THE EFFECT OF “KIM’S MEMORY GAME” ON STUDENTS’

VOCABULARY MASTERY VIEWED FROM STUDENTS’

MOTIVATION

(An Experimental Study at the Seventh Grade Students of SMP N

2 Pedan, Klaten in the Academic Year 2016/2017)

Submitted to the Department of Language Studies,

Graduate School of Muhammadiyah University of Surakarta

in Partial Fulfilment of the Requirements for

the Degree of Master of Education

By

WAHYUNINGTYAS SITI HAJAR

S200150036

DEPARTMENT OF LANGUAGE STUDIES GRADUATE SCHOOL

MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2017

APPROVAL

THE EFFECT OF “KIM’S MEMORY GAME” ON STUDENTS’

VOCABULARY MASTERY VIEWED FROM STUDENTS’

MOTIVATION

(An Experimental Study at the Seventh Grade Students of SMP N

2 Pedan, Klaten in the Academic Year 2016/2017)

PUBLICATION MANUSCRIPT

Writen by:

Wahyuningtyas Siti Hajar

S200150036

HAS BEEN APPROVED BY

PRIMARY SUPERVISOR

DR. MARYADI, MA

CO – SUPERVISOR

MAULY HALWAT HIKMAT, Ph. D

i

APPROVAL OF PUBLICATION MANUSCRIPT FOR SUBMISSION

The Effect of “Kim’s Memory Game” on Students’ Vocabulary

Mastery viewed from Students’ Motivation (An Experimental

Study at the Seventh Grade Students of SMP N 2 Pedan, Klaten in

the Academic Year 2016/ 2017)

submitted by Wahyuningtyas Siti Hajar

S200150036

has been examined by the board of examiners on March, 2017. All

feedback, corrections, and suggestions recommended by the examiners have

been considered and revision has been accordingly made by the student.

Board of examiners certify that the thesis is eligible for submission.

Board of Examiners

1. Dr. Maryadi, MA (........................................ )

(Primary Supervisor)

2. Mauly Halwat Hikmat, Ph.D. (......................................... )

(Co – Supervisor)

3. Dr. Dwi Haryanti, M.Hum (......................................... )

( Examiner)

Surakarta, March 2017

Director of Graduate School

Prof. Dr. Khudzaifah Dimyati, S.H. M. Hum

ii

STATEMENT OF AUTHORSHIP

I hereby confirm that the article publication is an original and authentic work written

by myself and it has satisfied the rules and regulations of Muhammadiyah University

of Surakarta with respect to plagiarism. I certify that all quotations and the sources of

information have been fully referred and acknowledged accordingly.

I confirm that this thesis has not been submitted for the award of any previous

degree in any tertiary institutions in Indonesia or abroad.

Surakarta, 28 February 2017

Writer

Wahyuningtyas Siti Hajar

S200150036

1

THE EFFECT OF “KIM’S MEMORY GAME” ON STUDENTS’

VOCABULARY MASTERY VIEWED FROM STUDENTS’ MOTIVATION

(An Experimental Study at the Seventh Grade Students of SMP N 2 Pedan,

Klaten in the Academic Year 2016/2017)

Abstract

The main objectives of this study are: (1) to find out whether there is any

different influence on Kim’s memory game and Translation toward students’

vocabulary mastery (2) to find out whether there is any different influence of of

high students’ motivation and low students’ motivation toward students’

vocabulary mastery (3) to find out whether there is the influence of the interaction

between learning technique and students’ motivation toward students’ vocabulary

mastery. This study is experimental study. The population of the research is 331

students of seventh grade students’ of SMP N 2 Pedan, Klaten in the academic

year 2016/2017. The total sample were 62 students’ taken from two classes, 7D

and 7E were the sample. The instrument of this research is vocabulary test and

questionnaire. In analyzed the data using ANOVA or multifactor analysis and

Tukey test. The research findings show that: (1) using Kim’s memory game is

better than using translation for teaching vocabulary mastery. (2) the students who

have high motivation have better vocabulary mastery than the students who have

low motivation. (3) there is no influence of the interaction between teaching

technique and students’ motivation in teaching vocabulary mastery.

Keywords: Kim’s memory game, Motivation, Vocabulary

Abstrak

Penelitian ini bertujuan: (1) untuk mengetahui perbedaan pengaruh teknik

pembelajaran menggunakan Kim’s memory game dan translation terhadap

penguasaan kosa kata siswa (2) untuk mengetahui perbedaan pengaruh tingkat

motivasi belajar tinggi dan tingkat motivasi belajar rendah terhadap penguasaan

kosa kata siswa (3) untuk mengetahui pengaruh interaksi teknik pembelajaran dan

motivasi belajar terhadap penguasaan kosa kata siswa. Penelitian ini

menggunakan model eksperimen. Jumlah populasi penelitian ini 331 siswa kelas 7

SMP N 2 Pedan, Klaten tahun pelajaran 2016/2017/ Jumlah sampel dalam

penelitian ini 62 siswa dari dua kelas, 7D dan 7E . Teknik pengumpulan data

mengunakan test kosa kata dan kuesionnaire. Teknik analisis data yang digunakan

adalah ANOVA atau analysis multifaktor varian dan test Tukey. Hasil penelitianb

menunjukkan bahwa: (1) penggunaan Kim’s memory game lebih baik daripada

penggunaan translation untuk penguasaan kosakata siswa. (2) siswa yang

memiliki tingkat motivasi belajar tinggi lebih baik penguasaan kosakata daripada

siswa yang memiliki tingkat motivasi belajar rendah. (3) tidak ada pengaruh

interaksi teknik pembelajaran dan motivasi belajar terhadap penguasaan kosa kata

siswa.

Kata kunci: Kim’s memory game, Motivasi, Kosakata

2

1. INTRODUCTION

Vocabulary is an important part in foreign language learning as the

meaning of new words are very often highlighted, whether in book or in

classroom (Alqahtani, 2015: 21). Vocabulary is important tool in

communication, so it is important for a teacher to be creative and innovative in

teaching vocabulary. One of technique that teacher can used is game. Game is

an activity that makes learners fun, relax, and enjoy in learning activity. One

of the games that teacher can use is “Kim’s memory game”. “Kim’s memory

game” is a game where students are asked to remember exactly what was on

astray before it was covered. So, it not only makes learners happy and

interested in learning process, but also will challenge their power of

observation and memory.

There is a reason for teaching young learner, because teaching English

for young learner needs for highly skilled and dedicated teaching (Harmer,

2004: 83). Based on the researcher’s observation in teaching English at the

seventh grade students of SMP N 2 Pedan, Klaten, many problems appear in

the learning process. The causes of problems are that the material and the

ways in delivering material are not interesting. Based on the problems that

arise, the researcher is interested in conducting experimental research

entitled,” THE EFFECT OF KIM’S MEMORY GAME ON STUDENTS

VOCABULARY MASTERY VIEWED FROM STUDENTS MOTIVATION

(An Experimental Study at the Seventh Grade Students of SMP N 2 Pedan,

Klaten in the Academic Year 2016/2017). The researcher hopes this study will

have two kinds of adavantage: (1) theoretical benefit, (2) Practical benefit.

(1)Theoretical benefit: this study hopes have contribution to improve students’

vocabulary through use of Kim’s memory game; and games is one of

interesting techniques that can be used in a learning activity. (2) Practical

benefit: (a) to English teacher: this results can enrich the teacher technique in

learning process. It can make relax and fun learning, so students are not bored

in the learning process. (b) to other researchers: these studies give brief

knowledge about using games in vocabulary learning.

3

This study is based on research conducted by previous writer. Tuan (2012)

concluded that class taught using games was better that the class in

recollection vocabulary. Chen and Hsiao (2008), showed that 20- hour-

vocabulary- game training have influenced by the participants’ use of

language learning. Kunnu, Uiphanit, and Sukwises (2016), there is statistically

significant difference between pre- learning and post- learning of learning

achievement by using games. Tunchalearnpanih (2012), games help students

to remember more words, and students’ vocabulary knowledge was

improved.Wang, Shang, and Briody (2011), there is significant improvements

in learning, motivation, and reduced when learning included games. Al- Shaw

I (2014), by using games improved learners’ ability to memorize the new

words effectively and enhanced students’ enthusiasm to learn new vocabulary

of scientific English. Darfilal (2014), language game is an effective method in

improving EFL middle school students’ vocabulary knowledge. Huyen, and

Nga (2003), game is an effective strategy for helping students to improve their

vocabulary building skills. Mubaslat (2012), games are effective in teaching a

second language and helpful for the teacher as a procedure for language

acquisition. Stojkovih and Jerotijevih (2011), the reasons pro, teacher more

aware by used games and students makes some proggress in learning activity.

Then reason against, teacher afraid that used game in learning activity,

students would not be able to learn anything and it would transform into

playing. Mozelius (2014), the basic component taxonomy of intrinsic

motivation has potential to stimulate both of the level internal and

interpersonal motivation. Maria and Othman (2015), game was proved to be

an effective way in learning vocabulary for L2 learners. Mahmoud and Tanni

(2012), games have influence of students’ attitudes in learning activity.

Yahoui (2012), language game is effective in teaching vocabulary and help

students to improve their knowledge. Rohani and Pourgharib (2013), there is

no significant difference was found between use of textbooks and games on

learning vocabulary. Blacker, Curby, Klobusicky, and Chein (2014), an action

video game has a potentially unique and visual working system might be

4

enhanced. Sadeghi and Sharifi (2013), the post- teaching activities have

implications for EFL in implementing task- oriented activities for better

retention of vocabulary. Taheri (2014), language ganmes has an effect on

students’ retention. Habbash (2015), the students are not trained well in use

mobiles and it caused a disturbance in the classrooms. Derakhshan and Khatir

(2015), teacher and students can apply educational games as effective and

interesting ways in learning vocabulary.

2. METHODOLOGY

This study is experimental study with quantitatif approach. This research

used the factorial design, because this design used to analyze the main effects

for both experimental variables as well as analysis of the interaction between

the treatments. The population of this study was the seventh grade students of

Junior High School of SMP N 2 Pedan, Klaten. The total sample is 62 students

taken from two classes 7D and 7E. This study used test and questionnaire as

instruments of the research. This study focused on students’ vocabulary

mastery, used Kim’s memory game in experimental class. While control class

used translation. This study also viewed students’ motivation in learning

English. In data analysis the researcher used multifactor analysis of variance

(ANOVA) and Tukey test. Before analysis using ANOVA and Tukey test, the

researcher analysis normality and homogeneity first. Normality test is to know

the data have normal distribution or not (Gunawan, 2015: 67), then

homogeneity test is used to know the data from the population that have same

variance (the data homogeneous) or not (Gunawan, 2015: 77).

3. RESULTS AND DISCUSSION

The results of tried out showed that test item of vocabulary test there were

36 valid out of 85 items. The test items also reliable because (1,68) is higher

that (0,355).

5

The Different Influence of Kim’s Memory Game and Translation

towards Students’ Vocabulary Mastery of the Seventh Grade Students of

SMP N 2 Pedan, Klaten in the Academic Year 2016/ 2017

The result of data experimental group (students who are taught using

Kim’s memory game)

This group is normal distribution because (0,1109) is lower than

(0,1591). The population also homogeneous, because (6,10295) is

lower than (7,81). The mean score from 31 students is 80. The

highest score that students gets is 95 and the lowest score is 60. Standard

deviation is 10,08 and median 80,5.

Table

Histogram and Polygon Experimental group

The result of data control group (students who are taught using

translation)

This group is a normal distribution, because ( 0, 1578) is lower than

(0,1591). The population also homogeneous, because (6,10295) is

lower than (7,81). The mean score from 31 students is 74,52.

The highest score that students gets is 95 and the lowest score is 60.

Standard deviation is 11,35 and the median is 74,5.

0

5

10

15

60 - 65 66 - 71 72 -77 78 - 83 84 - 89 90 - 95

6

Table

Histogram and Polygon of Control Group

Based on the table above, between columns (5,527) is higher

than (4,007), it means the differences between columns is

significant. The results of table 4.8, showed that (4,68) is higher than

(2,83),so the difference between column A1- A2 is significant. The

mean score of students who are taught using Kim’s memory game (80) is

also higher than the mean score of students who are taught using

translation (74,52). So, it can be concluded that there is significant

different influence of Kim’s memory game and translation towards

students’ vocabulary mastery of the seventh grade students’ of SMP N 2

Pedan, Klaten.

The Different Influence of Students’ Who Having High Motivation

and Students’ Who Having Low Motivation towards Students’ Vocabulary

Mastery of Seventh Grade Students of SMP N 2 Pedan, Klaten in the

Academic Year 2016/ 2017

This group is a normal distribution, because (0,1033) is lower

than (0,1401). The population also homogeneous, because (6,10295)

is lower than (7,81). The mean score from 40 students is 81, 38.

The highest score that students gets is 95 and the lowest score is 60.

Standard deviation is 10,38 and the median is 83,5.

0

5

10

15

60 - 65 66 - 71 72 - 77 78 - 83 84 - 89 90 - 95

7

Table

Histogram and Polygon Students who Having High Motivation (B1)

Data of Students’ Low Motivation

This group is a normal distribution, because (0,1382) is lower

than (0,1832). The population also homogeneous, because

(6,10295) is lower than (7,81). The mean score from 22

students is 69,77. The highest score that students gets is 85 and the

lowest score is 60. Standard deviation is 7, 79 and the median is

72,5.

Table

Histogram and Polygon of Students who having Low

Motivation (B2)

The Influence of the Interaction Between Learning Technique and

Students’ Motivation towards Students’ Vocabulary Mastery of Seventh

Grade Students of SMP N 2 Pedan, Klaten in the Academic Year

2016/2017.

0

5

10

15

20

60 - 65 66 - 71 72 - 77 78 - 83 84 - 89 90 - 95

0

2

4

6

60 - 64 65 - 69 70 - 74 75 - 79 80 - 84 85 - 89

8

Data of Students’ Taught Using Kim’s Memory Game who Having High

Motivation (A1B1)

This group is a normal distribution, because (0,1326) is lower

than (0,1866). The population also homogeneous, because (6,10295)

is lower than (7,81). The mean score of 21 students is 85. The

highest score is 95 and the lowest score is 70. Standard deviation is 7,35

and Median 86,67.

Table

Histogram and Polygon of A1B1

Data of Students’ Taught Using Kim’s Memory Game Who Having Low

Motivation (A1B2)

This group is a normal distribution, because (0,1734) is lower

than (0,258). The result of calculation of normality test can be looked in

appendix 4. The population also homogeneous, because (6,10295) is

lower than (7,81). The mean score of 10 students is 69,5. The

highest score is 80 and the lowest score is 60. Standard deviation is 5,99

and the median is 68,33.

Table

Histogram and Polygon of A1B2

0

2

4

6

8

68 - 72 73 - 77 78 - 82 83 - 87 88 - 92 93 - 97

0

2

4

6

60 - 66 67 - 73 74 = 80

9

Data of Students’ Taught Using Translation who Having High Motivation

(A2B1)

This group is a normal distribution, because (0,1397) is lower

than (0,195). The population also homogeneous, because (6,10295) is

lower than (7,81). The mean score of 19 students is 77,37. The

highest score is 95 and the lowest score is 60. Standard deviation is 11, 83

and the median is 79,75.

Table

Histogram and Polygon of A2B1

Data of Students’ Taught Using Translation Who Having Low Motivation

(A2B2)

This group is a normal distribution, because (0,1932) is lower

than (0,242). The population also homogeneous, because (6,10295) is

lower than (7,81). The mean score is 70. The highest score is 85

and the lowest score is 60. Standard deviation is 9, 29 and media is 70.

Table

Histogram and Polygon of A2B2

0

2

4

6

60 - 65 66 - 71 72 - 77 78 - 83 84 - 89 90 - 95

0

2

4

6

60 - 66 67 - 73 74 - 80 81 - 86

10

This experimental research is one of an effort to improve in teaching

vocabulary mastery for seventh grade students. The following is the

discussion of research findings are as follows:

There is a significant difference influence on Kim’s memory game and

translation towards students’ vocabulary mastery of the seventh grade

students of SMP N 2 Pedan, Klaten in the academic year 2016/2017.

Vocabulary is an important aspect of learning a language. Before the

students learn language, the first aspect that the students have to learn is

vocabulary. If, the students didn’t know vocabulary, so they can’t learn the

language. Kim’s memory game is one of interesting technique in learning

vocabulary. Kim’s memory game helps students to remember words based

on the picture or object that students have been looking before. So, this

technique also challenges their memory.

4. CONCLUSION

Based on the results of data analysis, it can be concluded that: (1) using

Kim’s memory game is better than using translation for teaching vocabulary

mastery at seventh grade students of SMP N 2 Pedan, Klaten in the academic

year 2016/2017, (2) the students who have high motivation have better

vocabulary mastery than the students who have low motivation in the seventh

grade students of SMP N 2 Pedan, Klaten in the academic year 2016/2017, (3)

there is no influence of the interaction between teaching technique and

students’ motivation in teaching vocabulary mastery at the seventh grade

students of SMP N 2 Pedan, Klaten in the academic year 2016/2017. There are

some suggestions for the English teacher and the other researcher; as follows:

(1) the English teacher: there are many techniques or strategies that can be

used by teachers in teaching vocabulary. The teacher can use the effective

technique in learning activity in order the situation of learning activity will be

interesting and students will be enjoying learning English. One of the effective

technique that teacher can use is Kim’s memory game. Kim’s memory game is

a vocabulary game where learners challenge their power of observation and

11

memory. By using this game, it is not only making situation of learning

activity more interesting, but students will be active and attractive during the

learning activity. So, teachers can apply this game in teaching vocabulary. (2)

the other researcher: This research is not prefect. Because, the result of

another research that ever the researcher reads. There is an influence in the

interaction between teaching technique and students’ motivation. But, this

result of the research there is no influence in the interaction between teaching

technique and students’ motivation. This research is also conducted once try

out only. It is better if there is twice try out. This research may be useful for

other researcher to conduct the next research with the different students’

condition for example, students’ interest or students’ intelligence. The other

researcher is also possible to conduct similar research with different

population characteristic.

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