game can improve the

students’ vocabulary achievement or not. In this study, the writer applied Text Twist

game in learning vocabulary.

Text Twist game is a language game where the way of playing this game is by

arranging some letters which are given by the teacher in order to form as many

English words as possible within a certain period of time. This game is played in

groups. The group which can arrange the most letters into English words, will be the

winner.5 It means that, the text twist game is a kind of language game that played in a

group which emphasized on arranging some letters in task which got from the teacher

and the player or students have to rearrange its letters into correct words as fast as

possible within a certain period of time. Desmanto says that the advantages of this

game are students will be motivated to look words up in dictionary. Also, Text Twist

game makes students become more creative to find out the vocabulary. As the

impact, students got improvement in vocabulary memorizing skill.6 It means that the

5 Nurul Sofia Aulia, Journal English Language Teaching, The Use of Super Text Twist Game toImprove Students’ English Vocabulary Mastery, ELT 2 (2) 2013, ISSN 2253-6706, (Universitas NegeriSemarang, 2013), p. 3

6 Sukma Nada Desmanto, The Use of Text Twist Game Implemented through CooperativeLearning to Improve Students’ Noun Vocabulary Power, (Semarang: Walisongo State IslamicUniversity, 2016), p. 21

6

game can make the students motivate to check the words that they do not know in

dictionary. Hence, the improvement in vocabulary memorizing will be more develop.

Using technique especially Text Twist game in teaching and learning process is an

interesting topic for many researchers. Therefore, there is a number of studies have

been done in these field. Related to this study, the writer chose some references about

previous studies which are closed to the influence of using Text Twist towards

students’ vocabulary mastery topic.

Based on the previous research, Nurdianita, she conducted the research entitled “The

Use of Text Twist Game for Teaching Vocabulary (A Quasi-Experimenal Study at the

Tenth Grade Students of SMA Islam Ta’allumul Huda Bumiayu in the Academic Year

2014/ 2015)”. 7 In this case, the result of her research showed that Text Twist game

can be used to teach vocabulary. It can be seen in the t-test which showed that the t-

value was higher than t-table. It means that there was a different significant between

two means of control and experimental class. The questionnaire also showed that

there was significant enthusiasm during the learning process going on. It means that

the students were interested in learning vocabulary by using Text Twist game.

Second, Desmanto conducted a research entitled “The Use of Text Twist Game

Implemented through Cooperative Learning to Improve Students’ Noun Vocabulary

7 Meitia Nurdianita, The Use of Text Twist Game for Teaching Vocabulary, (English DepartmentFaculty of Languages and Arts Semarang State University, 2015), p. iii

7

Power”.8 This research is aimed at responding the questions: how is the

implementation of Text Twist game through cooperative learning to improve

students’ mastery of English noun, and how is the improvement of students’ mastery

of English noun after students are taught using Text Twist game. The result of the

study showed that there was improvement of students’ ability in noun vocabulary

after being taught using text-twist game. It could be seen from the result of the test

and observation from the pre cycle to second cycle. The students’ participant in the

whole teaching learning process got improvement in every cycle. Finally, the result of

this study showed that the implementation of Text Twist game through cooperative

learning technique could maximize the students’ noun vocabulary power.

Some researches above discussed about teaching vocabulary. All of researchers

wanted to get the fact either getting the best vocabulary teaching technique or

improving students’ vocabulary mastery. However, in this case, the influence of using

Text Twist game for students’ vocabulary mastery has not been discussed yet. The

writer assumes that it will give influence of using Text Twist game towards students’

vocabulary mastery.

Therefore, in this research, the writer used Text Twist game to know the influence of

using Text Twist game towards students’ vocabulary mastery. Thus, the title of this

research is: “The Influence of Using Text Twist Game Towards Students’ English

8 Sukma Nada Desmanto, The Use of Text Twist Game Implemented through CooperativeLearning to Improve Students’ Noun Vocabulary Power (A Classroom Action Research at the SevenGrade of MTs Negeri Model Babakan Lebaksiu Tegal in Academic Year of 2015/2016), (Semarang:Walisongo State Islamic University, 2016), p. v

8

Vocabulary Mastery in the Second Semester at the Eleventh Grade at SMA N 1

Penengahan, South Lampung in Academic Year of 2016/2017”.

B. Identification of the Problem

Based on the background of problem, the writer identified the problems as follows:

1. The students cannot master vocabulary well.

2. The technique used by the teachers make the students bored.

C. Limitation of the Problem

Based on the identification problems, the writer limited the problem about the

influence of using Text Twist game towards students’ vocabulary mastery of noun,

verb, and adjective in humanity song lyrics.

D. Formulation of the Problem

The researcher formulated the problem as follows: is there any significant influence

of using Text Twist game towards students’ vocabulary mastery?

E. The Objective Research and the Use of Research

1. Objective of Research

2. Use of the Research

Based on previous explanation, the objectives of this research was to know

whether there is significant influence of students’ mastery in vocabulary using

Text Twist game.

9

The findings of the research were expected:

a. To motivate and encourage students in learning English and improve

students’ vocabulary.

b. To give information for further research with certain interest.

c. To give information to the English teacher about the influence of Text

Twist game towards students’ vocabulary mastery.

F. Scope of the Research

1. Place of Research

The research was conducted at SMA Negeri 1 Penengahan. It is located on Jl.

Raya Klaten, Penengahan, Lampung Selatan.

2. Subject of Research

The subject of this research was the students at second semester of the

eleventh grade at SMA Negeri 1 Penengahan.

3. Object of Research

The object of research was the students’ vocabulary mastery.

4. Time of Research

The research was conducted at the second semester of the eleventh grade in

2016/2017.

10

CHAPTER IIREVIEW OF RELATED LITERATURE

A. Frame of Theories

1. Teaching English as a Foreign Language

Teaching is the activities of giving some lesson to the students. Teachers have to

master in using language during learning process. Language is used to

communicate to communicate our thoughts and ideas.1 And there are some skills

in language. Especially in English language, the teacher always give lesson that

containing at least four skills namely listening skill, speaking skill, reading skills,

and writing skills. As a teacher, the teacher must master all of the skills to use as a

communication of ideas, feeling, believe, opinion, loves, knowledge etc.

There are many languages in the world. One of them is English. English is the

international language. International English is a concept of the English as a

global means of communication in numerous dialects, and also the movement

towards an international standards for the language.2

In Indonesia, English is a foreign language that is taught formally from Junior

High School up to University levels as a compulsory subject. It has also been

taught at elementary school as a local content. Foreign language is the language

which is used by the people from other country or society. For example Russian,

1 M. F. Patel and Praveen M. Jain, English Language Teaching: Methods, Tools, and Techniques,(Vaishali, Jaipur: Sunrise, 2008), p. 31

2 Ibid., p. 6

10

11

Chin and other country also use these languages. These are foreign language

because they have different sound pattern, different words, little ode structure and

entirely different meaning.3

In this case, the teacher should create the learning process or situation which

funny and enables the students to learn English well. Thus, in teaching English

the teacher should speak English clearly, simple and as often as possible. Based

on Brown’s statement, teaching means giving instructions. Guiding in study of

something, providing with knowledge, causing to know or understand.4 It means

the teacher must be able to create a pleasant condition by using of the English. If

teacher often uses English in the classroom, students are accustomed to listening

and imitating so that it makes them easy to understand without having to tell the

meaning.

By this way, the students will unconsciously remember the meaning of the words

spoken. However, to achieve the goal of teaching English, there should be

skillful, creative and innovative teachers. These teachers surely need media,

technique or other facilities which can support them in achieving the goal.

In other words, teaching techniques play an important role in teaching learning

process. In addition, the teaching techniques are suggested to be interesting and

appropriate for students as well.

3 Ibid., p. 354 H. Douglas Brown, Principles of Language Learning and Teaching, (San Francisco:

Longman, 2007), p. 8

12

2. Concept of Vocabulary

When we learn about English, learners will be introduced to divide language into

the four skills: listening, speaking, reading and writing then to add grammar,

vocabulary and phonology to them as components of language.5 Vocabulary is a

horde of words that showed by individual. It means that each word have meaning

and function depends on their word form. According to Caroline, “vocabulary is

the collection of words that an individual”.6 Thus, whatever words found it can be

called as vocabulary.

As a reader or a writer, vocabulary is also needed as a basis knowledge to make

their activity going on as well as they can. As a writer, the function of vocabulary

is to know what the ideas that will be write in their blank page. Then, as a reader

the main function of vocabulary is to know what the writer tells about in the

written text.

According to Hiebert and Kamil, vocabulary is the set of words for which writer

know the meanings when the writer speaks or read orally.7 This statements also

supported by Richards and Renandya, they say that vocabulary is a core

component of language and provides much of the basis for how learners speak,

5 Lynne Cameron, Teaching Language to Young Learners, (New York: University Press, 2001),p. 17

6 Caroline T. Linse, Practical English Language Teaching Young Learners, (New York:McGraw-Hill, 2005), p. 121

7 Elfrieda H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary, (London:Rouledge Press, 2005), p. 3

13

listen, read and write.8 Therefore, we can assume that the four skill which said

before could not be function if learners did not mastering vocabulary.

All of vocabularies are words. Usually learning word is learning about new words

and searching the meaning of them. Knowledge of words also comes in two

forms: receptive and productive. These statements are supported by Michael and

Hiebert, they say generically, vocabulary is the knowledge of meaning of words.

What complicates this definition is the fact that words come in at least two forms:

oral and print. Knowledge of words also comes in two forms: receptive –that

which we can understand or recognize–and productive –the vocabulary we use

when we write or speak. Oral vocabulary is the set of words for which we know

the meanings when we speak or read orally. Print vocabularies consist of those

words for which the meaning is known when we write or read silently. Productive

vocabulary is set of word that an individual can use when writing or speaking.

Receptive vocabulary is that set of words for which an individual can assign the

meaning when listening or reading.9

In the other side, Hatch and Brown, they say that vocabulary refers to a list or set

of words that individual speakers of language might use. They also stat that

vocabulary is the only system involved of alphabetical order. 10 The more

8 Richards and Renandya, Methodology in Language Teaching, (New York: CambridgeUniversity Press, 2005), p. 255

9 Elfrieda H. Hiebert and Michael L. Kamil, Op.Cit., p. 310 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education,

(Cambridge: Cambridge University Press, 1995), p. 1

14

vocabulary the students have, the bigger possibility to have a skill to use the

language.

If the students’ vocabulary is limited, they will find some difficulties in using

English for communication in English. Vocabulary becomes one of the

requirements for people to speak a language, we will find the difficult to express

something without vocabulary. Thornbury says without grammar very little can

be conveyed, without vocabulary nothing can be conveyed. 11 We can still

understand the language even if we did not know about grammar. But, the

language will tell us nothing, if we do not know anything about vocabulary.

From the statement above, we can assume that vocabulary is used to build a

language, it is a basic element in communication. Hence, learning vocabulary

plays an important role in understanding the language whether it is used in written

or spoken. We need vocabulary to communicate. When we want to talk, if we

have limited vocabulary so, we will difficult to convey something. That is why

vocabulary called as important part in language, no language exist without

vocabulary.

Concerning the explanations above, one of definition vocabulary is knowledge of

meaning of words. All of knowledge of words is vocabulary. There are many

kinds of vocabulary. It means that when we talk about vocabulary, we also have

11 Scott Thornburry, How to Teach Vocabulary, (Essex: Pearson Educational Limited, 2002), p.13

15

to talk about word classes. Because getting vocabulary come from knowing

words. Each word have different role in a written or spoken form. Thornburry

says that words play different roles in a text. Therefore, the different roles fall into

one of eight different word classes.12

There are eight main word classes in English, such as preposition, conjunction,

determiners, pronoun, adverbs, verbs, noun, and adjectives.13 In this research, the

study was focused on noun, verb, and adjective in song lyrics. The reason of

choosing them is the words or vocabulary that usually used in song lyric are noun,

verb, and adjective. The writer means that they are more frequently used than the

other word classes.

The theme of song that used in this research is about humanity. The using of song

lyric as a material topic was aimed for getting the appropriate material based on

one of the topic syllabus (Kurikulum 2013) in the second semester of the eleventh

grade at Senior High School (SMA) provided.

a. Verbs

The verb is part of the backbone of any sentence, joining the noun or subject as

one of two absolutely necessary elements of a complete sentence. The verb lives

in what grammarians call the predicate, which contains the verb plus all the

12 Ibid., p.313 John Easwood, Oxford Guide to English Grammar, (New York: Oxford University Press,

1994), pp. 2-3

16

words that relate specifically to it. The verb gives the subject its action or

expresses its state of being.14 Sentences are complete only if they contain both a

subject and a verb. Most verbs describe actions, so they called action verb. Action

verbs tell what people or thing are doing. Here common action verbs such as:

drink, eat etc.15 There are three important types of verb to be aware such as:

1. Auxiliary Verbs or Lexical Verb

Two or more words may be joined together into a single verb phrase that

functions as the full verb of the predicate. The first part of the verb is the

auxiliary verb and the second part is the lexical verb (will be arriving).16

2. Main Verbs

Main verb can stand alone (e.g. shouted, arrived). However, where more

than one verb is used, they express the main idea (e.g. she is swimming,

have you seen?).

3. Phrasal Verbs

Phrasal verbs are formed by adding a particle (adverb or preposition –or

an adverb and a preposition) to a verb to create new meanings. Thus ‘set

out’ (‘we set out the following day’ or ‘he set out his agenda for the

meeting’) has a completely different meaning from ‘set’ (e.g. ‘set an

exam’, ‘set the table’).17

14 Phylis Dutwin, English Grammar Demysfied, (New York: McGraw Hill, 2010), p. 3015 Howard Sargeant, Basic English Grammar, (Victoria: Acer Press, 2007), p. 5216 Marcela Frank, Modern English, (New Jersey: Prentice Hall, Inc, 1972), p. 8017 Jeremy Harmer, Op.Cit., p. 68

17

b. Noun

According to Frank, noun is one of the most important parts of speech. Its

arrangement with the verb helps to form the sentence core which is essential to

every complete sentence. In addition, it may function as the chief or head word in

many structures of modification.18

There are some main types of nouns, namely common nouns (words for people,

places and things are called common nouns), proper nouns (the names of

particular people, places and things), singular noun, and plural noun.

1) Common nouns

a) Common nouns are words for things

These common nouns are words for things: ruler, chair, hammer, bicycle,

truth, pen, table, saw, ship, calculator, crayons, sofa, axe, truck,

television, pencil, loyalty, drill, ferry, fridge, book, lamp, ladder, train,

cooker, dictionary, carpet, lawnmower, bus, computer, courage,

telephone, spade, laziness printer, etc.

b) Common nouns are words for animals

These common nouns are words for animals: dog, puppy, cat, kitten, cow,

calf, horse, foal, sheep, lamb, goat, kid, frog, tadpole, etc.

18 Marcella Frank, Op.Cit., p. 7

18

c) Common nouns are words for places

These common nouns are words for places: bank, airport, hotel gas

station, library, park, museum, farm, mall, zoo, theater, factory, hospital,

nursery, etc.

d) Common nouns are words for people who do certain things

These common nouns are words for people who do certain things: singer,

manager, sailor, gardener, dancer, secretary, pilot, police, officer, etc.

2) Proper noun

As mentioned before the proper noun is word that showed about names of

particular people, places and things. According to Sargeant, there are some

kinds of proper noun such as:

a) The people’s names people’s names are proper nouns. Such as: Robin

Hood, Florence etc.

b) The names of the days of the week and the months of the year are proper

nouns.

c) The names of special days and celebrations are also proper nouns.

d) The names of famous places, buildings and monuments are proper nouns.

e) The names of people who live in a particular country are also proper

nouns.

19

3) Singular noun

When you are talking about just one thing or person, use a singular noun.

For example: a tent, a park, an idea, a taxi, a doctor, an oven, a house, a

lady, an exercise, etc.

4) Plural Nouns

Use a plural noun when you are talking about two or more people, places

or things. Just add s to make most nouns plural. For the example:

computers, chairs, pens, books, mirrors, tables, rooms, etc. 19

c. Adjectives

According to Frank, the adjective is a modifier that has the grammatical property

of comparison. It is often identified by special derivational endings or by special

adverbial modifiers that precede it. Its most usual position is before the noun it

modifies, but it fills other positions as well.20 There are some types of adjectives

namely:

1. Determiners

Determiners consist of a small group of structure words without

characteristic form.

a) Articles –the, a, –an

b) Demonstrative adjectives –this, plural these

19 Howard Sargeant, Op.Cit., p. 720 Ibid., pp. 7-11

20

c) Possessive adjectives, my, your, one’s, John’s, the girl’s etc.

d) Numeral adjectives, cardinal: four, one hundred etc. Ordinal:

fourth, third, etc.

e) Adjectives or indefinite quality –some, few, all, more, etc.

f) Relative and interrogative adjective –whose, what, which.

All of these determiners except the articles and the possessive adjectives

of the personal pronouns may functions as pronouns when not followed by

nouns. Personal pronouns have separate forms for the possessive used

without a noun –my (adjective) book vs the book is mine (pronoun).21

2. Descriptive Adjectives

Descriptive adjectives usually indicate an inherent quality (beautiful

intelligent), or a physical state such as age, size, color. Inflectional and

derivational endings can be added only to this type or adjective.22

3. Concept of Vocabulary Mastery

According to Kamil and Hiebert, vocabulary is knowledge of meanings of

words.23 So, all of knowledge of word is vocabulary. It means that vocabulary is

vital part of language, because a language is formed by words. If we are having

good enough of vocabulary, we will be able to communicate to other people and

express our idea clearly and easily.

21 Marcella Frank, Op.Cit., pp. 109-11022 Ibid.,23 Elfrieda H. Hiebert and Michael L. Kamil, Op.Cit., p. 3

21

According to Kridaklsana, vocabulary represents: (1) language component

claiming all information about meaning and word usage (2) vocabulary mastery

of the speaker or writer of a language. (3) list of word formed such as a

dictionary, but with brief and practical definition.24 It means that all details about

meaning and word usage should be consisted in language component and it is

produced by vocabulary. Vocabulary mastery is not only mastering in written

form but also in oral form. Overall, vocabulary can be called as list of word that

contains information about meaning and word usage and it looks like a

dictionaries.

Mastery means understanding well or simply reaching a certain level of

understanding of particular content, whereas competence represents the ability to

apply what has been mastered. According to Guskey “Mastery is a term that all

educators use and believe they understand well. But when pressed to describe

precisely what it means to master a concept, skill or subject everyone has a

different definition.25 It can be concluded that vocabulary mastery is a complete

skill of the students to understand well and communicate by using words they

have learned.

24 Harimurti Kridaklasana, Kamus Linguistik, (Jakarta: Gramedia Pustaka, 2008), p. 14225 Thomas R Guskey, Educational Leadership. (Cambridge: Cambridge University Press,

1994), p. 1

22

From the explanations, the students’ vocabulary mastery have meaning as an

ability of students to use all the words of language that they have learn in

conducting both oral and written communication.

4. Aspect of Vocabulary Mastery

According to Harmer there are some aspects of vocabulary that should be taught or

mastered by the students in learning foreign language, they are word meaning,

word use, word grammar and word combination.26

a. Word Meaning

According to Cameron word meaning in language can relate to each other in a

range ways, called sense relation, also labeled semantic relations or lexical

relations. The types of sense relations that hold between words include: 27

1. Antonymy being opposite in meaning e.g. alive – dead.

2. Synonymy having (nearly) the same meaning e.g. rich – wealthy

3. Hyponymy one is an example or type of another e.g. furniture – chair

4. Meronymy one is part of another e.g. army – soldier.

From the explanation, it can be concluded that the meaning of a word is often

related to other words. For example, we explain the meaning of “full” by

26 Jeremy Harmer, The Practice of English Language Teaching, (London: Cambridge 1988),p. 16

27 Lynne Cameron, Op.Cit., p. 83

23

saying that it is the opposite of “empty”; we understand that “cheap” is the

opposite of “expensive”.

b. Extending Word Use

Words do not just have different meanings, however, they can also be stretched

and twisted to fit different context and different uses. We say that someone is

in a black mood or someone is yellow, yet we are not actually describing a

color. In such context black and yellow mean something else. It is frequently

stretch throw the set or metaphorical an idiom use. For example: “you are an

apple in my eyes” this idiom expression show that it began to praise someone.

From the explanation. the writer concludes that extending word use is an

aspect of vocabulary mastery that determines how the words can be viewed

based on different context and different use. For the example is the word

“close” in “close the door, please!”, in this sentence, the word close have two

meaning. The first meaning is to be near with something and the other meaning

is to cover the opening of (something).

c. Word Combinations

Word combinations (also known as collocations) is the way in which words

co-occur — combinations which, through custom and practice, have come to

be seen as normal and acceptable. It is immediately apparent that while some

words can live together, others cannot. We say fast asleep, and this is an

24

acceptable collocation, but *fast awake is not. We can say clenched fist and

even clenched teeth, yet we cannot talk about clenched ears.28 This statement

also supported by Charty, she says that a collocation is a pair or group of

words that are often used together.29 It means that, the word combination can

be called as collocations which have means as a combination or a pair of words

that are often used together to make they be seen as normal and acceptable.

Here are some more examples of collocations:

(1) You must make an effort and study for your exams. (Not the an effort)

(2) Did you watch TV last night? (Not look at TV)

(3) This car has a very powerful engine. It can do 200 km an hour. (Not

strong engine)

(4) There are some ancient monuments nearby. (Not antique

monuments).30

d. Word grammar

The last is about word grammar, which is employed by distinguishing the use

of word based on the use of certain grammatical pattern such as noun, verb,

adjective, adverb, etc. we make a distinction between countable and

uncountable nouns. The former can be both singular and plural. We can say

28 Jeremy Harmer, Op.Cit., p. 2029 Michael McCharthy and Felicity O’Dell, Collocations in Use, (Cambridge: Cambridge

University Press, 1994), p. 3.30 Ibid.,

25

one chair or two chairs, etc.31 It means that the word grammar can be called as

the use of word based on grammatical pattern such as noun, adjective, adverb,

etc. We should know the distinction of some words based on the grammatical

pattern allowed.

Based on the explanations, there are four aspects that should be mastered in

vocabulary. There are word meaning, word use, word grammar, and word

combination aspects. In this study, all of those aspects were taught in the class

both in experimental and control class.

5. Concept of Teaching Vocabulary

In teaching vocabulary, it does not only the explanation about meaning, but also

illustrating it, and presents the vocabulary. Teaching is showing or helping

someone to learn how to do something providing with knowledge, causing to

know or to understand.32 Relating to vocabulary teaching, teacher has to be careful

in selecting the vocabulary that she/he will teach. Cameron says that teaching

vocabulary is focused to help learners to build up knowledge of words in ways that

will enable them to use the language differently and successfully. 33 More

vocabularies the learners have, more chances they master the language.

31 Jeremy Harmer, Op.Cit., pp. 18-2132 H. Douglas Brown, Op.Cit., p. 833 Lynne Cameron, Op.Cit., p. 75

26

Based on the explanations, it can be concluded that the teaching vocabulary should

be emphasized on how the teacher can help and provide the learners with

knowledge of words so that the learners use the words differently and successfully.

6. Concept of Game

When we talk about game, there is available the situation that called conflict.

Conflict represents feel participating between the player and the game situation

and rule. Salen and Zimmerman, call the games as system of conflict. Conflict, a

game as a contest of power, is a core component of our very definition of game.

While conflict outside of games can sometimes be destructive, in games we find

the wonderful paradox of a staged conflict, resulting in meaningful play. 34

Crawford in Salen and Zimmerman also says that conflict arises naturally from the

interaction game. The player is actively pursuing some goal. Obstacles prevent

him from easily achieving this goal. Conflict is an intrinsic element of all games.35

It means that when we talk about game, actually, we also talk about conflict –

conflict in a game. Hence, the players will feel engaged in an artificial conflict and

some rules showed during the game process. This statement also supported by

Wright, he says that game is mean an activity which is entertaining and engaging,

34 Katie Salen, Eric and Zimmerman, Rules of Play: Game Design Fundamentals. (MIT Press.2003), p. 1

35 Loc.Cit.,

27

often challenging, and an activity in which the learners play and usually interact

with others.36

Based on the definitions, the researcher can conclude that a game is structured

playing, usually undertaken for enjoyment and it can make the learners do the

interaction with the other learners in a class.

7. Games in Teaching Vocabulary

In teaching vocabulary, a teacher needs to use proper technique in order to help his

students have good understanding on new words being learned. Learning

vocabulary has been considered a boring subject for a long time. So, there should

be an effective way in helping learners feel comfortable and interested in the

subject of vocabulary.

It is the better when teaching English by using game. Especially in teaching

vocabulary. By applying the game, it will be gotten enjoyable class during learning

process. The students will more relax and interest to follow the learning because

there are so many activities that will be passed either when the learning is started

or when the learning have finished.

In addition, Lee in Asian EFL Journal by Huyen lists several main advantages

when games are used in the classroom, including “a welcome break from the usual

36 Andrew Wright et al, Game for Language Learning, New Edition, (Cambridge: CambridgeUniversity Press, 1984), p. 1

28

routine of the language class”, “motivating and challenging”, “effort of learning”,

and “language practice in the various skills.” 37 It means that the vocabulary

learning will be more effective and attractive when the teacher applied a game in

the classroom. Hence, the students will get motivation to follow all of learning

steps. Summary, games are useful and effective tools that should be applied in

vocabulary classes. The use of vocabulary is a way to make the lessons not only

more interesting, enjoyable, and effective, but also practice it incidentally.

8. Text Twist Games

a. Concept of Text Twist Game

Text Twist game is a language game where the way of playing this game is

by arranging some letters which are given by the teacher in order to form

as many English words as possible within a certain period of time. This

game is played in groups. The group which can arrange the most letters

into English words, will be the winner.38 It means that, the text twist game

is a kind of language game played in a group which emphasizes on

arranging some letters in task gotten from the teacher and the player or

students have to rearrange its letters into correct words as fast as possible

within a certain period of time.

37 Nguyen T. Huyen, Asian EFL Journal: Learning Vocabulary through Games; TheEffectiveness of Learning Vocabulary through Game, (Asian EFL Journal, 2012), p. 35

38 Nurul Sofia Aulia, Journal English Language Teaching, The Use of Super Text Twist Game toImprove Students’ English Vocabulary Mastery, ELT 2 (2) 2013, ISSN 2253-6706, (Universitas NegeriSemarang, 2013), p. 3

29

The Text Twist game is barely same with the Scrabble Flash. Lewis says

that the Text Twist game is available at Yahoo.com and the inspiration of

Scrabble Flash.39 It means that both Text twist and Scrabble are barely the

same. The Text Twist game is adopted form Scrabble Flash and the word is

meant as the development of something. It can be concluded that the text

twist is the game which is developed from Scrabble Flash.

Koprowski in Desmanto also says that this game is similar to “Scrambled

Letters”. The procedure is teacher writes up the words with their letters

shuffled (e.g. EICSCEN for SCIENCE) on the board. When the teacher

says 'go', the students, individually or in pairs, endeavor to untangle the

words as quickly as they can. He said that phrases, expressions, and idioms

larger than 2 words can also be used in order to make some variations.40 It

means that the Text Twist game is an individual or pairs game like

“Scrambled Letters” where the player or players should write up the words

from the letters shuffled on the board. Desmanto also says in his study that

Ur and Wright in also have a word game that have similar rules with Text

Twist. This game is called “Words out of...”.41 It means that the Text Twist

game not only have similar game with Scrabble Flash but also similar with

39 Ferlazzo Lewis, Twisted Text, Eel4924 – Spring 2011, (University Florida, 2011), p. 340 Sukma Nada Desmanto, The Use of Text Twist Game Implemented through Cooperative

Learning to Improve Students’ Noun Vocabulary Power (A Classroom Action Research at the SevenGrade of MTs Negeri Model Babakan Lebaksiu Tegal in Academic Year of 2015/2016), (Semarang:Walisongo State Islamic University, 2016), p. 19

41 Ibid.,

30

Scrambled Letters and “Words out of...” game. Here, the example of Text

Twist game:

According to the statements above, the writer concluded that Text Twist

game is a language game that have similarity with scrabble and scrambled

game, it contains some letters in each stage and the player has to rearrange

its letters into correct word within timing duration given. Actually, the Text

Twist is adopted from Scrabble Game. Both of Text Twist and Scrabble

task are rearranging some letters given into correct word and so the

scrambled game. The one that make it different is the score of each letter in

Scrabble has definite based on the level of its letter and word. In the Text

Twist game the score is only shown in the word form.

31

b. Rule of Text Twist Game

According to Aulia, she says that the way of playing this game is by

arranging some letters which are given by the teacher in order to form as

many English words as possible within a certain period of time.42 It means

that the major rule in this game is rearranging some letters given into an

English word with timing duration given.

Jay in Desmanto also says that if the player gets the word from all letters,

he/she can move on to the next round.43 It means that there are some

rounds in this game. If the player had arranged the letters into correct one

in it stage, the player may continue the game to next step or round.

From the explanations, it can be concluded that the main point rule of Text

Twist game is rearranging some letter in each stage into English correct

word with timing duration given by teacher. If the students or players have

rearranged correctly in one stage, they may continue the game to the next

stage.

42 Nurul Sofia Aulia, Journal English Language Teaching, The Use of Super Text Twist Gameto Improve Students’ English Vocabulary Mastery, ELT 2 (2) 2013, ISSN 2253-6706, (UniversitasNegeri Semarang, 2013), p. 3

43 Sukma Nada Desmanto, Op.Cit., p. 18

32

c. Procedure of Text Twist Game

The procedures of teaching vocabulary through text twist game based on

Game House –Endless Game are as follows:

1) The reader reads aloud the letters on the card for the first round. All

players write the letters for that round in the spaces at the top of their

answer boards.

2) The reader then reads aloud the number of 3, 4, 5, 6, and 7-letter words

that can be created from those letters. (These are indicated on the card

below the letters). All players record this on their answer boards where

indicated.

3) On the “Go” command, the reader flips the 2-minute sand timer and all

players write down as many words as they can using the letters

provided.

4) When the 2-minute timer has elapsed, the reader looks up the card and

challenge number in this Solution Booklet and reads aloud the 3, 4, 5, 6,

and 7-letter word solutions.

5) All players add their scores for round 1 and record on “scoreboard”

space.

6) Wipe off all boards, and begin a new round. Player with the highest

score after 5 Rounds wins the game!

33

7) In the event of a tie after 5 rounds, all tied players may continue playing

additional challenges until a winner is decided. 44

In this study, the writer modified some procedure points to make it more

effective when applied in the class. The writer’s limitation when applied

the game into manual technique made some points should be modified. It is

aimed to make learning process more effective and practically. The

procedure that have modified can be seen as follows:

1) The reader reads aloud the letters on the card for the first round. All

players write the letters for that round in the spaces.

2) The reader then reads aloud the number of 3, 4, 5, 6, and 7-letter words

that can be created from those letters. All players record this on their

answer boards where indicated.

3) When the 2-minute timer has elapsed, the reader looks up the card and

challenge number which is given by teacher and reads aloud the 3, 4, 5,

6, and 7-letter word solutions.

4) All players add their scores for round 1 and record on “scoreboard”

space.

5) Wipe off all boards, and begin a new round. Player with the highest

score after 5 Rounds wins the game!

44 Game House, Endless Games, Text Twist based on the Popular Game, Instruction and Solution,(Freehold, New Jersey: Endless Games, Inc, 2001), p. 2, available at: endlessgames.com/wp-content/uploads/instructions/texasTwist_Instructions.pdf, retrieved on December 07th 2016 at 10.35 PM.

34

6) In the event of a tie after 5 rounds, all tied players may continue playing

additional challenges until a winner is decided.

Concerning the procedure above, it can be concluded that the general tasks

of this game are arranging six letters from cards into some words. The

letters can be formed from the word which contains two letters, three

letters, four letters, five letters, six letters, until seven letters. Each word

have one point score and the player/s who get the highest score is a winner.

d. Advantages and Disadvantages of Text Twist Game

1) The Advantages of Text Twist Game

When someone learns about language, it is needed hard work to get

understanding about what language learned even it is from listening,

speaking, reading or writing. As the writer told before, language learning

may make the learner feel bored and the appropriate technique and media

are needed to make the learning process more fun.

The decision of choose game as a technique is not too bad in learning

process because game have many advantages for language teaching and

learning like Text Twist game. The advantages of using game can be seen

as follows:

a) The game helps and encourages many learners to sustain their interest

and work.

35

b) The game also helps the teacher to create the context in which the

language is useful and meaningful. The learners want to take put and

in order to do so must understand what other saying or have written,

and they must speak or write in order to express their own point of

view or give the information.

c) The game causes as much density of practice as more conventional

drill exercise.

d) By making the language convey information and opinion, games

provide the key feature of drill with the opportunity to sense the

working of language as living communication.45

According to Aulia, the advantages of using Text Twist game can be seen

as follows:

1) By doing the Text Twist game, unconsciously the students will recall,

write, and discuss to find out English words.

2) The students will be more familiar with English words.

3) The students will unconsciously be motivated to look words up in

dictionary.46

Desmanto also says that the advantages of this game are students will be

motivated to look words up in dictionary. Also, Text Twist game make

45 Andrew Wright, David Betterdige and Michael Bucbey, Game for Language Learning,New Edition, (Cambridge: Cambridge University Press, 1984), pp. 1-2

46 Nurul Saofa Aulia, Op.Cit., p. 3

36

Students become more creative to find out the vocabulary. As the impact,

students got improvement in vocabulary memorizing skill.47 It means that

the game can make the students motivate to check the words that they do

not know in dictionary. Hence, the improvement in vocabulary memorizing

will more develop.

2) The Disadvantages

Games in teaching and learning is not only as a technique that can make

learning process more fun and attractive but also have some disadvantages

or limitations. The writer assumes that it is difficult to use the game,

because in using game, the teacher have to know the principles of text

twist game and apply the instructions in the class. The class should be

planned so that there is minimum formal drilling and a maximum

activities. According to Aulia, the disadvantages of this game can be seen

as follow: 48

a) The time allocation will be limited more. In this case, the problem

related to time management. Thus, the students did not finish the task

on time.

b) There were many subjects who had to ask to their friends because

there were only several subjects who really understood role of each

activity. Therefore, the class will be noisy.

47 Sukma Nada Desmanto, Op.Cit., p. 2148 Nurul Sofia Aulia, Op.Cit., pp. 8-9

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9. Translation Technique

a. Concept of Translation Technique

Based on the technique used by the teacher in SMA N 1 Penengahan, the

teacher used translation technique for teaching vocabulary. In this

research, the writer focused on translation technique as a teaching

technique that was used in control class. Translation technique may be

classified as one of technique that can be used in teaching vocabulary.

Nation in Cameron listed basic techniques by which teachers can explain

the meanings of new words, all of which can be used in the learner

classroom are demonstration or pictures, analytical definition, putting the

new word in a defining context, and translating into another language.49 It

means that translation can be defined as a technique of teaching English

especially for vocabulary. This statement is also supported by Garcia, he

says that the translation can also be an appropriate technique to introduce

new words or even to explore the obscure nuances between terms. 50

Summary, it can be concluded that the translation can be classified as a

technique in teaching and learning English in the class. Learning new

words or what we called as vocabulary is one of English aspect skill that

can be taught by using translation technique.

49 Lynne Cameron, Op.Cit., p. 8550 Roberto A. Valdeon García, A New Approach to the Use of Translation in the Teaching of

L2, Revista Alicantina de Estudios Ingleses Volume 8, 1995, (Universidad de Oviedo, 1995), p. 241

38

According to Molina and Albir, translation technique is defined as

procedures to analyze and classify how translation equivalence works.51 It

means that we need the procedures when translate some words either in

oral or written form that called as the translation technique.

The word translation itself may be defined as the replacement of textual

material in one language (source language) by equivalent material in

another language (target language). Larson says that the translation is

done by going from the form of the first language to the form of a second

language by way of semantic structure. It is meaning which is being

transferred and must be held constant. The form from which the

translation is made will be called the source language and the form into

which it is to be changed will be called receptor language. 52It means that

the translation technique should be emphasized on replacement one

material type into another type by paying the equivalent changed.

Concerning the explanations above, translation technique is one of

teaching technique by making a replacement language in textual material

from one language (source language) into another language (target

51 Lucia Molina and Amparo Hurtado Albir, Translation Techniques Revisited: A Dynamicand Functionalist Approach, Universitat Autònoma de Barcelona, Meta, XLVII, 4, 2002, (Barcelona,Spain: Universitat Autònoma de Barcelona, 2002), p. 509

52 M. L. Larson, Meaning-based Translation: A Guide to Cross-language Equivalence, (NewYork: University Press of America, Inc, 1984), p. 3

39

language) that emphasizes on equivalent rule. In this case, the researcher

used its technique as a vocabulary teaching technique.

b. Procedure of Teaching Vocabulary through Translation

Technique

The procedure of teaching vocabulary by using translation technique can

be seen as follows: 53

1) In class activities were introduced explicitly at the beginning and

included discussion on the definition of translation, and what the

translator needs to translate from one language to another.

2) Translation was integrated into reading activities.

3) Translation was conducted at both sentence (English to Indonesia) and

passage (Indonesia to English) levels.

4) Several short Indonesia text translations (around 400 characters) were

integrated progressively into class activities.

5) Feedback was provided in the following week by 1) correcting

individual translation work and, 2) presenting common mistakes/errors

in class.

Based on procedures, unsatisfying in vocabulary teaching may be gotten

when use translation technique. The learning process also will be more

53 Sayuki Machida, A Step Forward to Using Translation to Teach a Foreign/SecondLanguage, Electronic Journal of Foreign Language Teaching, Vol. 5, Suppl. 1, (National University ofSingapore, 2008), p. 144.

40

bored without any enjoyable and fun class during learning process. The

material will be look unattractive when the material is given. It may be not

interest for the student to use translation technique in vocabulary mastery.

For students, it cannot be motivated in learning mastery and cannot

improve their vocabulary mastery. The other way is needed when teaching

the material such as give a game while teaching process is going on.

c. Advantages and Disadvantages of using Translation Technique in

Teaching English

1) The Advantages of using Translation Technique

According to Howattin Mehta, translation technique is not as terrible as it

appears to be and Duff in Mehta gives reasons for considering translation

very advantageous: 54

(a) Invites speculation and discussion.

(b) Develops qualities that are essential to all language: accuracy, clarity

and flexibility.

(c) The teacher can select material to illustrate particular aspects of

language, and students can see the links between language usage and

grammar.

(d) Lets students practice a variety of styles and registers.

54Dr Naveen K. Mehta, English Language Teaching through the Translation Method (APractical Approach to Teaching Mongolian CPAs), Volume 14, No. 1January 2010, available at: http://translationjournal.net/journal/51mongolian, retrieved on March 11,2017 at 10.05 PM.

41

2) The Disadvantages of using Translation Technique

Mehta reveals following limitations of using translation technique: 55

(a) Encourages thinking in one language and transference into another

with interference.

(b) Deprives from learning within only one language.

(c) Gives false credence of word-to-word equivalence.

(d) Does not allow achievement of generally accepted teaching aims:

emphasis on spoken fluency.

(e) Time-consuming activity.

(f) Not desirable, since it uses the mother tongue.

B. Frame of Thinking

English is foreign language in Indonesia. In learning English, students are

expected to be able to use English vocabulary. In teaching vocabulary, an English

teacher should be able to help students to memorize the word. Therefore, the

teacher should have kinds of technique to make the students interested and they

motivated in learning English. The teacher must prepare the material as well,

using suitable technique or media in teaching and learning vocabulary. In this

case, the teacher can help the students by using Text Twist game as a technique in

teaching vocabulary.

55 Loc.Cit.,

42

The researcher hopes that the students can learn more and more interesting in the

progress by using Text Twist game in teaching vocabulary. The teacher can use

this technique as alternative teaching in learning English.

C. Hypothesis

Hypothesis on the frame of theories and frame of thinking mentioned above, the

researcher formulated the hypothesis as follows:

Ho: There is no influence of using Text Twist game towards students’ vocabulary

mastery in the second semester of the eleventh grade at SMA N 1

Penengahan in the academic year of 2016/2017.

Ha: There is influence of using Text Twist game towards students’ vocabulary

mastery in the second semester of the eleventh grade at SMA N 1

Penengahan in the academic year of 2016/2017.

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CHAPTER IIIRESEARCH METHODOLOGY

A. Research Design

In this research, the researcher used experimental research. According to Donald, An

experimental design is the general plan for carrying out a study with an active

independent variable.1 The writer used quasi experimental design. Creswell states that

quasi experimental include assignment, but not random assignment of participant

group. The variety of quasi experimental design can be divided into two main

categories, they are post-test only design and pre-test-posttest design.2

In this research the researcher used quantitative research and in this research, it had

two groups one as a control class and the other class as an experimental class.

Sugiyono says that there are two groups chosen randomly and given pretest to know

whether there is difference situation between in the experiment and control class.3

Based on the explanation above, the researcher used two classes as sample of this

research consisting of an experimental class which was received treated by using Text

Twist game and the other as the control class which was taught by using the

Translation Technique.

1 Donald Ary, Introduction to Research in Education Eighth Edition, (Canada: NelsonEducation, Ltd, 2010), p. 301

2 John W. Creswell, Educational Research: Planning, Conducting, and EvaluatingQuantitative and Qualitative Research 4thEd, (Boston: Pearson Education, 2002), pp. 309-310

3 Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Penerbit Alfabeta,2010), p. 76

43

44

Before teaching vocabulary by using Text Twist game to the students, the researcher

gave the students pre-test to know the skill of the students, after using English Text

twist game post-test was given to measure the progress made by the students. The

research design is described as follows:

GI (random) T1 X T2G2 (random) T1 O T2

Where:

G1: The first group (Experiment class).G2: The second group (Control class).T1: Pre-Test.T2: Post-Test.X: Treatment by using Text twist gameO: Treatment by using Translation Technique.4

G1 or experimental class that was chosen randomly from the population in the school

will get the post test, but before giving the post test, the pretest was holding on in

experimental class (G1) to get the data score of students’ vocabulary master in the

second semester of the eleventh grade at SMA N 1 penengahan. After the data score

was collected the class got treatment by using Text Twist game three times. This

aimed to know whether there was significant influence of using Text Twist game

towards students’ vocabulary mastery or not before and after getting the treatment.

Hence, it will be seen from the students’ vocabulary achievement on pre-test and

post-test. So did in G2 or control class that also was chosen randomly from the

population in the school got the post test, and the control class was taught by using

Translation Technique for three times. The pre-test also was holding on in the control

4 Ibid.,

45

class before the post test was given. Thus, it was known the influence of both Text

Twist amd Translation Technique towards students’ vocabulary mastery from the

classes.

B. Variables of Research

A variable is a characteristic or attribute of an individual or an organization that a

writer can measure or observe and varies among individuals or organization study.

There were two variables in this research namely: independent variable and

dependent variable. An independent variable was variable selected by the writer to

determine their effect on the relationship with the dependent variable. The dependent

variable is observed to determine what effect, if any the other types of variable may

have on it.5

There are two variables in this research, they are:

1. Independent variable

The independent variable in this research was Text Twist game as variable

(X).

2. Dependent Variable

The dependent variable in this research was the students’vocabulary mastery

as variable (Y).

5 Jack R, Fraenkel and Norman R. Wallen, How to Design and Evaluate Research inEducation, (New York, McGraw-Hill,2008), p. 42

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C. Operational Definition of Variable

The operational definition of variable was used to describe the characteristics of the

variable investigated of the researcher as follows:

1. Independent Variable (X)

Text Twist is one of technique in language teaching by arranging some letters

which are given by the teacher in order to form as many English words as

possible within a certain period of time.

2. Dependent Variable (Y)

Students’ vocabulary mastery have meaning as an ability of students to use all

the words of language that they have learn in conducting both oral and written

communication. The aspects vocabulary mastery that taught are word

meaning, word use, word grammar and word combination. The vocabulary

learning was focused on noun, verb, and adjective of humanity song lyrics.

D. Population, Sample, and Sampling Technique

1. Population of the Research

According to Daniel, the population is the group of people we want to

generalize to.6 Based on the definition above the researcher concluded that the

population is every subject that will be researched in the research. The

population of this research was the second semester students of the eleventh

6 Daniel Muijs, Doing Quantitative Research in Education,(London: Sage Publications Ltd,2004), p. 15

47

grade of SMA N 1 Penengahan in the academic year 2016/2017. The total

numbers of population were 111 students that calculate from three classes.

Table 2The Population of Research

No Class Gender TotalMale Female

1 XI IPA 09 25 362 XI