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THE USE OF SCATTERGORIES BOARD GAME TO
IMPROVE STUDENTS’ VOCABULARY MASTERY
AND READING COMPREHENSION FOR THE
EIGHTH YEAR STUDENTS OF SMP ISLAM
SUDIRMAN AMBARAWA IN THE ACADEMIC YEAR
OF 2016/2017
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd) English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
NUR KHIKMAH
123 12 001
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
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MOTTO
“Life is like riding a bicycle. To keep your balance, you must keep moving.”
(Albert Einstein)
“You only live once, but if you do it right, once is enough.”
(Mae West)
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DEDICATION
This graduating paper is dedicated to:
1. Allah SWT, All praises and thanks are due to Allah, the Lord of all
existence.
2. My beloved family, my mother (Suntiyah), my father (Tarmuji), my
stepfather (Nur Azis), my little brother (Ali Basta), and my little sister
(Nogiya Cindy Andani) who always prays and motivates me.
3. Rif‟an Nur Rokhim who always support me anytime.
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ACKNOWLEDGEMENT
Thanks to Allah because the writer could complete this research as one of
requirements to finish studying in English Education Department of Teacher
Training and Education Faculty at IAIN Salatiga 2016.
This research would not have been completed without supports and
guidance from individual or institution. Therefore, the researcher would like to
express deep appreciation to:
1. Dr. Rahmat Hariyadi, M.Pd., the Rector of State Institute for 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 the English Education Department of State
Institute for Islamic Studies (IAIN) Salatiga.
4. Setia Rini, M.Pd as consultant of this research who cares to guide me. Thank
you for your support, guidances, advices, from beginning until the end.
5. All lecturers of English Education Department, the writer deeply thank you
all for your advice, knowledge, and kindness.
6. All of the administration staffs who helped the writer in processing the
research administration.
7. All of the librarians who helped the writer in finding the research references..
8. Drs. Sutopo as the headmaster of SMP Islam Sudirman who gave me
permission to do this research.
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9. Jadi Mulyono, S.Pd.I as my teacher in SMP Islam Sudirman Ambarawa who
always helped me. Thank you for your support, suggestions, and guidances.
10. Students of SMP Islam Sudirman Ambarawa especially VIII B. Thank you
for your spirit.
11. All of my friends in TBI 2012.
Salatiga, August 22th
2016
The Writer
Nur Khikmah
NIM. 123 12 001
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ABSTRACT
Khikmah, Nur. 2016. The Use of Scattergories Board Game To Improve Students
Vocabulary Mastery and Reading Comprehension for The Eighth Year Students
of SMP Islam Ambarawa in the Academic Year of 2016/2017. A Graduating
Paper, Teacher Training and Education Faculty, English Education Department,
State Institute for Islamic Studies (IAIN) Salatiga. Consultant: Setia Rini, M.Pd.
Keywords: „Scattergories Board Game, Vocabulary Mastery, Reading Comprehension’
The goals of this research are to know the implementation of scattergories board
game and to find out the students‟ improvement after implementation of scattergories
board game.
This is classroom action research. The subject of this research is the VIII B
students‟ of SMP Islam Sudirman Ambarawa in the academic year of 2016/2017. It
consists of 37 students.
The research is conducted in two cycles. There are two meetings in cycle 1 and
three meetings in cycles 2. Technique in collecting the data are qualitatives and
quantitatives method. In qualitatives method, the researcher uses interview, observation
sheet, field notes and documentation. In quantitatives method, the researcher uses pre-test
and post-test. The result of pre-test and post test are compared to find out the
improvement of reading comprehension after research action.
The findings of the research shows that scattergories board game improves
students‟ vocabulary mastery and reading comprehension. It can be seen from the mean
of pre-test and post-test. The mean score of pre-test is 49.45 and it improves in 62.70
post-test 1. It also improves 69.72 in pre-test 2 and 75,40 in post-test 2. Furthermore,
percentage of the students who pass KKM also improves from pre-test and post-test cycle
1 and cycle 2. Percentage of pre-test 1 is 2.70% and post-test 1 is 40.54% while
percentage of pre-test 2 is 62.17% and post-test 2 is 89.18%.It also shows from t-
calculation of each cycle. In cycle 1 t-calculation is 10.34 while cycle 2 is 3.03. It can be
seen that t-calculation is bigger than t-table 2.02. It indicates that by implementing
scattergories board game, students‟ vocabulary mastery and reading comprehension can
be improved.
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TABLE OF CONTENTS
TITLE ............................................................................................................. i
DECLARATION ........................................................................................... ii
ATTENTIVE CONSULTANT‟S NOTE ....................................................... iii
PAGE OF CERTIFICATION ........................................................................ iv
MOTTO ......................................................................................................... v
DEDICATION ............................................................................................... vi
ACKNOWLEDGEMENT ............................................................................. vii
ABSTRACT ................................................................................................... ix
TABLE OF CONTENTS ............................................................................... x
LIST OF FIGURE AND TABLE .................................................................. xiii
LIST OF APPENDICES............................................................................... . xiv
CHAPTER I: INTRODUCTION
A. Background of the Research ............................................. 1
B. Limitation of the Research ................................................. 5
C. Problems Question ............................................................. 5
D. Objectives of the Research ................................................ 6
E. Benefits of the Research .................................................... 6
F. Definitions of Key Terms .................................................. 7
G. Review of the Related Research......................................... 8
H. Research Outline ................................................................ 10
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CHAPTER II: THEORETICAL FRAMEWORK
A. Vocabulary Mastery ........................................................... 11
1. Definition of Vocabulary ............................................. 11
2. Types of Vocabulary .................................................... 12
3. The Importances of Vocabulary .................................. 13
4. Definition of Vocabulary Mastery ............................... 13
5. Vocabulary Learning ................................................... 14
B. Reading Comprehension .................................................... 15
1. Definition of Reading .................................................. 15
2. Types of Reading ......................................................... 16
3. Reading Process ........................................................... 17
4. Definition of Reading Comprehension ........................ 18
5. Factors affecting Comprehension ............................... 19
C. Scattergories Board Game ................................................. 20
1. The definition of Board Game ..................................... 20
2. Value of Board Game .................................................. 20
3. The definition of Scattergories Board Game ............... 21
4. Procedures of Playing Scattergories Board Game ....... 21
D. Descriptive Text................................................................. 23
1. Purpose of Descriptive Text ....................................... 23
2. Generic Structure of Descriptive Text ......................... 23
3. Language Features of Descriptive Text ....................... 23
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CHAPTER III: RESEARCH METHOD
A. Research Setting ................................................................ 26
B. Subject of the Research ..................................................... 27
C. Research Method .............................................................. 29
D. Research Procedures .......................................................... 29
E. Technique of Collecting Data ............................................ 33
F. Technique of Analyzing Data ............................................ 34
CHAPTER IV: DATA ANALYSIS
A. Research Findings .............................................................. 37
B. Discussion .......................................................................... 65
CHAPTER V: CLOSURE
A. Conclusion ......................................................................... 67
B. Suggestion .......................................................................... 69
REFERENCES ............................................................................................... 71
APPENDICES ............................................................................................... 74
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LIST OF FIGURE AND TABLE
Table 3.1 The List Students of VIII B SMP Islam Sudirman Ambarawa ..... 28
Table 4.1 The Result of Pre-Test and Post-Test Cycle 1 ............................... 44
Table 4.2 The Result of Cycle 1..................................................................... 46
Table 4.3 The Result of Pre-Test and Post-Test Cycle 2 ............................... 57
Table 4.4 The Result of Cycle 2..................................................................... 59
Table 4.5 The Description of Students‟ Test Result ............... ....................... 65
Figure 4.6 The Improvement of Students‟ Score ........................................... 65
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LIST OF APPENDICES
Appendix Page
Appendix 1: Syllabus of SMP Islam Sudirman Ambarawa................................ 75
Appendix 2: Lesson Plan of Cycle 1 ................................................................... 80
Appendix 3: Lesson Plan of Cycle 2 ................................................................... 92
Appendix 4: Jadwal Penelitian............................................................................ 101
Appendix 5: Observation Sheet of Cycle 1 and Cycle 2 .................................... 102
Appendix 6: Field Notes of Cycle 1 and Cycle 2 ............................................... 103
Appendix 7: Worksheet of Scattergories Game Cycle 1 ................................... 105
Appendix 8: Worksheet of Scattergories Game Cycle 2 ................................... 107
Appendix 9: Achievement Test of Cycle 1 ........................................................ 109
Appendix 10: Key Answer of Achievement Test Cycle 1 ................................. 114
Appendix 11: Achievement Test of Cycle 2 ...................................................... 115
Appendix 12: Key Answer of Achievement Test Cycle 2 ................................. 120
Appendix 13: Interview Script............................................................................ 121
Appendix 14: Documentation ........................................................................... 124
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CHAPTER I
INTRODUCTION
A. Background of the Research
People need to learn English because it is an international
language. As international language, it is needed to communicate with
other people in different country. Therefore, English is main language that
is used to interact with people from many areas. Nowadays, most of them
are aware how important English is.
In Indonesia, English is a foreign language. It has been taught from
kindergarden until high education. In fact, English is very important to be
learned by students. The students who learn English will get difficulties if
they do not master the language skills. Those are listening, reading,
speaking, and writing skills. Learners also must understand about
grammar, vocabulary, and pronounciation. One of element in mastering
language is vocabulary. It is needed in receptive skill and productive skill.
Vocabulary refers to a list or set of words for a particular language
or a list or set of words that individual speaker of a language might use
(Hatch and Brown, 1995:1). Learner should have much vocabulary to
produce ideas as well as in written or oral form because the amount of
their vocabulary will influence them in expressing something in English.
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Actually, learners must enrich their vocabulary to say something easily
and get the information from the text.
As stated by Camille (2004:66), teaching vocabulary is very
important because there is strong connection between readers‟ vocabulary
knowledge and their reading comprehension. In my opinion that readers‟
vocabulary knowledge influence their understanding in reading the text.
When the students do not know what the words mean, they can not guess
the meaning or get information from the text. Based on the opinion above,
there is relationship between vocabulary knowledge and reading
comprehension. Both of them are important part in language learning.
According to Richard (2001:4), vocabulary is one of the most
obvious component. The words that should be taught depend on the
objectives of the course and the amount of time available for teaching. It
shows that the teacher should integrate vocabulary selection with the
objectives. For example in reading skill, teacher should include vocabulary
selection based on the content of the text. It will improve students‟ reading
comprehension. Both of vocabulary and reading comprehension can
integrate as a set of language components.
McNamara (2007) as quoted by Yuwin (2015:5) states that reading
comprehension as a “process of simultaneously extracting and
constructing meaning through interaction and involvement with written
language.” From the statement, the writer argue that written language will
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give more practice for the students to improve their knowledge,
vocabulary, and comprehend in reading the text.
The researcher found many problems in English learning process in
SMP Islam Sudirman Ambarawa. Based on the interview with Jadi
Mulyono, S.Pd.I as English teacher that conducted on Tuesday, July
2016 at 09.00 a.m, learners face many problems in English learning. The
students considered that English is difficult because it is foreign language.
They do not like read English text, therefore, their reading interest is still
low. It makes the students have limited vocabulary so they feel difficult to
get information from the text. They are also afraid if they get wrong
pronounciation when their teacher ask them to read the text. He also stated
that their English score in previous semester is still low.
The teachers need new technique to teach vocabulary and reading
comprehension. An interesting and effective way to enhance their English.
In fact, many students feel that vocabulary learning is boring. They have to
memorize unfamiliar words without changing their learning style such as
writing words on paper or learning passively through teachers‟
explanation. Interesting technique will motivate students to improve their
vocabulary then motivate them to use the words in reading comprehension.
One of technique to help students in comprehending their reading
is game. As stated by Ersoz (2000:1), games can motivate students. It
increases cooperation to work together. The students try to be competitive,
fair, and brave. Sometimes, language learning is boring and frustrating.
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But, the teacher must careful to choose what is game that will be applied in
language learning. Appropriate games are allowed students to practice
language skill.
The researcher decides to use scattergories board game in
improving students‟ vocabulary mastery and reading comprehension
because this is one of creative technique which can be used by the teacher.
Scattergories board game is appropriate to use for upper-intermediate level
students and above. It is fun and effective for building groups of similar
vocabulary. Players have a time limit and they have to think of words
which are suitable for particular categories (Maxom, 2009:347). The
students will be motivated to study.
Based on the reasons above, the researcher wants to apply this
game in improving students‟ vocabulary mastery and reading
comprehension. The tittle of the research is:
THE USE OF SCATTERGORIES BOARD GAME TO
IMPROVE STUDENTS‟ VOCABULARY MASTERY AND READING
COMPREHENSION FOR THE EIGHTH YEAR STUDENTS OF SMP
ISLAM SUDIRMAN AMBARAWA IN THE ACADEMIC YEAR OF
2016/2017.
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B. Limitation of the Problem
The researcher would like to limit the scope of the research to
avoid some problems in the application of the research to know whether
scattergories board game can improve students‟ vocabulary mastery and
reading comprehension. The researcher chooses descriptive text as the
material that is taught in teaching process. The limitation of the research is
students of SMP ISLAM SUDIRMAN AMBARAWA for the eighth year
in the academic year of 2016/2017.
C. Problem Questions
Based on the background above, the problem in this research can be
arranged as follow:
1. How is the implementation of scattergories board game to improve
students‟ vocabulary mastery and reading comprehension for the
eighth year students of SMP Islam Sudirman Ambarawa in the
academic year of 2016/2017?
2. How is the students‟ improvement after the implementation of
scattergories board game in vocabulary mastery and reading
comprehension for the eighth year students of SMP Islam Sudirman
Ambarawa in the academic year of 2016/2017?
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D. Objectives of the Research
Based on the statement of the problem, the objectives of the research is:
1. To know the implementation of scattergories board game to improve
students‟ vocabulary mastery and reading comprehension for the
eighth year students of SMP Islam Sudirman Ambarawa in the
academic year of 2016/2017.
2. To find out the students‟ improvement after the implementation of
scattergories board game in vocabulary mastery and reading
comprehension for the eighth year students of SMP Islam Sudirman
Ambarawa in the academic year of 2016/2017.
E. Benefits of the Research
The benefits of the research are:
1. For Teachers
The result of this research can support English teacher to use
scattergories board game as one of technique that can be used in
learning process especially for improving students‟ vocabulary
mastery and reading comprehension. It will be references for the
teacher in using interactive technique. The researcher hopes that
scattergories board game will enrich teachers‟ knowledge to use this
game in improving students‟ vocabulary mastery and reading
comprehension.
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2. For the Students
The result of this research improve their vocabularies and also
comprehend their reading skill because this is an alternative choice to
make students enjoy, fun and study easily during learning process.
Absolutely, there are many problems which are faced when they learn
vocabularies and understand the text in reading skill. Scattergories
board game is one of way to solve the problem.
3. For the school institution
The school institution can take the result of this research as reference
in teaching vocabulary and reading comprehension. It also give
positive contribution to the other teacher who wants to implement
scattergories board game as appropriate technique in solving the
problems in the class. School institution as great institute in creating
professional teacher has to make briliant revolution in teaching to
advance students‟ ability.
F. Definition of key term
The researcher explains about the meaning of key terms in the title to
make readers more easier to understand. They are as follows:
1. Scattergories Board Game
According to Mike (2006:35), scattergories board game is a board
game for two to six players in which players try to list as many words
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as they can that start with a specific letter and fall within a list of
categories.
2. Reading Comprehension
There are some definition of reading comprehension:
1. According to Woolley (2011:15), “reading comprehension is the
process of making meaning from text. The goal is to gain an
overall understanding of what is described in the text rather than
to obtain meaning from isolated words or sentences.”
2. Reading comprehension is understanding, gaining meaning,
interpreting the text depends on a variety of reader-related, text-
related and situational factors (De Corte et al.2001)
3. Orasanu and Panay (1986) as quoted in Javed (2015:139),
Reading comprehension is an interactive process between the
reader and the text. During reading process, the reader extracts
meaning from the text by utilizing previous knowledge through
employing effective reading comprehension.
G. Review of the related research
Kusrini (2012) conducts a research about teaching vocabulary for
junior high school students using snake and ladder board game. She
designs experimental study in this research. She says that the students get
difficulties to remember the vocabulary. By providing word on the board,
the students find out the vocabulary easily. She provides some questions
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on the board. She also uses pictures as the key words. It helps the students
to find out the vocabulary. It makes them has long term memory about the
vocabulary. Her research proves that snake and ladder board game is
effective in teaching vocabulary.
Second related research taken from Nirmawati (2013). Her
research is classroom action research. She finds that students have
problems in speaking activities such as grammar, vocabulary,
pronounciation, and fluency. She applicates speaking board game to teach
speaking. It provides new expression on the board then the students have
to speake based on the expression. It is done by group. Each group consists
of some students. The students also listen about how to pronounce the
expression then they can correct their mistakes. It makes their speaking
improved. Speaking board game as a joyful way in learning process.
From the literature review above, the researcher assumes that this
research is different from previous research. The researcher takes another
kind of board game. The researcher choose scattergories board game. She
also takes more than one skill to be improved. Those are vocabulary
mastery and reading comprehension. She implements a game to enrich
vocabulary and help the students in reading comprehension. Therefore,
this research differs from those previous research.
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H. Research Outline
Chapter I discusses about the introduction, which consist of
background of the research, limitation of the problem, problem questions,
objectives of the research, benefits of the research, definition of key terms,
review of the related researches, research outline.
Chapter II discusses about theoretical framework, which contains
the theories that related the research.
Chapter III discusses about research method of Classroom Action
Research that consist of research report and research methodology.
Chapter IV presents data analysis that discuss about application
and analysis of the study.
Chapter V presents closure, which contains of conclusion of the
research‟s findings and suggestion.
Refferences
Curriculum vitae of the writer
Appendices
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CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the researcher will explain about the theoretical
framework of vocabulary mastery, reading comprehension, and
scattergories board game.
A. Vocabulary Mastery
1. Definitions of Vocabulary
There are some experts who explain the definitions of vocabulary.
Hatch and Brown (1995:1) state that vocabulary refers to a list or set of
words for a particular language or a list or set of words that individual
speaker of a language might use. It means that more than one word that
used by speakers for a certain language.
Cloustoun (2013:2) defines vocabulary as the words of a
languages, including single items and phrases or chunks of several words
which covey a particular meaning, the way individual words do. It means
that vocabulary is not only single word but also phrases that consist of
two or more words.
Burns and Broman (1975:295) define that vocabulary is the stock
of words used by a person, class or professional, all having much in
common, yet each distinctly different.
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From the explanations above, it can be concluded that vocabulary
refers to sum of words, list of words, or a set of words are learned by
individual speaker.
2. Types of Vocabulary
Murcia (2007) in Endang (2012:3) proposes that there are a lot of
types of vocabulary such as:
a. Receptive Vocabulary
Receptive vocabulary is vocabulary which the students can remember
and understand in speaking, reading, wriring properly. They receive
those vocabulary through that skills.
b. Productive Vocabulary
Productive vocabulary is used in speaking and writing, where the
students get opportunity to try to use the vocabulary in context. They
can use the vocabulary in oral form and written form exactly.
c. General Vocabulary
General vocabulary which consist of daily words. Vocabulary is used
in daily activities.
d. Special Vocabulary
Special vocabulary which is taken on specialized meaning when
adapted to particular area. It is not used for general people. Only some
people in special area or opportunity use the words.
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e. Technical Vocabulary
Technical vocabulary which consist of words that have usage and
application only in particular subject matter field.
3. The Importances of Vocabulary
The statements from some experts about the importances of
vocabulary can be seen below:
John Dewey (1910) in Efendi (2013:78) states that vocabulary is
critically important because a word is an instrument for thinking about the
meanings which is expresses.
Coady and Huckin (1997:5) argues that vocabulary is central and
critical importance to typical language learner. It makes vocabulary
becomes the basic element to master the four language skills. Without
having much vocabulary, a language learner will not be able to master the
language skills. It has important roles in communication.
4. Definitions of Vocabulary Mastery
According to Porter (2001:258) states that master is learning or
understanding something completely and having no difficulties in using it.
Beside that Swannel (1994:656), mastery is comprehensive knowledge. It
is also stated by Lewis and Hill (1990:12), vocabulary mastery is more
than grammar for communication purpose, particularly in the early stage
when students are motivated to learn basic words. Without having
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proportional English vocabulary, students will get some difficulties in
using English. Vocabulary mastery is important part in language learning.
From the definition above, the researcher concludes that
vocabulary mastery is competency to understand stock of words then
students have ability to use the words.
5. Vocabulary Learning
Teacher must know learners‟ strategy. Knowing learners‟ strategy,
teacher can help students to acquire vocabulary. Hatch and Brown
(1995:373-390) states that there are five essential steps in vocabulary
learning. The five steps are:
1. Encountering new words
Students have sources to encounter the words. They can get many
words by reading books such as; newspaper, magazine, story or
journal. Reading is not only a strategy to be source of gaining words.
Watching television, films, listening to the music, and listening to the
radio are also become the sources.
2. Getting the word form
This step is having clear image, visual, auditory, or both of the form
vocabulary item. Students will get similiar form after having the
words. For instance, „know and now‟. They will see from the structure
of the letter that „know and now‟ almost has similiar form.
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3. Getting the word meaning
Students will learn about the meaning of the word. Learners can
produce a lot of meaning from a word. For example, teacher asks
about what is book. Book means a tool for writing, source of
knowledge, or unliving thing. It has different meaning.
4. Consolidating word form and meaning in memory
Learners will make connection between form and meaning of the
word. Many kinds of plays that can be used for connecting form and
the meaning of the word. They are vocabulary learning drills,
flashcard, crossword puzzle, and matching exercise.
5. Using the words
The words must be used in many ways such as conversation,
speaking, and writing. Using the words will increase students‟
confidence and consequence. Students also learn about pronounciation
when they speake. They can measure how much words they have.
B. Reading Comprehension
1. Definition of Reading
Patel (2008:113) defines that “reading means to understand the
meaning of printed words. Reading is an active process which consists of
recognition comprehension skill. Reading is an important activity in life
with which one can update knowledge. Reading skill is an important tool
for academic success.”
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Gray (2000) as cited in Patel (2008:114), “reading is form of
experience. Reading brings us in contact with the minds of great authors,
with the written account of their experiences. Their recorded lines and the
advancement made by them in various fields.”
Reading is the process to know words and gain meaning of words
from the text. Students will find out what is the text described through
reading. Reading give many information. Furthermore, students can
express their idea or opinion by reading. It must be practiced everyday
because reading is very important to enrich our knowledge. So, reading is
very important skills in learning.
2. Types of reading
As proposed by Patel (2008:117-124), types of reading as follows:
1. Intensive Reading
Intensive reading is text reading or passage reading. The learner read
the text to get knowledge or analysis. The goal of this reading is to
read shorter text. This reading is done to carry out to get specific
information. Learner reads book to acquire knowledge.
2. Extensive Reading
The purpose of extensive reading will be to train the student to read
directly and fluently in the target language for enjoyment, without the
aid of the teacher. Extensive reading is the reading for pleasure. The
reader wants to know about something. The reader does not care about
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specific or important information after reading. The goal of extensive
reading is to enrich learners‟ knowledge.
3. Aloud Reading
Reading aloud is the base of word pronounciation. Reading aloud
should be given in primary school. Learners can improve their
pronounciation, knowing the words, train to speake. It is very
important for speaking and expressing ideas. Students can learn by
imitating from what the teachers‟ said or read any text.
4. Silent Reading
Silent reading is a very important skill in teaching of English. This
reading should be employed to increase reading ability among
learners. Silent reading is done to acquire a lot of information.
Teacher has to make them read silently as and when they are able to
read without any difficulties. Silent reading makes learners active,
accurate, consentrate toward subject matter.
3. Reading Process
According to Patel (2008:114-116), the process of reading may be
classified into three stages:
1. Recognition stage
At this stage the learner recognize the spoken words in its written
form. Difficulty at this stage depends upon the difference between the
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script of the learner's mother tongue and English and between the
spelling conventions of two languages.
2. Structuring stage
Learners see the syntactic relationship of the items and understands
the structural meaning of the syntactical units.
3. Interpretation stage
This is the highest level in the process of reading. The learner
comprehends the significance of a word, a phrase, or a sentence in the
overall context. For instance, learner distinguishes between a
statement of fact and a statement of opinion and understand what is
being read. For example, reads for getting information or for pleasure.
4. Definition of Reading Comprehension
Woolley (2011:15) states that “reading comprehension is the
process of making meaning from text. The goal is to gain an overall
understanding of what is described in the text rather than to obtain
meaning from isolated words or sentences.”
Reading comprehension is understanding, gaining meaning,
interpreting the text depends on a variety of reader-related, text-related
and situational factors (De Corte et al.2001)
Orasanu and Panay (1986) as quoted by Javed (2015:139), reading
comprehension is an interactive process between the reader and the text.
During reading process, the reader extracts meaning from the text by
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utilizing previous knowledge through employing effective reading
comprehension.
From the statement above, it can be summarized that reading
comprehension is the process to get information or knowledge from the
text rather than gain meaning from words or sentences.
5. Factors affecting Comprehension
Dallmann (1982:165) stated that the teacher must understand the
factors that affect comprehension. If teachers do not care about this,
they can not solve students‟ problem about incomprehending what they
read.
1. Difficulty of material
2. Inteligence
3. Environment
4. Emphasis on word recognition
5. Emphasis on oral reading
6. Background for reading selection
7. Adjustment of reading technique to purpose and type material
8. Rate of reading
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C. Scattergories Board Game
1. The definition of Board Game
According to Hilton (2008:1), board game is a game that can be
used in the language classroom. It is placed on board. It is an effective,
low-anxiety, and fun way for students to learn and practice
communication skills as well as develop their own communication
strategies that can be readily applied to the real world.
2. Values of Board Game
According to Regina (2012:13-14), board game has benefits to
students and the teacher.
Benefits to our students:
a. Provide rich learning opportunities and improve their learning ways.
b. Connect to real life situations.
c. Encourage the use of authentic materials.
d. Enhance their motivation.
e. It helps them to be creative.
f. It makes them more competitive.
g. It makes the students more relax to follow language learning.
Advantages for the teacher:
a. Help us get learners involved and get a more positive and proactive
response.
b. Enhance the students‟ motivation because in contrast to regular class
exercises.
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21
c. Board games present tasks that students are glad to complete.
d. They add interest to what students do.
e. Provide kinds of material.
f. Improve our teaching practice.
g. Minimize the role of teacher as the center of learning process.
h. Help the teacher to get insights and feedback from the students.
i. It helps the teacher connect with the students.
j. It can be used as ice breaker.
3. The Definition of Scattergories Board Game
According to Mike (2006:35), scattergories board game is a board
game for two to six players in which players try to list as many words as
they can that start with a specific letter and fall within a list of categories.
4. Procedures of Playing Scattergories Board Game
Roman (2010:1) said that procedures of playing scattergories board
game are :
1. Divide the students into teams and have them pick team names.
2. Make a category list on the board or hand out cards such as verb, noun,
adjective, edverb, etc. Students can also help choose the categories or
they can be dependent on the current topic at hand.
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22
3. Once the categories are chosen, students have to pick a letter based on
the teachers‟ instruction. Whatever letter is chosen, teams have to write
the categories starting with that letter. Only one word per category.
4. Once the time is up, students put their pencils down right away.
5. Teams share their answers. For every correct answer, they get one
point. For every wrong answer or answer shared with another team,
they get no points.
6. Teacher notes the points then continue with other letters.
7. Teams can share the meaning of each word or use it in a sentence
to get full marks.
Examples of scattergories worksheet:
ADJECTIVES VERBS NOUNS
Annoying Absorb Apple
Big Buy Book
Calm Catch Chalk
Dissappointed Decide Dam
Glad Grow Glove
Happy Heal Hair
Sad See Stomach
Tired Take Table
Wonderful Wake Waffle
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23
D. Descriptive Text
1. According to Mursyid (2005:4) the purpose of descriptive text is to
describe a particular phenomenon of people, thing, and landscape
specifically. It differs from Report text which describes thing, animals,
persons or others in general.
2. Generic structure
a. Identification : introduce who, where, or what is being described.
b. Decription :
Part : size, volume, body.
Quality : standart, superiority.
Character : attitude, behaviour, act.
3. Language features of descriptive text are:
a. Focus on specific participant
b. Pronouns
c. Nouns
d. Noun phrases
e. Adjectives
f. Preposition
g. Adverbs
h. Linking verbs
i. Present tense
j. Attribute
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24
4. Example of descriptive text
Aloe vera is also known as the “crocodile‟s tongue” plant in
Indonesia. It is called so because the leave is thick, long and sharp, and
the sides are serrated like the body of a crocodile. Aloe vera is planted in
dry areas and in warm climates. It takes little water to grow.
Aloe vera is a short –stemmed succelent plant growing to 60-100
cm tall. Spreading by offsets, the stems are thick and fleshy, green to
grey-green, with some varieties showing white flecks on the upper and
lower stem surfaces.
Aloe vera is a multifunctional plant. It can be used to cure a wound
caused by burning. Using aloe vera to heal the wound is easy and simple.
Pick the leaves, peel the made into healthy drink to prevent rheumatism
and diabetes because it contains vitamin and minerals. Generally, the
drink helps to repair the damaged cells and makes the organs of the
human body work well. Aloe vera can also make our hair thick too.
Apply it over the scalp and message it gently so it could soak thoroughly.
Ten minutes later, rinse the hair.
Taken from: Bank soal ujian nasional SMP 2015
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25
a. The purpose of text is to describe about aloe vera.
b. Generic Structure
1. Identification : introduce who, where, or what is being describe. In
the text, it describe about aloe vera.
2. Decription :
Paragraph 1 : describes about the reasons why aloe vera known
as crocodile tongue.
Paragraph 2 : describes about the characteristic or physical
appearences of aloe vera.
Paragraph 3 : describes about the advantages of aloe vera. It can
be used to heal some disease or cure.
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26
CHAPTER III
RESEARCH METHOD
In this chapter the researcher explains about research setting, the subject of
the research, research method, model of classroom action research, research
procedures, technique of collecting data, and technique of analyzing the data.
A. Research Setting
This classroom action research is held in SMP Islam Sudirman Ambarawa.
This school is located in Jalan Gatot Subroto Kupang Lor Ambarawa. It was
built in 1977 under leadership of YAPPIS (Yayasan Pusat Pendidikan Islam
Sudirman). It becomes the center of islamic school in Ambarawa. It is near to
the Kupang village. Although this school is located in village, there is no
disturbance from surrounding. There is also SMA N 1 Ambarawa on the south
side about 50 meters. This school is not near to Ambarawa tradisional market,
therefore, the students feel comfortable to conduct learning process. This
school is strategic. It is about 200 meters from main road and easy to get
public transportation.
Based on the schools‟ physical appearance, it has facilities and good
building. All of the rooms are well maintained. SMP Islam Sudirman
Ambarawa has 18 class. It consists of seventh grade until ninth grade. They
are A-G for seventh grade, A-E for eighth grade, and A-F for ninth grade.
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27
Each class consists of 30 up to 40 students. There are teacher office,
headmaster office, computer laboratory, a library, a mosque for doing
religious activities, student‟s bathroom, teacher‟s bathroom, a kitchen, three
canteens, a field on the backside of the school, and parking area.
The time of the research was done based on the schools‟ academic
schedule and agreement of the school principal. The research was carried out
from July, up to August, 2016. Before doing the research, the
researcher prepared instrument that will be used in the research to measure the
students‟ improvement when using scattergories board game.
B. The Subject of the Research
The subject of the research is the Eighth grade student‟s of SMP Islam
Sudirman Ambarawa especially VIII B. This class consist of thirty seven
students. They are 26 boys and 11 girls.
The students faced many problems in learning English such as grammar,
pronounciation, limited vocabulary, and reading comprehension. They get
difficulties to learn English because it is a foreign language. They do not have
confidence in reading the text because they are afraid of getting wrong in
pronounciation. Students are confused to understand the text or get
information from the text because they lack of vocabulary.
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28
Table. 3.1
The List Students of VIIIB SMP Islam Sudirman Ambarawa
Academic Year 2016/2017
No Code Gender
1 B1 Male
2 B2 Male
3 B3 Male
4 B4 Male
5 B5 Male
6 B6 Male
7 B7 Male
8 B8 Male
9 B9 Male
10 B10 Female
11 B11 Male
12 B12 Male
13 B13 Female
14 B14 Male
15 B15 Male
16 B16 Female
17 B17 Male
18 B18 Female
19 B19 Male
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29
20 B20 Male
21 B21 Male
22 B22 Male
23 B23 Male
24 B24 Male
25 B25 Male
26 B26 Male
27 B27 Female
28 B28 Male
29 B29 Male
30 B30 Female
31 B31 Male
32 B32 Female
33 B33 Female
34 B34 Male
35 B35 Female
36 B36 Female
37 B37 Female
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29
C. Research Method
The research used in this study is classroom action research. The
teacher and the observer make notes about what is happening in the
classroom. There are some expert who defines action classroom research.
According to Burns (2010:1-2), “classroom action research is to
identify a problematic situation or issue that the participants include
teacher, students, managers, administration or even parents. As the teacher
should see what is happening in the teaching and what should do to solve
problems that occurs.”
Sedgley (2007:10) also stated “action research involves an
intervention by a researcher to influence change in any given situation and
to monitor and evaluate the results. The researcher identifies a particular
objective and explores ways this might be done. The researcher enters into
the situation, for example introducing new technique.”
Based on the definition above, the writer concludes that classroom
action research is the systematic research to overcome problems that
occurs in learning process to be better which is done by the teacher.
D. Research Procedures
According to Ary (2010:518-519 ), the action research process
involves reflecting, planning, acting, and observing. He also stated that
process of classroom action research in three steps. They are look, think,
and act. The “look” phase involves systematically gathering information
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30
and data. In the “think” phase, information is analyzed and reflected upon.
In the “act” phase, solutions are devised and implemented. The cycle of
research can be explained as follows:
1. Planning
The writer prepared everything related to the action as follow:
a. Preparing lesson plan and material.
b. Preparing teaching aids, for example pictures related to descriptive
text, books, copies worksheet, scattergories worksheet, spidol,
c. Preparing observation sheet to know the condition during English
teaching process.
.d. Preparing test to know whether students‟ vocabulary and reading
comprehension can be improved or not after apply the game.
2. Action
In this stage, researcher implements scattergories board game in two
cycles. She also give pre-test and post-test as follow up of each cycle. The
writer presented as follows:
a. Giving pre-test
b. The writer prepares material that would be learned by students.
c. The writer distributes the material related to descriptive text.
d. The writer explains how to play the game.
e. The writer give examples of scattergories board games that will be
performed by students.
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31
f. After students understand about procedures of playing the game, the
writer divides students into some groups.
g. Scattergories board game can be played.
h. After doing the game, students gives comment dealing with
scattergories board game.
i. The writer gives evaluation and appreciation to them.
j. Giving post-test after implements the treatment.
3. Observation
Researcher as the teacher observes teaching and learning process to know
the situation of students. It is written on observation sheet and field notes.
Observation sheet and field note are used to know weaknesses during
teaching process that will be overcome in the next cycle.
4. Reflection
In this step, the writer and observer discuss about learning process.
Researcher evaluates learning process of each meeting to find out the
weaknesses and strength of teaching activity that had been carried out,
students are active or not, the technique is effective or not.
Kemmis and Mc Taggart (1988:11-14) also states action research
consists of four step in a cycle of research. It is explained below:
1. Planning
In this phase researcher identify a problem or issue and develop a plan of
action in order to bring about improvements in a specific area of the
research context. Researcher consider what kind of investigation is
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32
possible within the realities, constraints of teaching situation, and what
potential improvements the researcher think are possible.
2. Action
The plan is a carefully considered one which involves some deliberate
interventions into the teaching situation that reseracher put into action over
an agreed period of time. The interventions are critically informed about
the current situation and plan new and alternative ways of doing things.
3. Observation
This phase involves researcher in observing systematically the effects of
the action and documenting the context, actions and opinions of those
involved. It is a data collection phase where collect information about
what is happening.
4. Reflection
Researcher evaluates and describes the effects of the action in order to
make sense of what has happened and to understand the problems
researcher have explored more clearly. The researcher decides to do
further cycles of action research to improve the situation or share class
development.
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33
E. Technique of Collecting Data
In this research, the researcher uses interview, observation, test, and
photograph to collect the data:
1) Interview
As stated by Burns (1999:118), interview are popular way in
collecting qualitative data. Interview can be done among teacher to
learner, researcher to learners, teacher to teacher, or researcher to
teacher. In the pre-research, the researcher conducted interview with
the English teacher to know what is the problems that is faced by the
students and the teacher. After interviewing the English teacher, the
researcher make plans to solve the problems. This technique is done at
the beginning of pre-research, during teaching process, and at the end
of the research. Interview is done directly in the class to know
improvement, difficulties, and development of the students about their
reading comprehension.
2) Observation
As proposed by Burns (1999:80), observation is a technique that used
by researcher to know what is happening during English teaching. It is
also effective way to describe condition of the class, students‟
behaviour, or responses from the students about the research. This
observation focuses on students‟ improvement using scattergories
board game to develop their vocabulary and reading comprehension.
Researcher observes whole of teaching process. The researcher acts as
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34
teacher and her collaborator as observer in this research. In this stage,
researcher uses observation sheet and field notes.
3) Test
Louis (2007:414) stated that test can be used in gathering the data.
The researcher divides the test into two part. They are pre-test and
post-test. Pre-test is done at the beginning of each cycle to know the
basic knowledge of the students‟ about the topic before researcher
implements scattergories board game while post-test is given at the
end of the cycle to know the improvement of the students after the
teacher apply scattergories board game.
4) Photograph
According to Burns (1999:101), photograph can be used for collecting
data in action research. Reseacher take an picture to get real evidence
of teaching learning activity in this research. It is not difficult.
Researcher is helped by oberver to take the pictures.
F. Technique of Analyzing Data
After collecting the data, the researcher analyzes the data. The data
collected is analyzed qualitatives and quantitatives. To see students
activity and involvement during teaching learning process, the researcher
analyzes and presents the data qualitatives. The researcher get answer by
analyzing the data based on the explanation and conclusion obtained from
the field notes, observation sheet and students‟ reponses. The researcher
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35
also conducted test in the beginning and the end of each cycle to measure
improvement of the students‟ score. It is pre-test and post-test to know
whether there is improvement of implementation scattergories board
game, the data is in the form of quantitatives. To analyze the test, the
researcher uses this formula proposed by Kothari (2004:132) :
1. M=
where:
M = Mean of students‟ score
x = The sum of students‟ score
N = Total number of students
Percentage of the students who pass KKM also calculated by statistic
formula:
P =
Where:
P = Percentage of the students who pass KKM
2. The writer also uses the formula to know the improvement of students that
proposed by Hadi (1981:246).
SD (Standard Deviation)
The function of the formula is to solve standard deviation calculation from
the data that arranged into distribution table.
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36
√
(
)
Where:
SD = Standard Deviation for one sample t-test
D = Differences between pre-test and post-test
N = Total number of students
3. T-test
To be able to know whether there is a significant improvement or not
between pre-test and post-test, researcher using t-test after calculate the
SD. Because the total of the students is 37, the researcher using t-table =
2.02 as the standard. The formula is:
(
√
)
Where:
t0 = T-test for the differences of pre-test and post-test
SD = Standard Deviation for one sample t-test
D = Differences between pre-test and post-test
N = Total number of students
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37
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher discuss about research findings and
discussion. It shows data collection and data analysis since beginning until the end
of the research. The researcher gives detail explanation.
A. Research Findings
This research was held in two cycles. The researcher divided first cycle
into two meetings while second cycle divided into three meetings. Each meeting
took 80 minutes. First cycle conducted on Thrusday, August 2016 and
Saturday, August 2016 while second cycle conducted on Monday, August
2016, Thrusday, August 2016, and Saturday, August 2016. The
researcher took descriptive text as the material that had been taught. In this
research, the researcher acts as the teacher. The observer was held by Mr.
Muhammad Mustofa, Mrs. Azza Nurul Laila, and Mrs. Rizka Ratih. Every cycle in
this research consists of identifying the problems, planning, action, observation,
and reflection. They could be explained in the description below:
1. Cycle 1
a. Identifying the problems
Researcher explained in the first chapter that the students faced
many problems in English learning. They saw that English is difficult
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38
because it is a foreign language. Sometimes, they felt bored to follow
English lesson. The students had low confidence in reading the text. They
also had problem in grammar, spelling, and pronounciation. The important
thing is they get difficulties to understand meaning of the text because
their vocabulary is limited so they could not answer questions easily.
b. Planning the action
Before implementing the action, the researcher prepared instruments that
used in the action. The researcher was conducted pre-test on Thursday,
August 2016. The result of pre-test would be compared with post test in
the end of the cycle. The researcher also prepared:
1. Lesson plan : It was used as guidances in English learning process.
2. Material : The reseacher took the material from formal text book.
3. Test : It divided into pre-test and post-test. Pre-test was given
before the researcher applied her technique while post test was given
after the researcher applied scattergories board game.
4. Teaching aid : The reseacher chose descriptive text in conducting
English lesson and worksheet of scattergories board game.
c. Implementing the action
1. First Meeting
First meeting in this cycle was conducted on Thrusday, August
2016 about 80 minutes. It was started at 11.00-11.40 a.m and 12.10-
12.50 p.m. The teacher and her observer entered to the class. The
lesson was started by praying together and checking attendance list.
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39
Then, the teacher informed the activites that would be conducted in the
meeting. The teacher did not introduce herself because she has
introduced herself in previous meeting at observation on July,
The students got explanation about the purpose of the lesson based
on the syllabus and lesson plan. They learned about descriptive text.
They had to be able to identify the purpose of the text, find out
informations of the text, and identify the generic structure. In this
section, the teacher did not give treatment of scattergories board game
because it was an introducing material to the students. Most of students
did not know about descriptive text yet.
The teacher gave pre-test for the students to know basic knowledge
about the topic. She went around to check students‟ difficulties. Most of
students had problem in vocabulary meaning so they felt difficult in
answering the question from the text. The students did the test until
break time came at 11.40 a.m. After they finished the test, the students
submitted to the teacher. Then, they had break time until 12.10 p.m.
After break time was up, the teacher entered to the class again. She
started the lesson by showing some pictures about descriptive text.
Then, the teacher gave explanation about descriptive text and asked
them to describe of their chairmates‟ look like. But, some students did
not pay attention. They talked to the others. The teacher divided them
into seven groups to analyze the example of descriptive text. When they
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40
had group work, only some students who were active to do the exercise.
After having group work, teacher asked some questions related to the
material. She discussed the material together. Teacher closed the lesson
by asking students to conclude what is being learned. She also gave
advices to the students.
2. Second Meeting
The second meeting was conducted on Saturday, August 2016.
It started at 07.20-08.40 a.m. The teacher entered to the class at 07.00
a.m because she had to guide the students to recite juz amma about 20
minutes as opening the first lesson. It was the rule from the school.
The teacher began the lesson by asking the students to review
previous material. The teacher still discussed descriptive text. The
students got example of descriptive text. Teacher pointed out some
students to read the text but they were afraid to read. They discussed the
text with the teacher, analyzed the generic structure, found new
vocabulary, and information of the text. Sometimes, teacher gave
questions but most students were afraid to answer the teachers‟
question. They were passive in learning process.
After discussing the text together, the teacher gave scattergories
board game. The teacher divided into 7 groups. Each group got
scattergories worksheet. Then, the teacher explained the rules in
playing scattergories board game. Scattergories board game had
contents the words that related to the descriptive text. It divided into
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41
verb, noun, and adjective. The students had to find some words that
began by the key letter on the worksheet based on the categories (verb,
noun, or adjective). The teacher gave 3 minutes for each categories.
The students confused in playing scattergories board game because
this is their first time to play the game. Some students asked to the
teacher how to play the game then the teacher explained it again in
order to make them more understand. The students confused to
distinguish among verb, noun, and adjectives. They only found the
words based on the key letter in worksheet without put in the right
categories (verb, noun, and adjectives).
Although they confused to distinguish among verb, noun, and
adjectives, they were enthusiastic to play the game because it is new
game for them. Atmosphere of the class more challenging. It made
them more competitive. They learned how to play in a team. It also
increased their curiousity. Students interested to learn English through
this game. In this section, Yoga‟s and Anang‟s group became the
winner in playing scattergories board game.
Some students could not follow the learning process because they
had to join to other activities such as practice of paskibra. Besides some
students also were called to go to teachers‟ room. They were Hasna,
Imam, and Risky Surya.
The teacher continued the lesson by giving post-test to measure the
comprehending of the students after got treatment of scattergories board
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42
game. After that, students submitted the work. Teacher closed lesson by
saying hamdalah together. The lesson was ended at 08.40 a.m.
d. Observation
During this activity, teacher and her observer were observing all
activities that happened during the lesson. The detailed of observation can
be explained as bellow:
1. The students had difficulties in understanding the text because they
lack of vocabulary.
2. Most of them did not have confidence to read the text because they
were afraid if they got wrong pronounciation.
3. The students confused about how to play scattergories board game
because it was new for them.
4. The students confused to distinguish among verb, noun, and adjective.
5. Some students had to join other activities such as paskibra and some
of them had to go to teachers‟ room.
6. There were some students who talked to the other friends. They did
not pay attention to the teachers‟ explanation. It happened in the first
meeting and second meeting of cycle 1.
e. Reflections
Based on the result of cycle 1, there were some weaknesses during the
implementation. The result was not satisfying yet. The detailed reflection
can be described as bellow:
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43
1. First meeting
Many students were afraid when the teacher asked them to read the
text. They have problem in pronounciation. They did not have confidence
to read the words loudly. On the other hand, the students lack of
vocabulary. They got difficulties in gaining the information from the text.
Most of students were passive to follow English lesson because the
schedule of English lesson was on the end lesson time.
The students often made noise while learning process run. They
always talk to the others. Sometimes, they did not finish their assigment
from the teacher. Although the assignment was given in group, only some
students did the assignment. They did not work together.
2. Second meeting
In second meeting, the writer saw improvement from the students.
When applying scattergories board game, they more active than previous
meeting although many students still made noise because the game was
done by group. Furthermore, many students could not distinguish the
category of verb, noun, adjective, and adverb. They only found out the
words based on the key letter and the meaning without put the words in
right categories.
Some students who did not follow the lesson at the beginning until the
end because they had to join other activities, their score in post-test was
not satisfying yet. It was less than standardized score.
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44
Based on the cycle 1, there is improvement in pre-test to post test. The
calculation as follow:
Table 4.1
The Result of Pre-Test and Post-Test Cycle 1
Students‟
Code Pre-test 1 Post-test 1
B1 70* 75*
B2 60 70*
B3 50 70*
B4 60 70*
B5 40 65
B6 40 55
B7 50 55
B8 50 60
B9 40 60
B10 50 70*
B11 60 70*
B12 50 75*
B13 60 70*
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45
B14 50 55
B15 50 70*
B16 50 60
B17 50 60
B18 50 75*
B19 40 50
B20 40 60
B21 40 55
B22 50 65
B23 40 50
B24 40 65
B25 40 50
B26 50 50
B27 40 60
B28 40 65
B29 50 50
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46
B30 60 70*
B31 60 70*
B32 60 60
B33 50 75*
B34 40 40
B35 50 60
B36 60 70*
B37 50 70*
∑= 1830 2320
*the students who pass KKM (70)
Table 4.2
The Result of Cycle 1
Students‟
Code
Pre-test
(X)
Post-test
(Y)
Pre-Post
(D)
B1 70 75 5 25
B2 60 70 10 100
B3 50 70 20 400
B4 60 70 10 100
B5 40 65 25 625
B6 40 55 15 225
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47
B7 50 55 5 25
B8 50 60 10 100
B9 40 60 20 400
B10 50 70 20 400
B11 60 70 10 100
B12 50 75 25 625
B13 60 70 10 100
B14 50 55 5 25
B15 50 70 20 400
B16 50 60 10 100
B17 50 60 10 100
B18 50 75 25 625
B19 40 50 10 100
B20 40 60 20 400
B21 40 55 15 225
B22 50 65 15 225
B23 40 50 10 100
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48
B24 40 65 25 625
B25 40 50 10 100
B26 50 50 0 0
B27 40 60 20 400
B28 40 65 25 625
B29 50 50 0 0
B30 60 70 10 100
B31 60 70 10 100
B32 60 60 0 0
B33 50 75 25 625
B34 40 40 0 0
B35 50 60 10 100
B36 60 70 10 100
B37 50 70 20 400
∑= 1830 2320 490 8700
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49
a. Mean of Pre-Test 1
Mx =
Mx =
Mx = 49.45
b. Mean of Post Test 1
My =
My =
My = 62.70
1) Mean of Pre-Test 1 = 49.45
2) Mean of Post-Test 1= 62.70
3) Mean of Pre-Test < Post-Test
c. Percentage of the students who pass KKM
Pre-test 1
P =
P =
P = 2.70 %
Post-test 1
P =
P =
P = 40.54%
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50
d. SD (Standar Deviation)
√
(
)
√
(
)
√
√
e. Calculating
(
√
)
(
√
)
(
√
)
(
)
1) t.calculation is 10.34
2) t.table ≤ t.calculation is 2.02 ≤ 10.34
Based on the result above, it shows that the mean of pre-test and post-test
raising. The table present that the mean of pre-test and post test is 49.45
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51
and 62.70. Based on the result, vocabulary mastery and reading
comprehension risen after the students got treatment of scattergories board
game. It means that scattergories board game is able to improve
vocabulary mastery and reading comprehension. Beside that, the students
who pass KKM in pre-test 1 increases in post-test 2. Pre-test 1 is 2.70%. It
improves in post-test 1 is 40.54%. T-calculation also shows that there is
significant improvement from students‟ vocabulary mastery and reading
comprehension. The result is that t-calculation is 10.34 while t-table is
2.02. It means that t-calculation is bigger than t-table.
2. Cycle 2
a. Identifying the probems
Based on the result, observation, and reflection in cycle 1, the
researcher planned to solve the problems that appeared in cycle 1. She got
that the students had difficulties in understanding the text because they
lack of vocabulary, most of them were not confident to read the text
because they afraid if they got wrong pronounciation, they are confused
about how to play scattergories board game because they could not
distinguish among verb, noun, and adjective. From the reasons above, the
researcher made activities to improve their behaviour, vocabulary mastery
and reading comprehension.
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b. Planning the actions
In this cycle, the researcher planned to solve the problems that
occured in cycle 1. In cycle 2, the researcher still used descriptive text as
the topic. The plan in cycle 2 focus on students behaviour from passive to
be active in playing scattergories board game, increasing vocabulary
through the game then apply the words in comprehension of descriptive
text, explanation about verb, noun, adverb, and adjective in order to make
them more understand about the game, and more explanation about
descriptive text. The researcher prepared lesson plan, worksheet of
scattergories board game, pre-test and post test.
c. Implementing the actions
1. First Meeting
First meeting in cycle 2 was conducted at 08.40-10.00 a.m. It was
on Monday, August 2016. In this section, the researcher still
discussed about descriptive text. The teacher began the lesson by
praying together and checking attendance list. After that, the students
explained about previous material but not all students active answered
it. Only two students explained it. They were Diva and Anang.
After reviewing previous material, the teacher explained about
verb, noun, adjective, and adverb. As the result of cycle 1 showed that
the students are confused about verb, noun, adverb, and adjective when
applying scattergories board game. When the teacher explained, the
students paid attention well.
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Teacher continued the lesson by explaining descriptive text. She
asked to the students to read the text by calling some of the studens.
Most of the students were active to read. They were not afraid again to
read the text. Then, the students got example of descriptive text and
discussed it together. In discussing text, most of students were active.
they tried to find out generic structure of the text. They could find it.
Teacher did not applying scattergories board game in this section.
After discussion finished, the teacher gave pre-test for the students
individually. The teacher gave limited time to finish pre-test about 25
minutes. After the students finished their work, the teacher gave feed
back about the lesson then gave assignment to the students to study
about other example of descriptive text.
2. Second Meeting
Second meeeting was conducted on Thursday, August 2016 at
11.00-11.40 am and 12.10-12.50 pm. In this section, the researcher
implemented scattergories board game to improve their reading
comprehension of descriptive text.
The teacher entered to the class. She began the lesson by praying
together and checking attendance list. Then, the teacher asked to the
students to review the previous material. After that, the students read
the text by calling some of the students. There is an improvement
about the attitude of the students who were not afraid again to read the
text. They read confidently.
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After discussing the material, the researcher implemented
scattergories board game that related to the descriptive text. She
divided into 7 team. The teacher also gave limited time to the students
in doing the game about three minutes for each categories. Before that,
she asked to the students whether they understood about procedure of
playing scattergories board game. They answered that they understood
about it. Meanwhile, the teacher explained again about verb, noun,
adjective, and adverb in order to make the students more understand to
apply the game. Then, they had to find the words and meaning.
During implementation of the game, the students looked active.
They said that the game was challenging and interesting. Although
some students followed practice independences day parade and scout,
it did not distrub learning process. They shouting that one of their
group became the winner and did the game quickly. The students got
many words related to descriptive text. Besides looked for the
meaning, they had to find out the similiar and also the opposite to
enrich their vocabulary knowledge. They said this game was so
amazing than sit down and listen to the teachers‟ explanation. In this
section, Roro‟s group became the winner.
After finishing the game, the students presented their result. The
teacher wrote all words that were mentioned by the students. She also
analyzed whether the words were true or false. Then, the teacher
announced the winner of the game. She appreciated the student‟s work.
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3. Third Meeting
Third meeting of cycle 2 was conducted on Saturday, August
2016 at 07.20-08.40 a.m. As usual, the teacher entered to the class at
07.00 a.m. The lesson started at 07.20 a.m because the students had to
read juz amma about twenty minutes.
In this cycle, the teacher applied scattergories board game. Before
that, the students reviewed the previous material. Then, the teacher
gave example of descriptive text. She explained more about descriptive
text and discussed it together. Then, she applied scattergories board
game. The teacher gave scattergories worksheet, divided the students
into seven groups, then the students did the assignment together. The
students had to find the words that related to the descriptive text. They
also had to find the meaning of the words. She gave limited time to the
students in answering the worksheet. The teacher and the students
discussed the result of the game together. The winner was Ryan‟s
group. She also appreciated who would be the winner of the game.
She ended the lesson by giving post test in cycle 2 to know the
improvement of the students after got the treatment of scattergories
board game. The researcher gave 30 minutes to do the test. She asked
to the students to conclude the lesson and closed by praying together.
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d. Observations
Observations can be explained bellow:
1. In cycle 2, sometimes the students made noise. They talked to the
other friends.
2. The students were disturbed by announcement from some students
who came to the class to announce scout extracurriculer.
3. Although the students made noisy, the writer observed that the
students also looked interested playing scattergories board game.
4. They were active follow the lesson.
5. There is improvement that the students more confident in reading
descriptive text.
6. The students more understood about the material.
7. The students understood about scattergories board game that used by
the reseacher.
e. Reflection
Based on the observation result, scattergories board game increased
student‟s activeness. They looked so interested in playing the game
although some students made noise. They did not finish the game with
their group fairly. Scattergories board game also improved students in
vocabulary mastery and reading comprehension of descriptive text. It
also explored student‟s competency in vocabulary because they found
new words from applying the game. They became more active in
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answering the questions. The students actively participated in learning
process.
Based on the cycle 2, there is improvement in pre-test to post test. The
calculation as follow:
Table 4.3
The Result of Pre-Test and Post-Test Cycle 2
Students‟
Code Pre-test 2 Post-test 2
B1 90* 90*
B2 80* 80*
B3 90* 70*
B4 90* 80*
B5 70* 80*
B6 60 80*
B7 70* 75*
B8 60 70*
B9 70* 70*
B10 60 75*
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B11 90* 80*
B12 60 70*
B13 60 75*
B14 50 70*
B15 60 75*
B16 70* 75*
B17 60 70*
B18 70* 75*
B19 60 65
B20 60 80*
B21 70* 75*
B22 80* 75*
B23 60 65
B24 70* 70*
B25 70* 65
B26 60 75*
B27 80* 75*
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B28 50 70*
B29 70* 90*
B30 80* 90*
B31 80* 65
B32 70* 80*
B33 90* 75*
B34 50 75*
B35 70* 90*
B36 70* 75*
B37 80* 75*
∑= 2580 2790
*the students who pass KKM (70)
Table 4.4
The Result of Cycle 2
Students‟
Code
Pre-test 2
(X)
Post-test 2
(Y)
Pre-post
(D)
B1 90 90 0 0
B2 80 80 0 0
B3 90 70 -20 400
B4 90 80 -10 100
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B5 70 80 10 100
B6 60 80 20 400
B7 70 75 5 25
B8 60 70 10 100
B9 70 70 0 0
B10 60 75 15 225
B11 90 80 -10 100
B12 60 70 10 100
B13 60 75 15 225
B14 50 70 20 400
B15 60 75 15 225
B16 70 75 5 25
B17 60 70 10 100
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B18 70 75 5 25
B19 60 65 5 25
B20 60 80 20 400
B21 70 75 5 25
B22 80 75 -5 25
B23 60 65 5 25
B24 70 70 0 0
B25 70 65 -5 25
B26 60 75 15 225
B27 80 75 -5 25
B28 50 70 20 400
B29 70 90 20 400
B30 80 90 10 100
B31 80 65 -15 225
B32 70 80 10 100
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B33 90 75 -15 225
B34 50 75 25 625
B35 70 90 20 400
B36 70 75 5 25
B37 80 75 -5 25
∑= 2580 2790 210 5850
a. Mean of Pre-Test 2
Mx =
Mx =
Mx = 69.72
b. Mean of Post Test 2
My =
My =
My = 75.40
1) Mean of Pre-Test 2 = 69.72
2) Mean of Post-Test 2= 75.40
3) Mean of Pre-Test < Post-Test
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c. Percentage of the students who pass KKM
Pre-test 2
P =
P =
P = 62.17%
Post-test 2
P =
P =
P = 89.18%
d. SD (Standar Deviation)
√
(
)
√
(
)
√
√
f. Calculating
(
√
)
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(
√
)
(
√
)
(
)
1) t.calculation is 3.03
2) t.table ≤ t.calculation is 2.02 ≤ 3.03
Based on the result above, it shows that the mean of pre-test and post-test
raising. The table present that the mean of pre-test and post test is 69.72
and 75.40. Beside that, the students who pass KKM in pre-test 2
increases in post-test 2. Pre-test 2 is 62.17%. It improves in post-test 2 is
89.18%. Based on the result, vocabulary mastery and reading
comprehension risen after the students got treatment of scattergories
board game. t-calculation also shows that there is significant
improvement from students‟ vocabulary mastery and reading
comprehension. The result is that t-calculation is 3.03 while t-table is
2.02. It means that t-calculation is bigger than t-table. It means that
scattergories board game is able to improve vocabulary mastery and
reading comprehension. The writer finished the research until two cycles
because the result is already complete for standardize score is 70.
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B. Discussion
From the result of analyzes in cycle 1 and 2, the researcher analyzes the
improvement from each cycle. The improvement as follow:
Table 4.5
The Description of Students’ Test Result
No Analyzes Cycle 1 Cycle 2
1 Mean
Pre-Test
Post-test
49.45
62.70
69.72
75.40
2 Percentage
students who pass KKM
Pre-Test
Post-Test
2.70%
40.54%
62.17%
89.18%
2 t-table N=37 2.02 2.02
3 t-calculation 10.34 3.03
Figure 4.6
The Improvement of Students’ Score
0
10
20
30
40
50
60
70
80
Improvement Students' Score
Pre-test 1
Post-test 1
Pre-test 2
Post-test 2
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The improvement of vocabulary mastery and reading comprehension can
be seen from the table above. It shows improvement from cycle 1 until cycle 2.
Each cycle, the mean of post-test is bigger than the mean of pre-test. The mean of
pre-test and post-test for each cycle also increases. The mean of pre-test in cycle 1
is 49.45 and post-test is 62.70 while the mean of pre-test in cycle 2 is 69.72 and
post-test is 75.40. Beside that, percentage of the students who pass KKM also
improves from pre-test and post-test cycle 1 and cycle 2. Percentage pre-test 1 is
2.70% and post-test 1 is 40.54% while percentage pre-test 2 is 62.17% and post-
test 2 is 89.18%. The table also shows the differences between t-calculation in
cycle 1 and cycle 2. T-calculation shows 10.34 and 3.03 is bigger than t-table for
thirty seven students is 2.02.
From the data above, it is proof that students‟ vocabulary mastery and
reading comprehension improves in each cycle. This improvement influences
students‟ score. Implementation of scattergories board game is effective enough in
improving students‟ vocabulary mastery and reading comprehension. The result
has already complete the standardize score (70). It seems that scattergories board
game can be used in learning process.
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CHAPTER V
CLOSURE
After conducting the research, presenting and analyzing the data, in
this chapter the researcher would like to give conclusion and suggestion of this
research.
A. Conclusion
After analyzing the data, the finding of the research shows:
1. The implementation of scattergories board game improves students‟
vocabulary mastery and reading comprehension. Before scattergories
board game applied in teaching process, the students got difficulties in
looking for the meaning of the text. It makes them difficult to answer
some questions in