i

THE EFFECTIVENESS OF USING SCRAMBLE GAME TO

TEACH VOCABULARY MASTERY ON SIMPLE PAST

TENSE OF THE EIGHTH GRADE STUDENTS AT SMP N 2

BANYUBIRU

A GRADUATING PAPER

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

requirements for

the degree of Sarjana Pendidikan (S.Pd.)

By:

HIDAYATUL KHOIROH

NIM. 11314034

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2019

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MOTTO

“Start everything with basmillah, do it seriously, and end with hamdallah”

-Anonymous-

"Do you know my motto? I want it! Those two succinct words have supported

and brought me across the mountain of objections and troubles. Said I can't!

Eliminate courage. The phrase 'I want to!' makes it easy for us to climb the top of

the mountain. "

-R. A. Kartini-

خير الناس انفعهم للناس

“The best human is who beneficial to other human beings”

(HR. Bukhori Muslim)

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DEDICATION

This graduating paper is dedicated to:

1. My beloved Parents, Sutrisno and Sumarmi, who always love and support

me. Both of you are the most precious in my life.

2. My lovely sister, Ina Taslimah.

3. My big family who always support me endlessly to finish this graduating

paper.

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ACKNOWLEDGEMENT

Assalamu’alaikum. Wr .Wb.

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

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

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

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

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

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

to express special thanks to:

1. Dr. Rahmat Hariyadi, M.Pd. the Rector of Institute of Islamic Studies (IAIN)

Salatiga.

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

Institute for Islamic Studies (IAIN) Salatiga.

3. Noor Malihah, Ph.D. the Head of English Education Department.

4. Dr. Mashlihatul Umami, M. A. as my counselor, thousand thanks for

suggestion and guidance during compiling this graduating paper from

beginning until the end.

5. Kastholani, Ph.D. as my academic consultant.

6. All of lecturers and staffs of State Institute for Islamic Studies (IAIN)

Salatiga.

7. All official staffs of IAIN Salatiga. Thanks for the assistance regarding to the

administration

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ABSTRACT

Khoiroh, Hidayatul. 2019. The Effectiveness of Using Scramble Game to Teach

Vocabulary Mastery on Simple Past Tense of The Eighth Grade

Students at SMP N 2 Banyubiru, IAIN Salatiga, Academic year

2018/2019. A graduating paper.English Education Departement.

Teacher Training and Education Faculty.State Institute for Islamic

Studies Salatiga.

Counselor: Dr. Mashlihatul Umami, S. Pd. I., M. A.

Keywords: Vocabulary, Simple Past Tense, Scramble, Game

The objectives of the research were to find out the profile of

the students’ vocabulary mastery on simple past tense before and after

implementing Scramble Game and to measure how far is the

effectiveness of the game for the eighth grade students at SMP N 2

Banyubiru in the academic year of 2018/ 2109. This research was a

quasi-experimental research. The techniques of collecting data were

test and documentation. There were two kinds of test which were

used, those were pre-test and post-test. The subjects of this research

were two classes of the eighth grade students at SMP N 2 Banyubiru.

It considered 64 students. The data was tested using t-test formula by

comparing the mean score of pre- and post-test from both groups. The

significance level was setted up 5%. The result of the research showed

that, first, the students’ profile were different before and after

implementing Scramble Game. The mean of pre-test was 53.62 while

the mean of post-test was 78.5. The difference between pre- and post-

test mean was 24.88. Second, the result showed that t-test (to) 23.68

was higher than t-table (tt) 2.03 with the degree of freedom (df) 31.

Therefore, there was significant difference after implementing

Scramble Game toward students’vocabulary mastery. Moreover, the

effect size of experiment group was 2.91 which showed that using

Scramble Game gave strong effect on students’ vocabulary mastery.

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TABLE OF CONTENTS

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

DECLARATION ..................................................................................................ii

ATTENTIVE COUNSELOR’S NOTE ............................................................. iii

STATEMENT OF CERTIFICATION ............................................................. iv

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

DECLARATION ………….................................................................................vi

ACKNOWLEDGEMENTS................................................................................vii

ABSTRACT .........................................................................................................ix

TABLE OF CONTENTS ....................................................................................x

LISTS OF CHARTS AND TABLES.................................................................xiv

CHAPTER I INTRODUCTION

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

B. Research Questions................................................................................5

C. Objective of the Study............................................................................6

D. Significance of the Study.......................................................................6

E. Definition of the Keyword.....................................................................7

F. Graduating Paper Outline.......................................................................8

CHAPTER II LITERATURE REVIEW

A. Theoretical Framework

1. Vocabulary

a. Definiton of Vocabulary..........................................................10

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b. Kinds of Vocabulary................................................................11

c. The Source of Vocabulary.......................................................12

d. How to Remember Vocabulary................................................14

e. The Essential Steps in Vocabulary Learning...........................18

2. Simple Past Tense

a. Definition of Simple Past Tense……………………………..20

b. Form of Simple Past Tense…………………………….....….20

c. Vocabulary of Simple Past Tense……………………………23

3. Game

a. Definition of Game..................................................................24

b. Reason for Choosing Game.....................................................24

c. Types of Game.........................................................................26

4. Scramble Game

d. Definition of Scramble Game..................................................28

e. The procedure of Scramble Game...........................................29

f. Advantages of Scramble Game...............................................30

g. Disadvantages of Scramble Game...........................................31

B. Review of Previous Research...............................................................31

C. Hypothesis............................................................................................34

CHAPTER III METHODOLOGY OF RESEARCH

A. Research Design..................................................................................36

B. Research Setting

1. Place of The Research...................................................................37

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2. Time Schedule of The Research....................................................37

C. Population and Sample

1. Population......................................................................................38

2. Sample...........................................................................................38

D. Variable

1. Independent Variable.....................................................................39

2. Dependent Variable........................................................................39

E. Instrument of The Research.................................................................40

F. Evaluation Criteria...............................................................................40

G. Technique of Collecting The Data

1. Documentation...............................................................................41

2. Test.................................................................................................41

H. Technique of Data Analysis.................................................................42

CHAPTER IV DATA ANALYSIS

A. Profile of the Students Before and After the Treatment for Both

Experiment and Control Group

1. Pre-Test Analysis................................... .......................................46

2. Treatment.......................................................................................51

3. Post-Test Analysis..........................................................................53

B. The Use of Scramble Game to Improve Students’ Vocabulary Mastery

1. Experiment Group.........................................................................59

2. Control Group................................................................................63

C. Discussion............................................................................................68

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CHAPTER V CLOSURE

A. Conclusion............................................................................................69

B. Sugestion..............................................................................................71

REFERENCES

APPENDICES

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LIST OF CHARTS AND TABLES

The 2.1 The Example of Reguler Verb.................................................................23

The 2.1 The Example of Irreguler Verb................................................................23

Table 3.1 Design of Experimental Research..........................................................37

Table 3.2 Time Schedule ofthe Research..............................................................38

Table 3.3 Evaluation Criteria.................................................................................41

Table 3.4 Students’ Test Scoring...........................................................................43

Table 3.5 The Effect Size.......................................................................................45

Table 4.1 Guideline of Scoring..............................................................................47

Table 4.2 Pre-test Result of Experiment Group....................................................47

Table 4.3 Pre-test Result of Control Group...........................................................49

Table 4.4 Interpretation of Experimental Group’s Pre-test....................................50

Table 4.5 Interpretation of Control Group’s Pre-test.............................................50

Table 4.6 Post-test Result of Experiment Group...................................................53

Table 4.7 Post-test Result of Control Group..........................................................54

Table 4.8 Interpretation of Experiment Group’s Post-test.....................................56

Table 4.9 Interpretation of Control Group’s Post-test...........................................56

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Table 4.10 Pre-test and Post-test Result of Experiment Group.............................59

Table 4.11 Standard Deviation of Experiment Group...........................................62

Table 4.12 Pre-test and Post-test Result of Control Group....................................59

Table 4.13 Standard Deviation of Control Group..................................................66

Table 4.14 The Research Result.............................................................................67

Chart 4.1 Students’ Vocabulary Mastery for Experiment Group..........................57

Chart 4.1 Students’ Vocabulary Mastery for Control Group.................................58

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CHAPTER I

INTRODUCTION

In this chapter, the researcher presents background of the study, research

questions, objectives of the study, significances of the study, definition of

keyword, and organization of graduating paper.

A. Background of the Study

Language is a way for us to communicate with others. We use it to

communicate with one another, to solve a problem, to express emotions, etc.

In other words, language is one of the most important things to carry out our

activities in life. Language is extremely important for human beings, not only

in a formal situation such as meeting, conference, and education but also in an

informal situation such as traveling, shopping, job opportunity etc. It has a

significant role in communication, especially English.

As we know that English is an international language that is used

almost all of the countries in the world. It has a great function in many

aspects of life such as in politic, business, trade, and diplomatic relationship.

Brown, H Douglas (2001: 118) said that English has become a tool for

international communication in transportation, commerce, banking, tourism,

technology, diplomacy, and scientific research.

Considering the importance of English, Indonesia even has picked

English as a foreign language. Then, the Indonesian government also

included English as one of the subjects in school. Even in high school,

English become one of the subjects examined in the National Examination.

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In learning English, vocabulary is one of the aspect to be mastered.

Vocabulary is the basic element of a language. It is commonly defined as all

the word used by the speakers when using their language. According to

Richards (2002: 255), “Vocabulary is a core component of language

proficiency and provides much of the basis for how well learners speak,

listen, read, and write”. Nation, as cited by Alqahtani (2015), says that in

English as a second language (ESL) and English as a foreign language (EFL),

learning vocabulary items play a vital role in all language skill (i.e. listening,

speaking, reading, and writing). It means without knowing and having enough

vocabulary, someone or language learner will be difficult to understand the

other language skill such as speaking, reading, writing, and listening.

Vocabulary is one of the items that have to be mastered at the first by the

students in learning English because no one can speak English if they have

limited vocabulary and without a proportional amount of vocabulary anyone

will get trouble in the process of learning English. Without vocabulary, it is

impossible to make meaningful sentences in communication. Students can

describe everything that they think without using grammar, but they cannot

say anything without vocabulary.

The success in learning a foreign language is determined by the size

of vocabulary that has learned. The quality of someone’s language skill

depends on the quality of the vocabulary. Because of the importance of

vocabulary as the basis to learn a language, the researcher realized that the

teacher has a really important role in teaching and learning, especially in

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vocabulary. The teacher should be creative to discover some ways to helps

students overcome their problem in learning English.

Based on the results of the interview on 22th August 2018 with the

English teacher and some students at SMP N 2 Banyubiru, the researcher got

some informations about students’ vocabulary mastery in the eighth grade.

The problem in the teaching-learning process is mastering of the vocabulary.

The students did not get the point from the text, even it was the simple short

text from their students’ book. The students often confused and could not

answer the questions from the text because they did not know the meaning of

the vocabulary.

There are many factors that make students have lack of vocabulary.

There are from internal and external factors. The internal factor comes from

the inside of the students themselves such as motivation, interest, intelligence,

etc., and the external is the factor that comes from the outside of the students

which affect their learning processes such as background, learning materials,

and teachers’ performance.

As a result, the students find difficulties in learning vocabularies. It

seemed that they were not interested in the lesson. When the teacher asked

questions, the students did not answer. They answered the questions if only

the teacher called their name and force them to answer. In general, the

students were passive in the classroom.

The teacher and the students need to have a suitable strategy for

vocabulary mastery. Harmer (2002: 229) said that teaching vocabulary is an

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important element of teacher’s art. It means that mastering vocabulary should

be interesting and satisfying for both teacher and students. The teacher has to

think a suitable way, subject material and how to apply it in the classroom.

The teacher must have fun and creative to teach vocabulary that can make

students have an interest.

Considering that situation, the researcher tried to discover a good way

of teaching English, especially in vocabulary, so that they would be able to

improve their vocabulary mastery. Not only improving students’vocabulary,

but the researcher also tried to find out the fun way to make students enjoy

the whole class and give such long last memories of the material for all

students.

The researcher used game in teaching vocabulary, because according

to Nunan (1991: 172) game was the first list of top 10 strategy preferences.

This means a game is totally good to be applied in the class. Game can break

the tension and help the students to avoid boredom in learning English. In

fact, it is the teacher`s responsibility to determine an appropriate way of

teaching which is easier and more useful that can motivate the students to

involve in the activity of learning. Game is great to pick up new vocabulary

and play with the vocabulary that has already familiar. Game consists of

fantasy, ritual, competition, and luck that are interesting for students. It means

that game reduces boredom. When game is used, the situations of the

classroom become life and natural. Game creates situations that make

students need and want to use English.

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The game that is possible to be implemented is the Scramble Game. In

this game, the researcher would give students such drilling exercise in every

game. The exercise would be done by group of students. The members of

each group had to help each other and think critically to do the exercise.

When they used to do exercises, they were expected to be able to improve

their vocabulary mastery.

Based on the explanation above, the researcher is conducted to find

out the use of Scramble Game to teach vocabulary, especially for the eighth

grade of SMP N 2 Banyubiru. This research is entitled “The Effectiveness of

Using Scramble Game to Teach Vocabulary Mastery on Simple Past Tense

of the Eighth Grade Students at SMP N 2 Banyubiru”

B. Research Questions

Based on the background of the study, the researcher formulated the

research questions as follow:

1. What is the profile of the students' vocabulary mastery on Simple Past

Tense before and after using Scramble Game of the eighth grade students

at SMP N 2 Banyubiru?

2. How far is the effectiveness of using Scramble Game to teach vocabulary

mastery on Simple Past Tense for the eighth grade students at SMP N 2

Banyubiru?

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C. Objectives of the Study

Based on the statement of the problem above, the objectives of this

study are as follows:

1. To find out the profile of the students' vocabulary mastery on Simple Past

Tense before and after using Scramble Game of the eighth grade students

at SMP N 2 Banyubiru

2. To find out the effectiveness using Scramble Game to teach vocabulary

mastery on Simple Past Tense of the eighth grade students at SMP N 2

Banyubiru.

D. Significances of the Study

The researcher did this research in order to give theoretical benefit and

practical benefit:

1. Theoretical Benefit of Research

This study is expected to improve the students’ vocabulary

mastery on Simple Past Tense of the eighth grade students at SMP N 2

Banyubiru

2. Practical Benefits of research

a. For the teachers

It may help and can be used as an alternative method, which

fun and enjoyable to be applied to the teaching and learning process.

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b. For the students

The students are expected to be able to improve their

vocabulary mastery on Simple Past Tense by using Scramble Game.

c. For the researcher

The findings of the study can be used as a starting point in

improving researcher’s teaching skill and gets useful experiences in

teaching English.

d. For the other researcher

It may be a reference for their research and a comparative

study.

E. Definition of The Keywords

1. Vocabulary

Based on Oxford Dictionary (2008: 495) vocabulary is all the

words that a person knows or uses.

2. Simple Past Tense

The simple past tense is used to talk about activities or situations

that began and ended in the past. (Azar, 2003:25)

3. Scramble

Scramble is a game of random words, sentences, and paragraph

(Shoimin, 2014:167)

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4. Game

Wright, et al. (2006:9) stated that game is an activity which is

entertaining and engaging, often chalenging, and an activity which the

learners play and usually interact with others. In addition, Greenall

(1990:6) stated that the term ‘game’ is used whenever there is an element

of competition between individual students or teams in a language

activity.

F. Organization of The Graduating Paper

As the orientation of writing a graduating paper, the researcher

extended each chapter as follows:

Chapter I presents the introduction. The introduction consists of the

explanation of the background of the study, research questions, objectives of

the study, significances of the study, definition of keywords, and organization

of graduating paper.

Chapter II is the review of the literature. This chapter contains three

points. They are previous study, supporting theory and hypothesis. The

researcher took out some books and journals related to the research,

especially about vocabulary and game.

Chapter III is about the methodology. It concerns with research

design, subject of the research, technique of the data collection, technique of

validating the data, technique of the data analysis, and technique of the data

interpretation.

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Chapter IV is about the description and analysis of the data. It

presents the data analysis that has been collected. It includes pre-test and

post-test analysis, calculation and discussion.

Chapter V is closure. This chapter contains the conclusion and

suggestion based on the research findings.

The last part contains references, appendices, and curriculum vitae.

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CHAPTER II

LITERATURE REVIEW

This chapter consists of a theoretical framework and previous study. The

theoretical framework describes some information related to the scramble game

and vocabulary. The previous study explains the research which has been

conducted by other researchers previously as the reference to this research.

A. Theoretical Framework

1. Vocabulary

a. Definition of Vocabulary

There are many definitions can be found about vocabulary

from some expert, but the writer only chooses several of them which

are important to discuss. According to Hornby (1995: 959),

vocabulary is total numbers of words in a language and vocabulary is

a list of words with their meaning.

Ur (1996: 60) said that the words we teach in a foreign

language defined as vocabulary. In other words, Ur (1996: 63)

illustrated if we teach new words in a foreign language that is

vocabulary.

Moreover, Hatch and Brown (1995: 1) described vocabulary

refers to list or set of words for a particular language or list of set of

words that individual speakers of a language might be used. In this

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sense, vocabulary is an important part for the individual person to

share their idea or their willingness to others.

According to Neuman & Dwyer (2009) in Alqahtani (2015:

24) vocabulary can be defined as words we must know to

communicate effectively; words in speaking (expressive vocabulary)

and words in listening (receptive vocabulary).

Based on the statements above, it can be concluded that

vocabulary is set of words which use in communication with people

in language. Thus, vocabulary is one of the components of a

language where there is no language without words. From these

statements, vocabulary mastery of the students is important in

language teaching beside grammar and pronunciation to reach the

goal of English learning and teaching itself.

b. Kinds of Vocabulary

Haicraft (1978) quoted by Hatch and brown (1995: 370) that

vocabulary terms are receptive vocabulary and productive

vocabulary.

1.) Receptive vocabulary

Receptive vocabulary is words that the student recognizes

and understands when they used it in a context, but which he

cannot produce correctly. Moreover, receptive or recognition,

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

meanings when listening or reading (Kamil & Hiebert, 2005: 3).

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2.) Productive vocabulary

Productive vocabulary is words which the student

understanding can pronounce correctly and use constructively in

speaking and writing. In other definition claims that productive

vocabulary is the set of words that an individual can use when

writing or speaking (Kamil & Hiebert, 2005: 3)

c. The Source of Vocabulary

To improve vocabulary, we must know, where the source of

vocabulary comes from is. Source vocabulary can be found in

student life in daily activities. It agrees with Thornbury (2002: 2) he

claims that the sources of vocabulary consist list of words, course

books, vocabulary book, the teacher, and other students. They are

explained below:

1.) List of words

List of words means set of words that have been selected

for active study. Thornburry (2002: 33) added that many students

quite like learning words from list. The reason is that it is very

economical and large number of words can be learned in a

relatively short time.

2.) Course books

Coursebook means the students’ book for exercise. From

the exercise, the students can get many vocabularies. Thornburry

(2002: 37) stated that coursebook must present the set in such way

13

to reduce the confusion. It is not only about the similarities of

words in set, but also the differences words in set.

3.) Vocabulary book

There is a wide selection of supplementary vocabulary

books now availabe. This reflects the revival of interest in

vocabulary teaching. Sometimes, vocabulary books are targeted at

specific needs, such as business or technical English, or designed

as preparation for public examination. There are many books at

vocabulary development, such as phrase book and word formation

(Thornburry, 2002: 44)

4.) Teacher

Learners often pick up a lot of incidental language from

their teacher, especially words and phrases associated during the

teaching and learning process. Thornburry (2002: 48) added that

the teacher’s own stories can also serve as vehicle for vocabulary

input.

5.) Other students

Other students in the class are particularly fertile source of

vocabulary input. Learner often pays more attention to what other

learners say than they do to either the coursebook or their teacher.

This is important for the teacher to make group discussion or the

students of presentation (Thornburry, 2002: 49)

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d. How to Remember Vocabulary

Understanding of vocabulary is a general matter of a number

of individual items, it is not the same with study of grammar that is

fundamentally a rule-based system. Commonly, the rule seems to be

a question memory. By the time of the teaching and learning process,

the main problem is: how does memory work? According to

Thornburry (2002: 23), there are some type of human memory, they

are :

1.) Short-term store

Short-term store is a system in our brain to keep temporary

information and that process of information for periods of time up

to a few seconds.

2.) Working memory

Working memory is a system that supports information for

a while when complex cognitive activities take place, such as

reading comprehension in English and also in productive activities

such as writing. (Thornburry, 2002: 24)

3.) Long-term memory

Long-term memory is a system in our brain that has a

function to keep the information permanently, organized the

information, and recall information at a time when we need it in

the future. Usually, the information that has stored in long-term

memory will be able to remember for a lifetime.

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Thornburry (2002: 24) added that there are several

principles should be followed if we want to make sure that the

new information moves into long-term memory storage. They are:

a.) Repetition

Behbahani (2015) stated that repetition is an important

strategy in learning vocabulary and teacher must aware

students of this spaced repetition schedule to help them in their

vocabulary retention.

Repetition is reinforcing the words. if the learners have

seen the words in intense frequency, the learners have a better

chance to remember it for a long time.

b.) Retrieval

Retrieval is a process of searching for and finding

information stored in the memory to be used again. This is

another type of repetition. Applying new words in written

letter, written essay, written email, and any kind written tasks

will help the learner remembering those words and applying

the word again in the future.

c.) Spacing

Spacing means better to divide a new word and try to

remember it in a period time than trying to remember several

words in a single time.

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d.) Pacing

Pacing means that everyone has a different learning

style and speed in acquiring new words. Otherwise, the

learners should realize the suitable learning style for

themselves to make their memory works well.

e.) Use

Adding the word "use" will make more interesting in

acquiring new word to the long-term memory. This principle

also called "use it or lose it" (Thornburry, 2002: 25)

f.) Cognitive depth

According to Mukoroli (2011: 18) “the depth of the

learner‘s vocabulary knowledge is defined as the learner‘s

ability to apply syntactic and morphological meaning to words

that they know”. The word will be better remembered if the

learners feel that word is more cognitively demanding in their

needs.

g.) Personal organizing

The probability of a new word will be increased based

on the learners’ character in communication and personal

activity in their life. The student who read a sentence aloud

containing new words showed better recall than student who

had simply silently rehearsed the words (Thornburry, 2002:25)

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h.) Imaging

Imaging or visual imagery is very useful in vocabulary

learning. Crookall and Oxford (1990: 16) described that visual

imagery is based on making associations between a word and a

picture. It is easier to remember a new word with visualization

rather than not display it with any picture.

i.) Mnemonic

Mnemonics may provide visual imagery or verbal

elaborations that serve as clues for recalling information that is

low in imagery or in meaningfulness. Hatch and Brown (1995:

388) stated that keyword method is one method in mnemonic

that has received great attention. This method call for the word

to be learned in a sentence that gives contextual cues to be

meaning of the word.

j.) Motivation

At the basic, motivation is described as internal drive

which pushes someone to do things to achieve something

(Harmer, 2002: 98). The motivation from individual has to be

balanced with the effort from itself, no exception in learning

vocabulary.

The words will not be remembered only by strong

motivation, but the learners have to practice frequently. The

18

opposite, that someone cannot achieve something without

motivation.

k.) Attention/arousal

Thornburry (2002: 25) said that we cannot improve our

vocabulary in our sleeping. It means that improving

vocabulary without any certain attention is impossible. The

students have to pay attention to the topic that they have

learned so they can understand and input it to their long-term

memory.

e. The Essential Steps in Vocabulary Learning

The teacher is curious how the students learn vocabulary.

These steps can improve student vocabulary skill. Hatch and brown,

(1995: 370) described five essential steps in vocabulary learning,

there are:

1.) The encountering new words

The first step in vocabulary learning is encountering new

words. The strategies here included: reading books, listening to

the TV and radio, and reading newspaper and magazine.

2.) Getting the word form

The second step is getting off a clear image visual or

auditory or both of the vocabulary item.

According to Ur (1996: 60) the word form is about what

a word sounds like (its pronunciation) and what a word looks

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like (its spelling). The steps such as associating new words with

words that sound similar in my native language, writing sounds

of words using sound symbols from my native language.

3.) Getting the word meaning

The third step is getting the word meaning. It occurs

when a student associated with the idea of vocabulary learning.

Word meaning is often defined by its relationship to other

words. It means that not only about exact or near meaning, but

also the opposite meaning. Harmer (2001: 18) stated that there is

some aspect of word meaning. They are synonym, antonym,

connotation, and denotation.

Word meaning can be defined as word definition. The

learner can get word definition from some sources. The sources

are dictionaries, bilingual friend or teacher explain, and context

(Hatch and Brown, 1995: 383-385)

4.) Consolidating word form and meaning in memory

The fourth necessary step in vocabulary learning is

consolidating word form and meaning in memory. Many kinds

of vocabulary learning drill such as flashcards, matching

exercises, crossword puzzles.

5.) Using the word

The last step in vocabulary learning is using the word.

Harmer (2001: 19) stated that word does not just have a different

20

meaning, but also stretched and twisted to fit different contexts

and different uses. The learners must use the words

inappropriate meaning and context.

2. Simple Past Tense

a. Definition of Simple Past Tense

Azar (2003:25) stated that simple past is used to talk about

activities or situations that began and ended in the past. According to

Davidson (2003:208) “Simple past tense always describes even that

have been carried out or completed in the past. Past tense is used to

locate a situation time in the past time. Declerck (2006:195) declared

that the past time sphere is conceived of as disconnected from the

present time sphere (which comprises the pre-present), the (punctual)

present, and the post-present.

From the several statement above, it can be concluded that the

simple past tense is used to describe things that happened in the past

or things that were true in the past.

b. Form of Simple Past Tense

There are some formulas in the simple past tense:

1.) Affirmative statements

To make an affirmative statements, the verbb other than be, we

use the following formula:

S + V2 + (O/Adv)

21

Example : I went to Korea last month.

2.) Negative statements

To make a negative statements, the verb other than be, we use the

following formula:

Example: I didn‟t watch TV yesterday.

3.) Interrogative statements

a.) To make the interrogative statement of verb other than be, we

put did before the subject, the formula is:

b.) To make interrogative negative form of verb other than be

based on this formula:

Example: Didn‟t you study English lesson last night?

Didn‟t she bring the umbrella?

Here is the pattern of past tense of verb “be” as following:

1.) Affirmative statements

Example: She was at home last night

Mr. Bean was a doctor two years ago

Some students were absent last Friday

S + did + not + V1 (O/Adv)

Did + S + V1 + (O/Adv)

Did + Not + S + V1 + (O/Adv)

S + Was/Were + Substantive (Adverbial of Phrase)

22

All those actions are in the past, and they are all finished; they do

not carry over into the present. Two of them are singular noun (she

and Mr. Bean); one of them is plural noun (some students) used.

2.) Negative statements

Exammple: I was not in my room last night

We were not hungry for dinner yesterday

3.) Interrogative statements

Example: Was Mario at home last night?

Were they in the farewell party last week?

Wasn‟t the dog fed this afternoon?

Weren‟t those sofas expensive?

The examples above, show that the use of “was” is used for the

pronouns I, she, he, it, that, and this, however, the be “were” is used

for pronouns you, we, these, and those. The use of “was” only for the

singular noun and the use of “were” only for the plural noun.

Furthermore, the negative statement use “not” after the verb be in the

sentence. Meanwhile, the contraction for “was not” is “wasn‟t”, the

contraction for “were not” is weren‟t”. The contraction is used to

make the sentence easier in written or utterance.

S + Was/Were + Not + Substantive (Adverbial of

Phrase)

Was/Were + S + Substantive (Adverbial of Phrase)

Wasn’t/Weren’t + S + Substantive (Adverbial of Phrase)

23

c. Vocabulary of Simple Past Tense

Simple past tense is clasified into two types, they are simple

past tense in regulsr verb and irregular verb. The example of regular

verb and irregular verb can be seen in the following table.

Table 2.1 The Example of Regular Verb

No. The Infinitive The Simple Past

1. Live Lived

2. Start Started

3. Die Died

4. Visit visited

5. Play played

6. Watch watched

7. Marry married

Table 2.2 The Example of Irregular Verb

No. The Infinitive The Simple Past

1. Be was/were

2. Write wrote

3. Come Came

4. Do Did

24

5. Spend spend

6. Sleep slept

7. Eat Ate

3. Game

a. Definition of Game

According to Wright, et al. (2006: 1) game is an activity which

is entertaining and engaging, often challenging, and an activity which

the learners play and usually interact with others. In addition, Greenall

(1990: 6) stated that the term ‘game’ is used whenever there is an

element of competition between individual students or teams in a

language activity.

Furthermore, Richards and Schmidt (2010: 239) claimed that

game is an organized activity that usually has four properties. They

are a particular task or objective, a set of rules, competition between

players and the communication between players can be in oral or

written. In addition, games are often used as a fluency activity in

communicative language teaching and humanistic methods.

From the definitions above, the researcher can conclude that

game is an activity that consists of competition which is fun and can

be played individually or in team and the communication between

individual or team can be done orally or writtenly.

25

b. Reasons for Choosing Game

There are some reasons why the teacher should apply game in

the class. Wright, et al. ( 2006: 2) stated that there are at least four

reasons why the teacher should use games:

1.) Language Learning is Hard Work

Language learning is hard work. One must make an effort

to understand, to repeat accurately, to adapt and to use newly

understood language in conversation and in written composition.

Games help and encourage many learners to sustain their interest

and work.

2.) Experiencing Language

Games also help the teacher to create contexts in which

the language is useful and meaningful. Games provide one way of

helping the learners to experience language rather than merely

study it.

3.) Repeated Use of Language Items

Many games similarly provide repeated occurrence and

use of particular language form. By making language convey

information and opinion, games provide the key features of

"drill" with the added opportunity to sense the working language

living communication. Games involve the emotions, and the

meaning of the language is thus more vividly experienced.

26

4.) Central to Learning

If it is accepted that games can provide intense and

meaningful practice of language, then they must be regarded as

central to a language teacher’s repertoire and not merely a way of

passing the time.

The reasons above show us that applying game in the class has

a lot of advantages. It can increase their interest in learning language

considering how hard language to be learned is. By using game,

students are also able to get close to their friends because it needs

communication when being played. Then games will also make

students be more active during the class.

c. Types of Game

Wright, et al. (2006: 4) asserts there are eight types of game.

They are:

1.) Care and Share

Caring and sharing games include all those games in

which the learner feels comfortable while sharing personal

information with other learners. These games relate more to

invitation than to challenge. Care and share can be applied for

icebreaker and warmer to develop the situation (Wright et, al.

2006: 11).

27

2.) Move, Mine, Draw, Obey

The learner is expected to do something non-verbally in

response to a read or a heard text. Wright, et al. (2006: 44) added

that this type can be applied in listening, reading, grammar

Identify: Discriminative, Guess, Speculate.

The learner is challenged to identify something which is

difficult to identify or to hypothesize about something which is

then compared with the facts. Wright, et al. (2006: 24) added that

this type can be applied in speaking, listening, writing, reading,

vocabulary and spelling, grammar.

3.) Describe

The learner is challenged to describe something to another

learner, by speaking or writing, so well that the other learner can

do something, for example, draw a picture. The learner may

describe something objectively or subjectively, communicating

his or her own feelings and associations. Wright, et al. (2006: 26)

added that this type can be applied in speaking, writing, grammar.

4.) Connect: Compare, Match, Group

The learner is challenged to connect, compare, match or

group various items of information, perhaps pictures or texts,

objectively or subjectively. He or she uses language to describe or

comment on the pairs or groups of information. Wright, et al.

28

(2006: 31) added that this type can be applied in speaking,

listening, reading, vocabulary and spelling, grammar.

5.) Order

The learner is challenged to put various bits of information

into an order of quality and importance, subjectively or

objectively, or to put texts, pictures, objects, into a developmental

sequence, also subjectively or objectively. Wright, et al. (2006:

53) added that this type can be applied in listening, reading,

vocabulary and spelling.

6.) Remember

The learner tries to remember something and then

communicate what he or she has remembered. Wright, et al.

(2006: 24) added that this type can be applied in speaking,

reading, vocabulary and spelling, grammar.

7.) Create

The learner is challenged or invited to make a story, write

a poem or produce some other kind of material using their

imagination. Wright, et al. (2006: 24) added that this type can be

applied in speaking, listening, writing, vocabulary and spelling,

grammar.

29

4. Scramble Game

a. Definition of Scramble Game

According to Shoimin (2014: 166), “Scramble is a game

arranging the words and letter which has been randomly located to

create the word that has meaning”. This game is applied to develop

the insight of vocabulary thinking. Huda (2016: 303) stated that

scramble game can increase the concentration and speed of thinking

of the students.

In this game, the teacher gives some exercises or questions to

the students. They have to answer the questions with available answer

randomly. Students need cooperation with the members of the group

to think critically together. So, they can solve the problem easily.

b. The procedure of Scramble Game

According to Shoimin (2014: 167), there are three procedures

of doing Scramble Game, those are Planning, Main Activity, and

Evaluation. The three procedures were explained below:

1.) Planning

In this step, the teacher prepares all the materials and media

in the teaching-learning process. The media is the question card

and answer card which have been arranged randomly before.

Teacher make the cards as many as the group that has been

divided. Teacher arrange all things that support the teaching-

learning process, like the seating arrangement.

30

2.) Main Activity

In this step, each group has to discuss to answer the

question and find the right card. The teacher asks the students to

share their reason for choosing the card logically.

3.) Evaluation

The evaluation depends on the students' learning outcomes.

There is much evaluation that can be applied by the teacher, the

examples are:

a.) Perfect the arrangement of the text if there is an improper

arrangement.

b.) Find the meaning of new vocabularies in the dictionary.

Huda (2016: 305) notes the procedures of the Scramble Game,

there are:

1.) Make the questions according to the competency to be achieved

2.) Make the answer with the word arrange randomly

3.) The teacher gives the worksheet to each group.

4.) The students arrange the word of column B as the answer to the

questions from column A.

c. Advantages of Scramble Game

Huda (2016: 306) states the advantages of using scramble

game, those are:

1.) Train the students to think quickly and preciously

31

2.) Train the students to answer the question with the random

answer

3.) Train the students to the discipline

According to Shoimin (2014: 168-169), the advantages of

using Scramble Game are:

1.) Train the members of the group (students) have to work

cooperatively.

2.) Learn while playing. It makes the students enjoy the class.

3.) Foster a sense of solidarity in the group

4.) The impressive material and hard to forget

5.) Competitive. It trains the students to race doing better.

d. Disadvantages of Scramble Game

Huda (2016: 306) states the disadvantages of using scramble

game, those are:

1.) Student cheat on the friend answer

2.) Students do not think creatively

3.) Students only receive raw materials that only need to e

processed properly.

According to Shoimin (2014: 169-170), disadvantages of

using Scramble Game are:

1.) Need a long time to be applied

2.) Create noise sound in the class, so it will disturb the other class.

32

B. Review Previous Study

In this study, the researcher takes the review of related literature from

other graduating paper and journal.

The first previous research was conducted by Dewi and Kurniawan

(2017). The purpose of this study was to describe the effects of the scramble

games toward the capability of sentence composition for students with

intellectual disability. The method used is a quasi-experimental design with a

time series design. This study showed there was a difference capability of

sentence composition for students with an intellectual disability before and

after treatment with scramble game. It is shown from the results of t

arithmetic < t table at the significant level of 0.05 is 0 <1. The conclusion of

this study was the scramble game effect toward the capability of sentence

composition for students with intellectual disability.

The second previous research was conducted by Umasugi, Hanapi,

Bugis, and Handayani (2018). The objectives of this research found out

whether the use of scramble game there are any different significant

improvement of students’ vocabulary and to find out the motivation between

the pretest and posttest of the students’ vocabulary after they have been

treated. This research employed Pre-Experimental design. The result of the

research was: The use of scramble game in teaching vocabulary improved the

students’ vocabulary and it can be concluded that the using of scramble game

is effective to be implemented in improving the students' vocabulary, and

students’ interested to learning vocabulary through scramble game.

33

After that, the research by Saputra and Ratnasari (2014). The purpose

of this research is to know the difference of science result study five class

students in SD N Trangkil 05 Pati in academic year 2014/2015 among student

which study with probing-prompting models help by scramble game and

student which study with conventional models. Kind of this research is

experimental research with Pretest-Posttest Control Group Design. The

population of this research is all students in five class of SD N Trangkil 05

Pati in academic year 2014/2015. The method used to collect data is tested.

The instrument used to collect data is multiple choice. The data was collected

would be analyzed by using t-test. According to the result of data analysis, the

control group to observed = 2.014, t table = 1.72 and the result in the

experiment group to observed = 6.427, t table =1.72 at the significant level

5%, which means that tobserved>ttable. Finally, it can be concluded that

there were significant differences in students’ science learning result using

probing-prompting models help by scramble game and conventional models

in SD N Trangkil 05 Pati in academic year 2014/2015.

The next previous research was from a thesis written by Arrasyidi

(2010). This research is Class Action Research in order to improve grammar

mastery of students by using scramble word game. In analyzing the data, the

writer used the statistic test by “t” test. Because of the samples of these

research less than 30 samples. This research consists of four cycles. In pre-

action class, score average was 65,34. In the first cycle, the scoring average

was 73.62. the second cycle, score average 75. 69. The third cycle, score

34

average was 83, 10. The fourth cycle, score average was 94.31. this fact

shows that using Scramble Gameis effective in improving grammar mastery

of second-year students of Islamic integrated Junior High School of Al-

Fityah Pekanbaru.

The next research was from a journal conducted by Sintya and

Sopingi (2017). This research uses Pre Experimental Design with One Group

Pretest-Posttest Design. The subjects of this study are all students of grade IV

deaf in SDLB Negeri Kedungkandang Malang. The data collection was done

with the test instrument composing the sentence. The analysis used a

Wilcoxon’s Signed Rank Test. The results showed that there is the influence

of scramble game on the ability to compose simple sentences in students with

hearing impairment

The last one was a journal conducted by Febriyanto (2018). The aim

of this research is to create a fun writing learning situation and unforgettable

for the students. This research used Classroom Action Research (CAR) and

the subject was the fifth grade at the of Majalengka Wetan VIII Elementary

School. The instruments used in this study were observation sheets, interview

sheets, field notes, evaluation sheets, and student worksheets. The results of

the research carried out for three cycles showed that the average value of the

process and learning outcomes in the form of writing skills obtained by

students had increased. This shows that students' interest in the learning

process with game scrambling techniques in learning English in class V of

elementary school. then the average score of the writing ability test has

35

increased from 57.3 in the first cycle, 71.8 in the second cycle and increased

again in the third cycle of 77.8. In conclusion, in the application of scramble

learning games in class V Elementary School has succeeded in creating a

pleasant learning atmosphere and improving students' writing skills.

C. Hypothesis

Hypothesis is a statement of the research assumption about the

relationship between two variables that the researcher plans to test within the

framework of the researcher study (Kothari, 2004: 184). Based on that

explanation, the researcher conducted hypothesis as follow:

Ha: Scramble Game is effective to teach vocabulary mastery

Ho: Scramble Game is not effective to teach vocabulary mastery

The two above hypothesises are interpreted to know which one is

accepted and rejected after acquiring the result of computing the data

(Sugiyono, 2010: 232). The decision of hypothesis was gotten from the

comparison of t-test with t-table:

If t-test > t-table : Ha is accepted

If t-test < t-table : Ha is rejected

36

CHAPTER III

METHODOLOGY

This chapter describes the methodology aspects of the research. It

includes research method, research setting, population and sample, variable,

instrument of the research, validity, and reliability, technique of collecting the

data, and technique of analyzing the data.

A. Research Design

In this research, the researcher used a quantitative approach. To gain

the required data and information, the researcher would use experimental

method as the branch of the quantitative approach. Experimental method was

one of the precise methods to examine the cause and effect. The basis of the

experimental method was the experiment, which could be defined as a test

under controlled conditions that is made to demonstrate a known truth or

examine the validity of a hypothesis (Muijs, 2004: 13).

The researcher used Quasi Experimental (pre-test and post-test)

design which included Experimental Class and Control Class. Campbell,

Cook, Sadish (2002: 14) claimed in quasi-experiment, the cause is

manipulable and occurs before the effect is measured. However, quasi-

experimental design features usually create less compelling.

37

In this research, the researcher used pre-test and post-test to obtain the

data. According to Kuntjojo (2009: 48) the design of quasi experimental

research was as follow:

Table 3.1 Design of Quasi Experimental Research

Experiment Group O1 X1 O2

Control Group O1 - O2

As can be seen from the diagram above, there are two groups in

this design. One group is the experiment group that received a treatment

(X1), that is Scramble Game. While the second group is the control group.

It does not receive any treatment. Here, the two groups receive pre-test

(O1) to obtain the first data. Finally, both of the groups are given post-test

(O2) to obtain second data.

B. Research Setting

1. Place of the research

The research would be conducted in SMP N 2 Banyubiru. It is

located at Jl. Brantas Kebumen, Banyubiru, Semarang Regency, Central

Java 50664.

2. Time Schedule of the research

The researcher would do the research on the month of August

2018 up to March 2019 in the academic year of 2018-2019. Here the

researcher shows the time schedule on the table bellow:

38

Table 3. 2 Time Schedule of the Research

.

C. Population and Sample

1. Population

Creswell (2012: 142) said that a group of individuals who has the

same characteristic is called the population. Another definition comes

from Arikunto (2013: 173) who says, that the population is all subject

research. In this research, the population would include all the students at

eighth grade at SMP N 2 Banyubiru in the academic year of 2018-2019.

There are five classes, those are 8A, 8B 8C, 8D and 8E. Each class

contained 32 students excepted 8E, it contained 30 students. So, the

number of population is 158 students.

2. Sample

Arikunto (2013: 174) asserted that sample is the representative of

the whole population that is examined. This research used sampling

technique named convenience sampling. Cresswell (2012: 146) said

that convenience sampling is when the participants are convenient to the

No Date Activity

1 August 22th 2018 Pre-survey

2 March 9th 2019 Pre-test for Experiment Group

3 March 9th 2019 Pre-test for Control Group

4 March 16th 2019 Treatment for Experiment Group

5 March 16th 2019 Treatment for Experiment Group

6 March 23rd 2019 Post-test for Experiment Group

7 March 23rd 2019 Post-test for Control Group

39

researcher and available to the study. It can use when the time, situation

and place are appropriate. In this case, the class that appropriate with the

time, situation, and place was 8B and 8C. 8B consists of 32 students,

and also 8C. So, class 8B and 8C were the sample and the number of

sample is 64 students. 8B was an Experimental Class and 8C was the

Control class.

D. Variable

Cresswell (2012: 112) stated that variable is a characteristic or

attribute of an individual or an organization that researcher can measure or

observe and varies among individuals or organizations studied. Cresswell

(2012: 113) added that they are keys that researcher seek to collect

information to address the purpose of their study.

1. Independent Variable

Creswell (2008: 50) stated that independent variables are those

that (probably) cause, influence, or affect outcomes. So the independent

variable was introduced to the experimental group. That is The Scramble

Game.

2. Dependent Variable

Dependent variable is depends on the independent variables; they

are the outcomes or results of the influence of the independent variables.

Other names for dependent variables are criterion, outcome, and effect

40

variables (Creswell, 2008: 50). The dependent variable in this research

was the students’ vocabulary of the eighth grade students.

E. Instrument of the Research

An instrument is a tool for measuring, observing, or documenting

quantitative data (Cresswell, 2012: 151). Then, Arikunto (2013: 192) said

that instrument is the tool for the research that uses a method. The researcher

used test for the instrument of this research.

According to Arikunto (2013: 193), the test is a series of question or

other instruments which are used to measure the individual or group skill,

knowledge, intelligence, capability or talent. There were two tests named pre-

test and post-test. Both pre-test and post-test were given to the experiment

group and control group. Pre-test is conducted before the treatment to know

about the students’ vocabulary mastery. Then, post-test was conducted after

the treatment. It was given to both the experimental group and control group.

This was taken as a measurement tool to measure students’ vocabulary

mastery before and after the treatment was conducted.

F. Evaluation Criteria

In addition, the researcher ranged the criteria of students’ vocabulary

on both experiment group and control group classified as follows:

41

Table 3.3 Evaluation Criteria According to Suryanto (2006:17)

No Score Classification Category

1 85 – 100 Excellent

The students’ answers are mostly correct,

85% of correct answers

2 75 – 84 Very Good

The students’ answers 75% of correct

answers

3 65 – 74 Good

The students’ answers 65% of correct

answer

4 55 – 64 Fair

The students’ answers 55% of correct

answer

5 45 – 54 Enough

The students’ answers 45% of correct

answer

6 < 45 Poor

The students’ answers are mostly

incorrect, less of 45% of correct answers

G. Technique of Collecting Data

1. Documentation

The documentation is to know students’ condition in the

classroom while learning-teaching process. According to Arikunto (2013:

201), “Documentation is to find a variable such as the note, transcript,

newspaper, magazine, and so on.” Documentation had benefit to prove

the students’ whole activities. The documentation can be seen on the

appendices.

2. Test

Arikunto (2013: 193) stated that the test is the group of questions

or exercises and other tools that were used to measure the skill,

intelligence, ability or talent of the individual or group. There were two

kinds of test in which the researcher apply, those are:

42

a. Pre-test

The function of this test is to know the students’ vocabulary

mastery before the treatment. Pre-test was conducted for both

experiment group and control group. This instrument consists of three

part. First part is multiple choice, and it consists of ten numbers. The

second is complete the text, and it consist of five number. The third

part was about matching a word with the correct meaning given, and it

consist of ten numbers. The instrument was enclosed.

b. Post-test

This test was used to know how far the students’ vocabulary

before and after the treatment. The instrument consists of three part.

First part is multiple choice, and it consists of ten numbers. The

second is complete the text, and it consist of five number. The third

part was about find the meaning of word with the letter given

randomly, and it consist of ten numbers. The instrument was enclosed

H. Technique of Data Analysis

The steps of analysing data are:

1. Scoring the Students’ test

The researcher scored the result of students’ pre-test and post-test.

There were 3 parts questions in both test. The scoring is as follow:

43

Table 3. 4 Students’ Test Scoring

Pre-Test

I II III

10 Number 5 Number 10 Number

Score per Number 1 1 1

Total Score 25 X 4 = 100

Post-Test

I II III

10 Number 5 Number 10 Number

Score per Number 1 1 1

Total Score 25 x 4 = 100

2. Calculating the Result of Test

After the students’ test is scored, the researcher calculated the

data using t-test to determine whether there was significant difference

before and after the treatment for both experiment and control group.

Here are some terms as Sudijono (2010: 305) explains:

a. Calculating the mean (M) from each group using the following

formula:

M= Ʃ𝑥

𝑁

M= mean

Ʃx= total score

N= Number of students

44

b. Calculating the standard deviation difference (SDD)

SDD= √Ʃ𝐷2

𝑁− (

Ʃ𝐷

𝑁)

2

SDD= Standart Deviation

N= number of students

D=differencec between pre-test and post-test

c. Calculating mean of difference (MD)

MD = Ʃ𝐷

𝑁

MD= mean of difference

Ʃ𝐷= total of difference pre-test and post-test

d. Calculating the standard error of mean difference (SEMD)

SEMD= 𝑆𝐷𝐷

√𝑁−1

SEMD= standard error of mean difference

SDD= standard deviation

N= number of students

e. Calculating t-value (to)

to= 𝑀𝐷

𝑆𝐸𝑀𝐷

to = t-value of observation

MD = mean of difference

SEMD= standard error of mean difference

f. Comparing t-value (to) with t-table (tt)

Criteria of accepted hypothesis describes as follow:

45

to> tt = reject null hypothesis (ho) and accept alternate hypothesis

(ha).

to< tt= accept null hypothesis (ho)

g. Calculating the effect size

The use of calculating the size measure in this research is to

know whether the effect is strong or weak (Muijs, 2004: 136). The

formula for this effect size is as follows:

d= (Mean of Post-test – Mean of Pre-test) / Pooled Standard

Deviation

Whereas, the Pooled standard deviation = (Standard deviation of

group 1+ Standard deviation of group 2) / 2.

There are some guidelines for determining whether the

effect size is strong. Cohen as cited by Muijs (2001: 39) suggested

the following:

Table 3. 5 The Effect Size

Range Description

0 - 0.20 Weak effect

0.21 - 0.50 Modest effect

0.51 - 1.00 Moderate effect

>1.0 Strong effect

46

CHAPTER IV

DATA ANALYSIS

This chapter deals with the discussion of data analysis, result of the

research and discussion of research finding.

A. Profile of the Students Before and After the Treatments for Both

Experiment and Control Group

1. Pre-Test Analysis

Pre-test was hold to know about the students’ vocabulary mastery

before the teatment. Pre-test was given to both experiment and control

group. The researcher took VIII B as the experiment group and VIII C as

the control group. To clarify the activity in pre test section, the researcher

set the procedure in class as follows:

a. The researcher as the teacher started the class with greeting

b. The teacher checked the attendance list of students’ presence.

c. The teacher shared the test sheet to the students.

d. The teacher explained the rules of each number of questions for the

students before doing the test.

e. The students submitted their test sheet as soon as they finished it

f. The teacher scored the pre-test.

There were three part of questions in this test. First part consisted

of ten multiple choise questions. Second part consist of five number and

students were asked to fill the missing word in a text. The third part

47

consisted of ten number. It was about matching a word with the

appropriate meaning. And the scoring was as follow:

Table 4.1 Guideline of Scoring

I II III

10 Number 5 Number 10 Number

Score per

Number 1 1 1

Total Score 25 X 4 = 100

From the table above, it can be seen that each number had same

score, one point for each number of each part. So, if the students could

answer all the questions, they would get twenty five points. The point

would be multipled with four. Thus the researcher arranged the formula as

follow:

TS = N x 4

TS = Total Score

N = Number of question

After the pre-test was done, the researcher checked and gave score

for the test. Then, the researcher could display the result of pre-test for

experiment group as follows:

Table 4.2 Result of Pre-test for Experiment Group

No Name Score

1 AM 56

2 AAAM 56

3 AS 52

48

4 AL 60

5 ANS 60

6 ARR 48

7 BH 48

8 DUA 68

9 DN 40

10 FHA 48

11 FAR 40

12 FK 52

13 FCS 40

14 GW 52

15 HS 60

16 JH 56

17 KR 36

18 MA 60

19 MZ 56

20 MA 40

21 MARF 56

22 MM 60

23 MZN 60

24 NFLR 56

25 NER 68

26 NIH 64

27 PI 60

28 RZB 48

29 SDA 48

30 WMS 44

31 YTA 68

32 ZNZ 56

Total 1716

N = 32

Mean (M) 53.62

Based on the table above, there were 32 students had done the

pretest. The highest score of experiment group was 68 while the lowest

was 36. And the mean of experiment group’s pre-test score was 53.62.

49

Then, the researcher did the same step by displaying the pre-test

result of control group. The distribution table are as follows:

Table 4. 3 Result of Pre-test for Control Group

No Name Score

1 ANS 56

2 ADR 64

3 ANS 44

4 AS 44

5 DYS 56

6 EP 48

7 FM 48

8 FDU 56

9 HNS 52

10 HA 68

11 IA 44

12 KA 52

13 LSV 64

14 MA 40

15 MDW 56

16 MMM 60

17 MSM 60

18 NS 48

19 NDA 52

20 NRD 60

21 RFF 56

22 RR 48

23 RA 56

24 RRS 48

25 RD 44

26 SY 56

27 SC 60

28 SIF 68

29 TF 64

30 YAS 52

31 ZTW 48

32 ZAN 60

50

Total () 1732

N = 32

Mean (M) 54.12

Based on the table above, there were 32 students had done the

pretest. The highest score of experiment group was 68 while the lowest

was 40 And the mean of control group’s pre-test score was 54.12.

By knowing the students’ score, the researcher could evaluate the

students’ performance based on the evaluation criteria as explained in the

previous chapter. Here are the interpretations:

Table 4.4 Interpretation of Experiment Goup’s Pre-test

Number of

Students Classification Category

- Excellent The students’ answers are mostly

correct, 85% of correct answers

- Very Good The students’ answers 75% of correct

answers

3 Good The students’ answers 65% of correct

answer

15 Fair The students’ answers 55% of correct

answer

9 Enough The students’ answers 45% of correct

answer

5 Poor

The students’ answers are mostly

incorrect, less of 45% of correct

answers

Table 4. 5 Interpretation of Control Goup’s Pre-test

Number of

Students Classification Category

- Excellent The students’ answers are mostly

correct, 85% of correct answers

- Very Good The students’ answers 75% of

correct answers

51

5 Good The students’ answers 65% of

correct answer

10 Fair The students’ answers 55% of

correct answer

15 Enough The students’ answers 45% of

correct answer

2 Poor

The students’ answers are mostly

incorrect, less of 45% of correct

answers

2. Treatment

In this research, the researcher administered the treatment once.

The researcher gave Scramble Game when teaching vocabulary for the

experiment group. While for the control group, there was no game during

the learning activity.

a. Experiment Group

Here are the teaching procedures of treatment conducted by the

researcher for the experiment group:

1) The researcher as the teacher asked students to open their English

material book and instructed them to open on page about “When I

was a Child”

2) Before explaining about the material itself, the teacher appointed

several students and asked them to read text.

3) The teacher explain the material of simple past tense started from

the definition, social function, and formula. After that, the teacher

gave some examples of sentence in simple past tense.

52

4) The students played Scramble Game. The way to play the game

was as follow:

a) The teacher devided class into 4 goups. The teacher gave the

flashcards for each group and the keyword. The flashcards

wwere about the past verb. The students had to arrange the

flashcards into word that appropiate with the keyword.

b) The group which done to arrange the word would be given the

uncomplete dialog. The students had to complete the dialog

with the word that had been provided by the teacher.

c) After the game fininshed, the teacher and students corrected

the dialog then asked them about the past verb and the

meaning of those verbs.

b. Control Group

Here are the teaching procedures of treatment conducted by the

researcher for the control group:

1) The researcher as the teacher asked students to open their English

material book and instructed them to open on page about “When I

was a Child”

2) Before explaining about the material itself, the teacher appointed

several students and asked them to read text.

3) The teacher explain the material of simple past tense started from

the definition, social function, and formula. After that, the teacher

gave some examples of sentence in simple past tense.

53

4) The teacher divided the students into 4 groups. Each group were

given the text by the teacher.

5) The students have to find the past verbs from the text and traslated

them.

3. Post-test Analysis

After the students had finished the treatment, the researcher gave

the post-test for both experimental and control group. The distribution

table of the post-test result for experimental group could be seen as

follows:

Table 4.6 Result of Post-test for Experiment Group

No Name Score

1 AM 80

2 AAAM 72

3 AS 80

4 AL 88

5 ANS 84

6 ARR 80

7 BH 72

8 DUA 96

9 DN 72

10 FHA 82

11 FAR 68

12 FK 84

13 FCS 68

14 GW 78

15 HS 84

16 JH 88

17 KR 68

18 MA 88

19 MZ 80

54

20 MA 64

21 MARF 76

22 MM 82

23 MZN 88

24 NFLR 80

25 NER 84

26 NIH 72

27 PI 72

28 RZB 72

29 SDA 68

30 WMS 68

31 YTA 96

32 ZNZ 78

Total Score 2512

N 32

Mean 78.5

Based on the table above, there were 32 students had done the

post-test. The highest score of experiment group was 96 while the lowest

was 64. And the mean of experiment group’s post-test score was 78.5.

Meanwhile, the distribution table of the post-test result for control

group was as follows:

Table 4.7 Result of Post-test for Control Group

No Name Score

1 ANS 72

2 ADR 88

3 ANS 72

4 AS 64

5 DYS 80

6 EP 76

7 FM 68

8 FDU 60

55

9 HNS 68

10 HA 96

11 IA 68

12 KA 72

13 LSV 88

14 MA 68

15 MDW 76

16 MMM 92

17 MSM 84

18 NS 76

19 NDA 80

20 NRD 84

21 RFF 68

22 RR 76

23 RA 88

24 RRS 76

25 RD 72

26 SY 72

27 SC 84

28 SIF 72

29 TF 88

30 YAS 72

31 ZTW 68

32 ZAN 84

Total Score 2452

Mean 32

Mean 76.62

Based on the table above, there were 32 students had done the

post-test. The highest score of experiment group was 96 while the lowest

was 60. And the mean of experiment group’s post-test score was 76.62..

By knowing the students’ score, the researcher could evaluate the

students’ performance based on the evaluation criteria as explained in the

previous chapter. Here are the interpretations:

56

Table 4.8 Interpretation of Experiment Goup’s Post-test

Number of

Students Classification Category

6 Excellent The students’ answers are mostly

correct, 85% of correct answers

15 Very Good The students answer 75% of correct

answers

10 Good The students answer 65% of correct

answer

1 Fair The students answer 55% of correct

answer

- Enough The students answer 45% of correct

answer

- Poor

The students’ answers are mostly

incorrect, less of 45% of correct

answers

From the table above, it showed that from 33 students, more than

half of them are at excellent level. There were 21 students there. Then

there were 6 students at very good level and 5 at good level. And the last,

there was 1 student at fair level. There were no students at the enough and

poor level.

Meanwhile, the interpretation of post-test score of control group

could be seen as follows:

Table 4.9 Interpretation of Control Goup’s Post-test

Number of

Students Classification Category

6 Excellent The students’ answers are mostly

correct, 85% of correct answers

15 Very Good The students answer 75% of correct

answers

9 Good The students answer 65% of correct

answer

57

2 Fair The students answer 55% of correct

answer

- Enough The students answer 45% of correct

answer

- Poor

The students’ answers are mostly

incorrect, less of 45% of correct

answers

The table showed that from the 25 students, most of them were at

excellent level by the number of 11. Then there were 9 students at very

good level, 3 students at good level, 1 students at fair lavel and there was 1

students at anough level.

To sum up, the interpretation of the students’ vocabulary mastery

for both experimental and control group could be seen in the chart below:

Based on the chart above, the number of students’ performance

result on post-test increased at excellent category. The students who

occupied very good, good, fair, enough, and poor category decreased on

0

2

4

6

8

10

12

14

16

Poor Enough Fair Good Very Good Excellent

Chart 4.1

Students' Vocabulary Mastery

for Experimental Group

Pre-Test Post-test

58

the post-test result. There was no student occupied poor and enough level

anymore.

Meanwhile, here is the chart of the students’ vocabulary for control

group:

Based on the chart above, the number of students’ performance

result on post-test increased at very good and excellent category. The

students who occupied good, fair, enough, and poor category decreased on

the post-test result. There was no student occupied poor and enough level

anymore.

B. The Use of Scramble Game to Improve Students’ Vocabulary Mastery

In this research, the researcher used t-test to analyze, to calculate, and

to compare score result for both experimental and control group. The

0

2

4

6

8

10

12

14

16

Poor Enough Fair Good Very Good Excellent

Chart 4.2

Students' Vocabulary Mastery for Control Group

Pre-test Post-test

59

researcher displayed the result for both experimental and control group and

the formula used was as follows:

1. Experiment Group

Before the researcher applied the formula to calculate the value of

t-observation (to), the researcher showed the result of pre- and post-test to

see the difference between pre-test score and post-test score and it could

be seen in the table below:

Table 4.10 Result of Pre-test and Post-test of Expeiment Group

No Name Pre-

test

Post-

test D = (X-Y) D2

1 AM 56 80 -24 576

2 AAAM 56 72 -16 256

3 AS 52 80 -28 784

4 AL 60 88 -28 784

5 ANS 60 84 -24 576

6 ARR 48 80 -32 1024

7 BH 48 72 -24 576

8 DUA 68 96 -28 784

9 DN 40 72 -32 1024

10 FHA 48 82 -34 1156

11 FAR 40 68 -28 784

12 FK 52 84 -32 1024

13 FCS 40 68 -28 784

14 GW 52 78 -26 676

15 HS 60 84 -24 576

16 JH 56 88 -32 1024

17 KR 36 68 -32 1024

18 MA 60 88 -28 784

19 MZ 56 80 -24 576

20 MA 40 64 -24 576

21 MARF 56 76 -20 400

22 MM 60 84 -24 576

60

23 MZN 60 88 -28 784

24 NFLR 56 80 -24 576

25 NER 68 84 -16 256

26 NIH 64 72 -8 64

27 PI 60 72 -12 144

28 RZB 48 72 -24 576

29 SDA 48 68 -20 400

30 WMS 44 68 -24 576

31 YTA 68 96 -28 784

32 ZNZ 56 78 -22 484

Total Score 1716 2512 -796 20896

N=32

Mean 53.62 78.5

a. Standard Deviation (SD)

SDD = √Ʃ𝐷2

𝑁− (

Ʃ𝐷

𝑁)

2

SDD = √20896

32− (

−796

32)

2

SDD = √653 − (−24.87)2

SDD = √653 − 618.51

SDD = √34.49

SDD = 5.87

b. Mean of Difference

MD = Ʃ𝐷

𝑁

MD = −796

32

MD = -24.87

61

c. Standard Error of Mean Difference

SEMD = SDD

√𝑁−1

SEMD = 5.87

√32−1

SEMD = 5.87

√31

SEMD = 5.87

5.56

SEMD =1.05

d. T-Test (to)

To = 𝑀𝐷

𝑆𝐸𝑀𝐷

To = 24.87

1.05

To = 23.68

e. Interpretation to t-test (t0)

1) Calculation of df

df = N-1

= 32-1

= 31

2) Consulting df with t-table

With df = 31, the value of t-table (tt) with level of

signification of 5% is 2. 03.

3) Comparing t-table (tt) with t-observation (t0)

62

tt = 2.03

t0 = 23.68

tt < t0 it means Ha is accepted and Ho is rejected. So, the use use

Scramble Game can improve the students’ vocabulary mastery.

4) Calculating the size effect

d = (Mean of Post-test – Mean of Pre-test ) / Pooled Standard

Deviation

To know the standard deviation, the researcher used SPSS

application and here is the result:

Table 4.11 Standar Deviation of Experiment Group

Pre test Post test

Mean 53,6250 78,5000

N 32 32

Std. Deviation 8,73166 8,33183

Pooled standard deviation = 8,73 + 8.33

2 = 8.53

d = 78.5−53.62

8.53 = 2.91

According to the criteria, the result effect size level of this

study is 2.91. As the criterion that had been mentioned in chapter

III, it proved that there was a strong effect on implementing

Scramble Gmae towards the students’ vocabulary mastery. This

also showed Scramble Game is effective to teach vocabulary.

5) Conclusion

63

If t0 was greater than tt, null hypothesis (ho) was rejected.

Based on the t-test calculation above, the research of experimental

group showed that tt with level significance of 5 % was 2.03 and

to was 23.68. The result is 23.68 > 2.03. It means that to was

higher than tt. The significant difference of this research was 9. 44.

The researcher could conclude that Scramble Game is effective to

teach vocabulary. In addition, the effect size 2.91 showed that

Scramble Game gave strong effect on students’ vocabulary

maastery.

2. Control Group

The researcher did the same steps in control group, displaying the

result of pre- and post-test scorefirst, then finding the difference score

between pre-test score and post-test score. It could be seen in this table

below:

Table 4 . 12 Result of Pre-test and Post-test of Control Group

No Name

Pre-

test

Post-

test D = (X-Y) D2

1 ANS 56 72 -16 256

2 ADR 64 88 -24 576

3 ANS 44 72 -28 784

4 AS 44 64 -20 400

5 DYS 56 80 -24 576

6 EP 48 76 -28 784

7 FM 48 68 -20 400

8 FDU 56 60 -4 16

9 HNS 52 68 -16 256

10 HA 68 96 -28 784

11 IA 44 68 -24 576

64

12 KA 52 72 -20 400

13 LSV 64 88 -24 576

14 MA 40 68 -28 784

15 MDW 56 76 -20 400

16 MMM 60 92 -32 1024

17 MSM 60 84 -24 576

18 NS 48 76 -28 784

19 NDA 52 80 -28 784

20 NRD 60 84 -24 576

21 RFF 56 68 -12 144

22 RR 48 76 -28 784

23 RA 56 88 -32 1024

24 RRS 48 76 -28 784

25 RD 44 72 -28 784

26 SY 56 72 -16 256

27 SC 60 84 -24 576

28 SIF 68 72 -4 16

29 TF 64 88 -24 576

30 YAS 52 72 -20 400

31 ZTW 48 68 -20 400

32 ZAN 60 84 -24 576

Total 1732 2452 -720 17632

N=32

Mean 54.12 76.62

a. Standard Deviation (SD)

SDD = √Ʃ𝐷2

𝑁− (

Ʃ𝐷

𝑁)

2

SDD = √17632

32− (

−720

32)

2

SDD = √551 − (−22.5)2

SDD = √551 − 506.25

65

SDD = √44.75

SDD = 6.68

b. Mean of Difference

MD = Ʃ𝐷

𝑁

MD = −720

32

MD = -22.5

c. Standard Error of Mean Difference

SEMD = SDD

√𝑁−1

SEMD = 6.68

√32−1

SEMD = 6.68

√31

SEMD = 6.68

5.56

SEMD =1.2

d. T-Value (to)

To = M𝐷

𝑆𝐸𝑀𝐷

To = 22.5

1.2

To = 18.75

e. Interpretation to t-test (to)

66

1) Calculation of df

df = N-1

= 32-1

= 31

2) Consulting df with t-table

With df = 31, the value of t-table (tt) with level of signification of

5% is 2. 03.

3) Comparing t-table (tt) with t-test (t0)

tt = 2. 03

t0 = 18.75

to is higher than tt with significant level of 5%.

4) Calculating the size effect

d = (Mean of Post-test – Mean of Pre-test ) / Pooled Standard

Deviation

To know the standard deviation, the researcher used SPSS

application and here is the result:

Table 4.13 Standar Deviation of Control Group

Pre-Test Post Test

Mean 54,1250 76,6250

N 32 32

Std. Deviation 7,46497 8,80524

Pooled standard deviation = 7.46+8.8

2 = 8.13

d = 76.62−54.12

8.13 = 2.76

67

According to the criteria, the result effect size level of this study is

2.76. As the criterion that had been mentioned in chapter III, it

showed a strong effect too.

5) Conclusion

Based on the t-test calculation above, t-table with n = 31 is

2.03. The result of control group showed that tt with the level

significance of 5% was 2.03 and to was 18.75. The result is 18.75

> 2.03. It means that to was higher than tt. The researcher could

conclude that the students’ vocabulary mastery also got

improvement in control group. In addition, the effect size 2.76

showed that eventhough the class did not teach by using game, it

gave strong effect on students’ vocabulary mastery.

To make clearer, the researcher sum up the answer of the two

research questions in a table bellow:

Table 4.14 The Research Result

Experiment Group Control Group

Pre-test Mean 53.62 54.12

Post-test Mean 78.5 76.62

Improvement 46.6 % 41.57 %

T-test 23.68 18.75

T-table 2.03 2.03

Effect Size 2.91 (Strong) 2.76 (Strong)

From table above, it could be seen that both groups that were

taught with or without scramble game got improvement. Since the

improvement of experiment group is higher than the Control group, it can

be concluded that scramble game is more effective to be applied in class.

68

From the effect size itself, it could be seen that whether applying scramble

game or not, it gave strong effect to the students’ vocabulary mastery.

Since the effect size of experiment group is higher than the control group,

the researcher concluded that scramble game is effective to teach

vocabulary.

C. Discussion

From the result above, the researcher wants to convey that

Scramble Game can improve students’ vocabulary mastery and it was

supported by the previous researches. First, the researcher takes a previous

study which was conducted by Dewi and Kurniawan (2017). In this

research, the researcher see that using Scramble Game is appropriate to

improve capability of sentence composition for students with intellectual

disability. The second previous study was conducted by Usumagi, Hanapi

and Handayani (2018). The researcher found that using Scramble Game

could imrpove students vocabulary. And the last was a previous study

from Febriyanto (2018). From their research, the researcher concluded that

using game that was kind of word game can improve students’ vocabulary

mastery.

69

CHAPTER V

CLOSURE

This chapter consists of two points, those are conclussion and suggestion. After

completing this research, the researcher provides some conclussions and

suggestions for the the research.

A. Conclusion

Based on the data analysis, the conclusion was presented as follows:

1. Profile of the Students’ Vocabulary Mastery Before and After

Implementing Scramble Game

The calculation showed the result of pre- and post-test mean for

experiment group. The mean of pre-test is 53.62 while the mean of post-

test was 78.5. The mean of post-test is higher than the mean of pre-test.

The difference between the students’ pre-test and post-test mean taught by

Scramble Game is 24.88.

The calculation also exposed the result of pre- and post-test mean

for control group. The mean of pre-test is 54.12 while the mean of post-

test is 76.62. The mean of post-test is also higher than the mean of pre-test.

The difference between the students’ pre-test and post-test mean is 22.5.

2. The Effectiveness of Scramble Game to Teach Vocabulary Mastery

The result shows the calculation of t-test for experiment group. The

hypotheses are tested by t-test formula by comparing the pre- and post-test

score. T-test (to) is 23.68. Meanwhile, the critical value for rejecting the

70

null hypothesis at significance level of 5% to t-table (tt) with degree of

freedom (df) 31 is 2.03. It can be said that to is higher than tt (23.68 >

2.03). Therefore, the null hypothesis (ho) is rejected while the alternate

hypothesis (ha) is accepted. It means that scramble game is effective to

improve students’ vocabulary mastery. The improvement of students’

vocabulary mastery in percentage was 46.6 %. Then, the effect size of

experiment group was 2.91, which means by applying scramble game, it

gives strong effect to the students’ vocabulary mastery. Therefore,

Scramble Game is effective to teach vocabulary.

The calculation of t-test for control group is also tested by T-test

formula by comparing the pre- and post-test score. T-test (to) is 18.75.

Meanwhile, the critical value for rejecting the null hypothesis at

significance level of 5% to t-table (tt) with degree of freedom (df) 31 is

2.03. It can be said that to is higher than tt (18.75 > 2.03). It means that the

students’ vocabulary mastery in control group also get improvement and

their improvement in percentage was 41.57%.

To sum up, Scramble Game is effective in improving students’

vocabulary mastery because the value of t-test (to) is higher than t-table

(tt). Therefore, the research confirms the alternate hypothesis (ha) that

states Scramble Game is effective to be applied in vocabulary. Finally,

Scramble Game is effective to be applied in teaching vocabulary.

71

B. Suggestion

Based on the research findings, the researcher would like to propose

some suggestions, which are addressed to teachers, students, and other

researchers.

1. For the teachers

The teachers can use Scramble Game to improve students’

vocabulary mastery. Using this game in teaching-learning process had so

much fun and is really interesting for the students. Moreover, Scramble

Game is really easy to be applied and it can motivate the students in

learning english.

2. For the Students

The students can apply and practice Scramble Game by following

the steps because it will help them to solve their problems in vocabulary

and to improve their vocabulary mastery.

3. For the Other Researchers

The result of the research only confirms the hypotheses, but it does

not prove that something is absolutely true at all time. Moreover, the

research needs mprovement of thought for further studies. In addition, the

finding of the research hopefully will be employed as starting point of the

future research on similar topics.

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CURRICULUM VITAE

I. Personal Identity

Name : Hidayatul Khoiroh

Place, Date of Birth : Semarang Regency, October 23rd 1996

Mobile : 085701890005

Email address : hidayatulkhoiroh5@@gmail.com

Home address : Rejosari RT 02 RW 05, Wonoyoso, Pringapus,

Semarang Regency, Central Java

Sex : Female

Marital Status : Unmarried

Hobbies : Music and reading

II. Educational Background

MI Wonoyoso, Graduated in 2008

SMP N 1 Pringapus, Graduated in 2011

SMK N 1 Pringapus, Graduated in 2014

English Department of Teacher Training and Education Faculty of State

Institute for Islamic Studies (IAIN) Salatiga, graduated in 2019

APPENDICES

LIST OF APPENDICES

1. Syllabus of Eighth-year Student of Junior High School

2. Lesson Plan for Experiment Group

3. Lesson Plan for Control Group

4. Students’ Pre-test Score for Experiment Group

5. Students’ Post-test Score for Experiment Group

6. Students’ Pre-test Score for Control Group

7. Students’ Post-test Score for Control Group

8. Keyword for The Pre-test and Post-test

9. Certification for Graduating Paper Counselor

10. Letter for Research Permission

11. Consultation Sheet of Graduating Paper

12. Proof of Conducted Research

13. Satuan Kredit Kegiatan (SKK)

14. List of T-table

15. Interview Report

16. Research Documentation

17. Declaration and Permission for Publication

Syllabus of eight-year Student of Junior High School

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.11 Menerapkan struktur

teks dan unsur

kebahasaan untuk

melaksanakan

fungsi sosial

menyatakan dan

menanyakan

tindakan/kejadian

yang dilakukan/

terjadi di waktu

lampau, sesuai

dengan konteks

penggunaannya

Fungsi sosial

Menyatakan

tindakan/kejadian

yang dilakukan/

terjadi di waktu

lampau

Untuk menjaga

hubungan

interpersonal dengan

guru dan teman

Struktur Teks

Where were your

brothers a few

minutes ago?

They were at home.

What did you do

after school

yesterday?

I took a rest.

Where did they spend

their last holiday?

They went to Bali.

Did you and Ali

come to the meeting?

No, I didn’t. But

Ali did

What was your

mother doing when

you came home?

She was cooking

in the kitchen.

Unsur Kebahasaan

Mengamati

Siswa mendengarkan/ menonton

beberapa contoh kalimat /ungkapan

yang menyatakan dan menanyakan

tindakan/ kejadian yang dilakukan/

terjadi di waktu lampau,berdasarkan

konteks yang sesuai

Siswa mengikuti mengucapkan

kalimat /ungkapan yang

menyatakan dan menanyakan

tindakan/ kejadian yang dilakukan/

terjadi di waktu lampau

Siswa membaca untuk memahami

makna dan bentuk kalimat

/ungkapan yang menyatakan dan

menanyakan tindakan/ kejadian

yang dilakukan/ terjadi di waktu

lampau dengan pengucapan dan

intonasi yang baik

Menanya

Dengan bimbingan dan arahan guru,

siswa mempertanyakan perbedaan

antar berbagai kalimat /ungkapan

yang menyatakan dan menanyakan

tindakan/ kejadian yang dilakukan/

terjadi di waktu lampau, dalam

berbagai konteks

Mengeksplorasi

Siswa membaca contoh-contoh

kalimat /ungkapan yang

menyatakan dan menanyakan

tindakan/ kejadian yang dilakukan/

terjadi di waktu lampau dari

Ucapan, tekanan

kata, intonasi,

kosakata (kata tanya:

when, where, while,

kata penghubung

before, after) dan tata

bahasa (simple past

tense dan past

continuous tense)

Topik

Berbagai hal terkait

dengan kegiatan

yang terjadi di

sekitar rumah,

sekolah dan

lingkungan waktu

lampau

berbagai sumber lain.

Siswa menyatakan dan

menanyakan tindakan/ kejadian

yang dilakukan/ terjadi di waktu

lampau menggunakan Bahasa

Inggris dalam konteks simulasi,

role-play, dan kegiatan lain yang

terstruktur

Mengasosiasi

Dalam kerja kelompok terbimbing

siswa menganalisis fungsi sosial,

struktur teks dan unsur bahasa

serta format penulisan yang

digunakan untuk kalimat

/ungkapan yang menyatakan dan

menanyakan tindakan/ kejadian

yang dilakukan/ terjadi di waktu

lampau.

Siswa menanyakan balikan

(feedback) dari guru dan teman

tentang setiap yang dia sampaikan

dalam kerja kelompok.

Siswa menyimpulkan hasil

analisinya terkait Fungsi sosial,

struktur teks dan unsur kebahasaan

dari kalimat /ungkapan yang

menyatakan dan menanyakan

tindakan/ kejadian yang

dilakukan/ terjadi di waktu

lampau.

Mengomunikasikan

Siswa menyatakan dan

menanyakan tindakan/ kejadian

yang dilakukan/ terjadi di waktu

lampau dengan bahasa Inggris, di

dalam dan di luar kelas serta

lingkungan sekitar sesuai dengan

konteksnya

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

EXPERIMENT GROUP

Satuan Pendidikan : SMP N Banyubiru

Kelas/ Semester : VIII B/ Genap

Mata Pelajaran : Bahasa Inggris

Topik : Simple Past Tense

Alokasi Waktu : 2 x 45 menit

Tahun : 2018/2019

A. Kompetensi Inti

Menghayati dan mengamalkan ajaran agama yang dianutnya. Menunjukkan

perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja sama,

toleran, damai), santun, responsif, dan pro-aktif dan menunjukkan sikap

sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam serta menempatkan diri

sebagai cerminan bangsa dalam pergaulan dunia

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual,

konseptual, prosedural dan metakognitif berdasarkan rasa ingin

tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan

humaniora dengan wawasan kemanusiaan, kebangsaan, kenearaan,

dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan procedural dan pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan

masalah.

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

abstrak terkait dengan pengembangan dari yang dipelajarinya di

sekolah secara mandiri, dan mampu menggunakan metoda sesuai

kaidah keilmuan.

B. Tujuan Pembelajaran:

Setelah mempelajari Simple Past Tense, diakhir pembelajaran peserta didik

dapat:

1. Menyusun kalimat sederhana tentang kejadian atau tindakan masa lampau

2. Melengkapi teks sederhana tentang kejadian masa lampau.

3. Mengubah kata kerja bentuk present ke dalam bentuk past

C. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.11 Menerapkan struktur teks dan

unsur kebahasaan untuk

melaksanakan fungsi sosial

menyatakan dan menanyakan

tindakan/kejadian yang

dilakukan/ terjadi di waktu

lampau, sesuai dengan konteks

penggunaannya

3.11.1.Mengidentifikasi fungsi

sosial Simple Past Tense.

3.11.2.Mengidentifikasi struktur

sosial Simple Past Tense

3.11.3.Mengidentifikasi unsur

kebahasaan Simple Past

Tense lisan dan tulis sesuai

dengan konteks

penggunannya.

D. Materi Pembelajaran

Simple Past Tense

1. The Past Simple Tense is used for past actions that happened either at a

specific time, which can either be given by a time phrase (yesterday, last

year, etc.)

2. Struktur Kalimat

Bentuk Rumus Contoh Kalimat

Positif

(+)

Verbal S + V 2 She bought a new book

yesterday.

Nominal S + Was/were +

nominal

The case was hard to solve.

Negatif

(-)

Verbal S + did + not + V 1 She did not bought a new

book yesterday.

Nominal S + was/were + not

+ nominal

The case was not hard to

solve.

Interogatif

(?)

Verbal Did + S + V 1? Did she buy a new book

yesterday?

Nominal Was/were + S +

V1?

Was the case hard to solve?

3. Percapakan

Salma : Hi, Vera! What did you do last weekend?

Vera : Oh, I did a lot of things. I went to a village last Saturday.

Salma : Who did you visit?

Vera : I visited my grandparents. They live in the village.

Salma : Oh, I see. Who did you go with?

Vera : I went there with all of my family. They were mother, father and

my younger sisters.

Salma : Wow, that would be so fun!

Vera : Yeah, it was so fun. And we also felt tired.

Salma : What did you do there?

Vera : We helped our grandparents in the farm. My sisters and I fed the

cows, chicken, pigs and horses. Then we took some chicken eggs

and gave them to mother and grandmother. They cooked our

lunch.

Salma : Did you ride a horse?

Vera : Yes, we did. So, What did you do last weekend?

Salma : Nothing special. I didn’t do any fun activities like you. I was just

at home on Saturday. And yeah, on Sunday I went fishing with

my dad.

Vera : How many fish did you get?

Salma : We got only some fish because we had to finish it earlier.

Vera : Oh, why?

Salma : Because my dad’s friend called him. He had to go and meet his

friends. He forgot that he had had a promise to his friends.

Vera : Oh… don’t be sad. There will be other weekends, right? I hope

you will have fun things to do next weekend.

Salma : Yeah, I hope so. Thank you.

Vera : You are welcome.

E. Pendekatan/ Model Pembelajaran

Pendekatan : Scientific

Model : Cooperative Learning, Scramble Game

F. Media Pembelajaran

1. Flashcard huruf, Papan Tulis, Spidol

2. Buku Paket Bahasa Inggris “When English Rings a Bell” untuk SMP/ Mts

kelas VIII

G. Sumber Belajar

Buku Paket Bahasa Inggris “When English Rings a Bell” untuk SMP/ Mts

kelas VIII

H. Langkah- langkah Pembelajaran

1. Kegiatan Pendahuluan (10 menit)

a. Guru membuka pelajaran dengan mengucap salam kemudian

menyapa siswa dengan menggunakan bahasa inggris.

b. Guru meminta salah satu siswa untuk memimpin doa.

c. Guru memeriksa kehadiran peserta didik sebagai sikap disiplin.

d. Guru memberi stimulus kepada siswa sehingga siswa memperoleh

gambaran tentang materi apa yang akan dipelajari.

e. Guru menginformasikan tujuan pembelajaran.

2. Kegiatan Inti (70 menit)

a. Mengamati

Guru menjelaskan kepada siswa tentang pengertian dan rumus

dari simple past tense.

Guru memberi berbagai contoh simple past tense.

Guru bersama siswa menganalisis susunan kalimat dan berbagai

verb pada contoh tersebut.

b. Menanya

Guru dan siswa bertanya jawab mengenai materi simple past tense

mulai dari pengertian, fungsi sosial, struktur kalimat, hingga

contoh.

c. Mengeksplorasi

1. Guru membagi kelas menjadi tiga grup

2. Guru menyajikan kata dalam bahasa Indonesia dan artinya

dalam bahasa inggris yang berbentuk past dan diacak susunan

hurufnya

3. Setiap kelompok harus menyusun huruf menjadi kata yang

artinya sesuai.

4. Kelompok yang paling banyak meyusun kata akan mendapat

reward

d. Mengasosiasi

1. Guru memberikan dua kartu (kartu A dan B) kepada setiap

masing-masing kelompok. Kartu A berisi pertanyaan (dialog

percakapan rumpang), kartu B berisi jawaban (kalimat yang

diacak susunannya)

2. Siswa dalam masing-masing kelompok berdiskusi untuk

menyusun kalimat pada kartu B yang telah diacak susunan

kalimatnya.

e. Mengkomunikasikan

Setiap kelompok membacakan hasil diskusinya didepan kelas.

3. Kegiatan Penutup (10 menit)

a. Guru dengan siswa menyimpulkan materi pembelajaran.

b. Guru menutup pembelajaran dengan mengucapkan salam dan salam

perpisahan kepada siswa.

I. instrumen dan teknik penilaian

Jenis soal test : test tulis

Bentuk penilaian : individu

Instrument penilaian:

a. Pre-test : terlampir

b. Post-test : terlampir

1. Skor Penilaian

I II III

10 pertanyaan 5 pertanyaan 10 pertanyaan

Skor per

nomor 1 1 1

Skor

total 25 x 4 = 100

2. Kategori Penilaian

Categorization score

Excelent 85-100

Very Good 75-84

Good 65-74

Fair 55-64

Enough 45-54

Pour Under 45

Kab. Semarang, 16 Maret 2019

Mengetahui,

Guru Mata Pelajaran

Sumyati,S.Pd.

Mahasiswa Peneliti

Hidayatul Khoiroh

Kepala Sekolah

Sumiyatun, S.Pd.

NIP. 19650418 198601 2 001

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

CONTROL GROUP

Satuan Pendidikan : SMP N 2 Banyubiru

Kelas/ Semester : VIII C / Genap

Mata Pelajaran : Bahasa Inggris

Topik : Simple Past Tense

Alokasi Waktu : 2 x 45 menit

Tahun : 2018/2019

A. Kompetensi Inti

Menghayati dan mengamalkan ajaran agama yang dianutnya. Menunjukkan

perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja sama,

toleran, damai), santun, responsif, dan pro-aktif dan menunjukkan sikap

sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam serta menempatkan diri

sebagai cerminan bangsa dalam pergaulan dunia

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual,

konseptual, prosedural dan metakognitif berdasarkan rasa ingin

tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan

humaniora dengan wawasan kemanusiaan, kebangsaan, kenearaan,

dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan procedural dan pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan

masalah.

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

abstrak terkait dengan pengembangan dari yang dipelajarinya di

sekolah secara mandiri, dan mampu menggunakan metoda sesuai

kaidah keilmuan.

B. Tujuan Pembelajaran:

Setelah mempelajari Simple Past Tense, diakhir pembelajaran peserta didik

dapat:

1. Melegkapi alimat sederhana tentang kejadian atau tindakan masa lampau

2. Melengkapi teks sederhana tentang kejadian masa lampau.

3. Mengubah kata kerja bentuk present ke dalam bentuk past

C. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.12 Menerapkan struktur teks dan

unsur kebahasaan untuk

melaksanakan fungsi sosial

menyatakan dan menanyakan

tindakan/kejadian yang

dilakukan/ terjadi di waktu

lampau, sesuai dengan konteks

penggunaannya

3.11.1.Mengidentifikasi fungsi

sosial Simple Past Tense

3.11.2.Mengidentifikasi struktur

sosial Simple Past Tense

3.11.3.Mengidentifikasi unsur

kebahasaan Simple Past

Tense lisan dan tulis sesuai

dengan konteks

penggunannya.

D. Materi Pembelajaran

Simple Past Tense

1. The Past Simple Tense is used for past actions that happened either at a

specific time, which can either be given by a time phrase (yesterday,

last year, etc.)

2. Struktur Kalimat

Bentuk Rumus Contoh Kalimat

Positif Verbal S + V 2 She bought a new book

(+) yesterday.

Nominal S + Was/were +

nominal

The case was hard to solve.

Negatif

(-)

Verbal S + did + not + V 1 She did not bought a new

book yesterday.

Nominal S + was/were + not

+ nominal

The case was not hard to

solve.

Interogatif

(?)

Verbal Did + S + V 1? Did she buy a new book

yesterday?

Nominal Was/were + S +

V1?

Was the case hard to solve?

3. Percapakan

Salma : Hi, Vera! What did you do last weekend?

Vera : Oh, I did a lot of things. I went to a village last Saturday.

Salma : Who did you visit?

Vera : I visited my grandparents. They live in the village.

Salma : Oh, I see. Who did you go with?

Vera : I went there with all of my family. They were mother, father

and my younger sisters.

Salma : Wow, that would be so fun!

Vera : Yeah, it was so fun. And we also felt tired.

Salma : What did you do there?

Vera : We helped our grandparents in the farm. My sisters and I fed

the cows, chicken, pigs and horses. Then we took some

chicken eggs and gave them to mother and grandmother.

They cooked our lunch.

Salma : Did you ride a horse?

Vera : Yes, we did. So, What did you do last weekend?

Salma :

Nothing special. I didn’t do any fun activities like you. I was

just at home on Saturday. And yeah, on Sunday I went

fishing with my dad.

Vera : How many fish did you get?

Salma : We got only some fish because we had to finish it earlier.

Vera : Oh, why?

Salma :

Because my dad’s friend called him. He had to go and meet

his friends. He forgot that he had had a promise to his

friends.

Vera :

Oh… don’t be sad. There will be other weekends, right? I

hope you will have fun things to do next weekend.

Salma : Yeah, I hope so. Thank you.

Vera : You are welcome.

E. Pendekatan/ Model Pembelajaran

Pendekatan : Scientific

Model : Cooperative Learning

F. Media Pembelajaran

Buku Paket Bahasa Inggris “When English Rings a Bell” untuk SMP/ Mts

kelas VIII

G. Sumber Belajar

Buku Paket Bahasa Inggris “When English Rings a Bell” untuk SMP/ Mts

kelas VIII

H. Langkah- langkah Pembelajaran

1. Kegiatan Pendahuluan (10 menit)

a. Guru membuka pelajaran dengan mengucap salam kemudian

menyapa siswa dengan menggunakan bahasa inggris.

b. Guru meminta salah satu siswa untuk memimpin doa.

c. Guru memeriksa kehadiran peserta didik sebagai sikap disiplin.

d. Guru memberi stimulus kepada siswa sehingga siswa memperoleh

gambaran tentang materi apa yang akan dipelajari.

e. Guru menginformasikan tujuan pembelajaran.

2. Kegiatan Inti (70 menit)

a. Mengamati

Guru menjelaskan kepada siswa tentang pengertian dan rumus

dari simple past tense.

Guru memberi berbagai contoh simple past tense.

Guru bersama siswa menganalisis susunan kalimat dan berbagai

verb pada contoh tersebut.

b. Menanya

Guru dan siswa bertanya jawab mengenai materi simple past tense

mulai dari pengertian, fungsi sosial, struktur kalimat, hingga

contoh.

c. Mengeksplorasi

Siswa membaca, menanyakan, dan menyatakan contoh-contoh

kalimat /ungkapan yang menyatakan dan menanyakan tindakan/

kejadian yang dilakukan/ terjadi di waktu lampau dari berbagai

sumber lain.

d. Mengasosiasi

Guru membagi siswa ke dalam beberapa kelompok

Guru memberikan dialog percakapan rumpang tentang

tindakan/kejadian di waktu lampau

Siswa berdiskusi dengan kelompok masing-masing untuk

mlengkapi dialog percakapan rumpang tersebut.

e. Mengkomunikasikan

Setiap kelompok membacakan hasil diskusinya didepan kelas.

3. Kegiatan Penutup (10 menit)

a. Guru dengan siswa menyimpulkan materi pembelajaran.

b. Guru menutup pembelajaran dengan mengucapkan salam dan salam

perpisahan kepada siswa.

I. instrumen dan teknik penilaian

Jenis soal test : test tulis

Bentuk penilaian : individu

Instrument penilaian:

Pre-test : terlampir

Post-test : terlampir

1. Skor Penilaian

I

II III

10 pertanyaan 5 pertanyaan 10 pertanyaan

Skor per

nomor 1 1 1

Skor

total 25 X 4 = 100

2. Kategori Penilaian

Categorization Score

Excelent 85-100

Very Good 75-84

Good 65-74

Fair 55-64

Enough 45-54

Pour Under 45

Kab. Semarang, 16 Maret 2019

Mengetahui,

Guru Mata Pelajaran

Sumyati, S.Pd.

Mahasiswa Peneliti

Hidayatul Khoiroh

Kepala Sekolah

Sumiyatun, S.Pd.

NIP. 19650418 198601 2 001

PRE-TEST

Name :...........................................

Roll Number :...........................................

I. Choose the best answer a, b, c, or d!

1. He ............in Jakarta last

year.

a. life

b. live

c. lift

d. lived

2. We.......busy at home 2 week

ago.

a. Was

b. is

c. were

d. am

3. ......you hear the concert last

night?

a. do

b. did

c. does

d. are

4. My father ...........a computer

game for my birthday party.

a. did not gave me

b. did not give me

c. did not gift me

d. was not gave me

5. ..........play the 2006 world

cup?

a. Where did they

b. Where they did

c. Did where they

d. Where they

This text is for number 6 to 10!

Fita : Hai Sinta. What did you do in previous holiday?

Sinta : I went to Bali with my family. And you?

Fita : Bali? Wow… Sounds nice! I just stayed at home because my mom

was sick.

Sinta : I’m so sorry to hear that

Fita : It’s okay. By the way, what did you do there?

Sinta : First, I went to Tanah Lot. I bought some clothes and took many

pictures there. After it, I took a rest in hotel. Then, I went to mall

and bought many things there.

ANSWER KEYS

Fita : What did you feel at the time?

Sinta : I was happy and I would not go home soon. Then, what did you do

at home?

Fita : I cooked with my mom, played with my sister, then slept along day.

And it was repeating at the time.

Sinta : It sounded boring condition.

Fita : I thought so.

6. What is the text tell about?

a. The text told about Bali

b. The text told about Fita’s

family

c. The text told about

Sinta’s family

d. The text told about Sinta

and Fita’s holiday

7. Who did go to Bali?

a. Sinta and her family

b. Sinta’s family

c. Fita and her family

d. Fita’s mother

8. Why did Fita just stay at

home?

a. Because she was boring

to go anywhere

b. Because her mother was

sick

c. Because her mother went

to Bali

d. Because she wanted to

take a rest

9. What did fita feel during the

holiday?

a. She was bored

b. She was very happy

c. She was interested

d. She was pleased

10. I was happy and I would not

go home soon.

What is the synonym of the

underline word?

a. sad

b. bored

c. angry

d. pleasant

II. Change the verb in the bracket to the past!

It was (is) my birthday party last week. My family gave (give) me a small

party. I invited (invit) my best friends to the party. There were about 15

people in the party, included (include) my parents and my sister, Putri. It was

great surprise that my uncle, Awang could (can) come too. He works in a

small company in Bengkulu.

II. Match the words in column A to the appropriate meaning in column B

1. went

2. cooked

3. took

4. lived

5. brought

6. bought

7. saw

8. visited

9. swam

10. drove

a. tinggal

b. melihat

c. mengambil

d. pergi

e. berenang

f. membeli

g. memasak

h. mengendarai

i. membawa

j. berkunjung

POST TEST

Name :...........................................

Roll Number :...........................................

I. Arrange the words and choose the best answer a, b, c, or d!

1. They – home – night - last - at 9 o’clock - came

1 2 3 4 5 6

a. 1-5-2-4-3-6

b. 1-5-4-3-6-2

c. 1-6-2-5-3-4

d. 1-6-2-5-4-3

2. sick – week – was – last - Kevin

1 2 3 4 5

a. 5- 3-1-4-3

b. 5-3-2-4-1

c. 5-4-1-3-2

d. 1-4-3-2-5

3. did not – Mark – drive - the store – yesterday – to

1 2 3 4 5 6

a. 5-4-6-3-2-1

b. 2-1-3-6-4-5

c. 5-4-6-3-1-2

d. 2-1-2-6-5-4

4. We - to – last - night - the movie – went

1 2 3 4 5 6

a. 1-3-5-4-6-2

b. 1-6-2-5-3-4

c. 1-6-2-3-5-4

d. 1-2-3-5-4-6

5. Did – Wira – Why – late – come - this morning?

1 2 3 4 5 6

a. 3-1-2-5-6-4

b. 3-5-4-6-1-2

ANSWER KEY

c. 3-2-1-6-5-4

d. 3-1-2-5-4-6

This text is for number 6 to 10!

Zaky : Hi, Fan! I heard you just got back from a trip to Bali. How

was it?

Olfan : It was great! I went to several of Bali’s most beautiful beaches. The

white sand, the crystal clear water, and the sunny weather were all

fantastic!

Zaky : Did you go to Kuta Beach, the most popular beach in Bali?

Olfan : Yes, I did. I though the beach was very popular. It had a nice view

but it was very busy because there were a big number of water

attractions.

Zaky : Did you try the water sports?

Olfan : I did! I tried parasailing and it was so thrilling!

Zaky : Wow…! You were really brave! What about other beaches?

Olfan : Um, the most favorite was Sanur Beach. The scenery was just too

much for the eyes and it was quieter there. The water was crystal

clear.

Zaky : What did you do there?

Olfan :I went snorkeling and I could see all the corals under the water. Sanur

Beach in Bali was also amazing. It was also quiet and peaceful

there.

Zaky : Well, see you, friend.

Olfan : Oke, see you around.

6. What is the text tell about?

a. The text tell about Bali

b. The text tell about Zaky’s

trip

c. The text tell about

Olfan’s trip

d. The text tell about Kuta

Beach

7. What did not Olfan describe

about Kuta Beach?

a. Very popular

b. Quite and peaceful

c. Very busy

d. Have a nice view

8. Why was the Kuta Beach

very busy?

a. because there were many

water sport

b. Because there were many

people

c. Because there were many

seller

d. Bacause there were many

tourist

9. Did Olfan try the water

sport?

a. No, he do not.

b. Yes, he does.

c. Yes, He did.

d. No, he does not.

10. It was great!

What is the antonym of the

underline word?

a. Bad

b. Nice

c. Beautiful

d. wonderful

II. Change the verb in the bracket to the past!

Adam’s Diary

May 2010

23 Sunday. When I got up, I felt (feel = f-l-t-e) ill, I went back to bed. Mum

called (call = c-l-a-l-d-e) the doctor. But he couldn’t come, because he was ill

too.

24 Monday. The doctor came at 11 O’clock. He wrote (write = w-o-t-e-r) a

prescription for some medicine. Mum bought it in the drugstore. It was

horrible. Yuck!

25 Tuesday. Dad bought (buy = b-u-t-o-h-g) me model aeroplane. I read the

instructions, but I couldn’t make it, because the dog ate (eat =t-e-a) the glue.

III. Translate the words below with available letters in the column !

1. mendengar = heard

2. mendapatkan = got

3. datang = came

4. tidur = slept

5. menyanyi = sang

6. menghabiskan = spent

7. mengajarkan = tought

8. berlari = ran

9. bermain = played

10. belajar = learned

1. h – a – r – e - d

2. g – t – o

3. c – e – a – m

4. s – e – l – t – p

5. s – n – g – a

6. s – p – t – n – e

7. t – u – g – t – o – h

8. r – n – a

9. p – a – l – e – d – y

10. l – a – e – n – r – d - e

SATUAN KREDIT KEGIATAN (SKK)

Nama : Hidayatul Khoiroh

NIM : 113-14-034

Fakultas/ Jurusan : Tarbiyah dan Ilmu Keguruan/Tadris Bahasa Inggris

Dosen PA : Drs. Kastolani, M.Ag., Ph.D.

No. Jenis Kegiatan Waktu

Kegiatan Keterangan Point

1

OPAK 2014 “Aktualisasi Gerakan Mahasiswa

yang Beretika, Disiplin, dan Berfikir Terbuka”

oleh DEMA STAIN Salatiga.

18-19

Agustus 2014 Peserta

3

2

OPAK JURUSAN TARBIYAH “Aktualisasi

Pendidikan Karakter Sebagai Pembentuk

Generasi yang Religius, Educative, dan

Humanis” oleh HMJ Tarbiyah STAIN Salatiga.

20-21

Agustus 2014 Peserta

3

3

SEMINAR ODK “Pemahaman Islam

Rahmatan Lil ‘Alamin Sebagai Langkah Awal

Menjadi Mahasiswa Berkarakter” oleh LDK

Darul Amal dan ITTAQO STAIN Salatiga.

21 Agustus

2014 Peserta

2

4

SEMINAR AMT “Dengan AMT Semangat

Menyongsong Prestasi” oleh CEC dan JQH

STAIN Salatiga.

23 Agustus

2014 Peserta

2

5

LIBRARY USER EDUCATION (Pendidikan

Pemustaka) oleh UPT Perpustakaan STAIN

Salatiga.

28 Agustus

2014 Peserta

2

6

ENGLISH FRIENDSHIP CAMP “ CEC is the

Best Way for Great Generation” oleh CEC

STAIN Salatiga

27-18

September

2014

Peserta

3

7 DIKLAT MICROTEACHING oleh Himpunan

Mahasiswa Program Studi (HMPS) Pendidikan

08 November

2014

Peserta 2

Agama Islam Jurusan Tarbiyah STAIN

Salatiga

8 SCHOLARSHIP FORUM oleh CEC STAIN

Salatiga

15 November

2014

Peserta 2

9 SEMINAR NASIONAL

ENTREPRENEURSHIP oleh Gerakan

Pramuka Racana Kusuma Dilaga-Woro

Srikandhi STAIN Salatiga

16 November

2014

Peserta 8

10 STUDY CLUB oleh Divisi Pendidikan dan

Linguistik CEC STAIN Salatiga

07 Desember

2014

Peserta 2

11 SEMINAR NASIONAL “Peranan

Technopreneur dalam Mendukung Program

Pemerintah Melalui Ekonomi Kreatif” oleh

Koperasi Mahasiswa (KOPMA) “FATAWA”

IAIN Salatiga

15 April

2015

Peserta 8

12 SIBA-SIBI Training UTS Semester Genap

Tahun 2015 oleh CEC dan ITTAQO STAIN

Salatiga

17-18 April

2015

Peserta 3

13 BEDAH NOVEL “Gus Dur & Sinta (Sebuah

Romansa Tentang Buku, Bunga, dan Cinta)”

oleh UPT Perpustakaan Pondok Pesantren Edi

Mancoro

17 Mei 2015 Peserta 2

14 SEMINAR NASIONAL “Understanding the

World by Understanding the Language and the

Culture” oleh CEC IAIN Salatiga

04 Juni 2015 Peserta 8

15 Workshop Terapi Hati oleh Biro Konsultasi

Psikologi TAZKIA

05 Juni 2015 Peserta 2

16 Haflah Akhirussanah, Khotmil Qur’an & Haul

KH. Sholeh dan KH. Ridwan Pondok Pesantren

Edi Mancoro

06 Juni 2015 Panitia 3

17 SURAT KETERANGAN “Khatam Al Qur’an

(Juz 30 bil Ghoib Angkatan ke-IV” dikeluarkan

oleh Pondok Pesantren Edi Mancoro

06 Juni 2015 Peserta 4

18 SEMINAR NASIONAL “Aktualisasi Bahasa

Arab untuk Membentuk Karakter Bangsa yang

Bermartabat” oleh ITTAQO IAIN Salatiga

10 Juni 2015 Peserta 8

19 SURAT KEPUTUSAN Nomor 015/YEM/A-

k/VII/2015 Pengurus Organisasi Santri Pondok

Pesantren Edi Mancoro masa Khidmat 2015-

2016 M/ 1436-1437 H

08 Juli 2015 Pengurus 4

20 Pendidikan dan Latihan Calon Pramuka

Pandega XXV “Racana sebagai Garda

Terdepan Pelaku Perubaha” oleh Racana

Kusuma Dilaga-Woro Srikandhi IAIN Salatiga

25-27

September

2015

Peserta 3

21 TRAINING & FIELD TRIP “Peningkatan

Pemahaman Perdamaian di Pesantren

Berperspektif HAM dan Islam” oleh Center for

the Study of Religion and Culture (CSRC) ,

UIN Syarif Hidayatullah Jakarta & Konrad-

Adenauer-Stiftung (KAS)

29

September-

02 Oktober

2015

Peserta 4

22 SEMINAR NASIONAL “Peningkatan

Profesionalisme Guru sebagai dalam

Pembelajaran di Era Globalisasi” oleh DEMA

FTIK IAIN Salatiga

23 November

2015

Peserta 8

23 SEMINAR “Scholarship Guideline” oleh

International Class Program IAIN Salatiga

28 Desember

2015

Peserta 2

24 KEGIATAN KAMPUNG BAHASA oleh Unit

Pengembangan Bahasa (UPB) Pondok

Pesantren Edi Mancoro

06 Januari

2016

Pemateri 4

25 BEDAH BUKU “Ulama-Ulama Aswaja 21 Februari Panitia 2

Nusantara yang Berpengaru di Negeri Hijaz”

oleh UPT Perpustakaan Pondok Pesantren Edi

Mancoro

2016

26 GLADIAN PIMPINAN PANDEGA (GPP)

“GPP sebagai Sarana Membentuk Pramuka

Pandega yang Berkompeten Sesuai

Perkembangan Zaman” oleh Racana Kusuma

Dilaga-Woro Srikandi IAIN Salatiga

22-23 April

2016

Peserta 3

27 SEMINAR NASIONAL “LGBT dalam

Perspektif Psikologi dan Kesehatan” oleh PIK

SAHASAJA

26 Mei 2016 Peserta 8

28 PESANTREN RAMADHAN oleh Tarbiyatul

Banin wal Banat ( TBB) dan Taman Kanak-

Kanak (TK) Edi Mancoro

6-18 Juni

2016

Pemateri 6

29 WORKSHOP PROVINSI “Membangun

Pemahaman Perdamaian Berbasisi Pesantren

Perpektif HAM” oleh Pondok Pesantren Edi

Mancoro bekerjasama dengan Center for the

Study of Religion and Culture (CSRC) , UIN

Syarif Hidayatullah Jakarta & Konrad-

Adenauer-Stiftung (KAS)

01-03

November

2016

Panitia 3

30 PELATIHAN KARYA ILMIAH oleh Biro

LITBANG Pondok Pesantren Edi Mancoro

24 Januari

2017

Panitia 3

31 Pelatihan “PERAWATAN JENAZAH” oleh

Biro Pendidikan Organisasi Pondok Pesantren

Edi Mancoro

30 Januari

2017

Panitia 3

32 Pelatihan TOEFL dan TOAFL oleh Biro

Bahasa Pondok Pesanren Edi Mancoro

12 Februari

2017

Peserta 3

33 FESTIVAL ANAK SHOLEH “Santri Cilik

yang Berakhlaq Mulia, Cerdas, dan Kreatif”

02 April

2017

Panitia 3

List of T-table

Tanggal : 22 Agustus 2018

Narasumber : Sumyati, S.Pd.

Kedudukan : Guru Bahasa Inggris kelas VIII SMP N 2 Banyubiru

Q : Kurikulum apakah yang digunakan untuk kelas VII pada mata pelajaran

Bahasa Inggris di SMP N 2 Banyubiru?

A : Kurikulum 2013

Q : Berapakah KKM Mata Pelajaran Bahasa Inggris di SMP N 2 Banyubiru?

A : 75

Q : Kendala apa saja yang anda hadapi disaat mengajar Bahasa Inggris?

A : Sebenarnya banyak sekali kendala yang saya hadapi ya mbak, ya

namanya juga sekolah yang berada di desa. Sebagian besar siswa siswa

disini beranggapan bahwa Bahasa Inggris adalah bmata pelajaran yang

sulit untuk dipelajari. Saya sering menjumpai anak-anak yang saya rasa

kurang termotivasi untuk mengikuti pembelajaran. Saya sering berusaha

berkomunikasi kepada siswa menggunkan Bahasa Inggris, tapi

kebanayakan dari mereka hanya diam bahkan terkadang ada celotehan ‘Ibu

Guru itu ngomong apa sih’, seprti itu. Saya rasa kendala yang dimiliki

siswa-siwa lebih pada kurangnya vocab yang mereka punya, kemudian

grammar mereka juga masih lemah terutama perihal tenses.. Jadi ya

mereka benar-benar mengandalkan kamus saat pembelajaran.

Q : Media apa saja yang biasanya anda gunakan saat mengajar?

A : Saya jarang menggunakan media ya mbak. Saya biasanya hanya

mengandalkan LKS atau buku paket yang sudah disediakan dari sekolah

saat mengajar. Kemudian disini juga infrastrukturnya masih minim.

Q : Apakah anda pernah mencoba menggunakan game saat mengajar?

A : Game paling saya coba diawal untuk ngeboost semangat mereka untuk

belajar.

Q : Bagaimana pendapat anda apabila saya menggunakan Scramble Game

saat mengajar?

A : Ya menurut saya cukup menarik ya mbak. Game tersebut kan

mengharuskan siswa berperan aktif di kelas, jadi saya pikir siswa bisa

lebih semangat mengikuti pembelajaran. Dan permainan huruf atau kata

saya rasa hal yang menarik untuk diterapan pada siswa dalam

mengembangkan vocabulary.

Tanggal : 22 Agustus 2018

Narasumber : MMM

Kedudukan : Siswi kelas VIII SMP N 2 Banyubiru

Q : Kamu suka pelajaran Bahasa Inggris? Kenapa?

A : Tidak terlalu suka karena Bahasa Inggris sulit.

Q : Dari 4 skill Bahasa Inggris menurut kamu yang paling susah skill apa?

A : Bagi saya semuanya susah, apalagi kalau harus mengartikan.

Q : Apakah soal yang diberikan guru selalu bisa kamu kerjakan?

A : Tidak. Banyak soal yang saya tidak mengerti. Apalagi kalau itu soal

berdasarkan bacaan. Saya kurang bisa memahami bacaannya karena tidak

tahu artinya, dan akhirnya tidak bisa menjawab.

Q : Kemudian kalau guru berbicara menggunakan bahasa Inggris, apakah

kamu bisa menjawabnya.

A : Hehe tidak kak. Bingung mau jawab apa.

Q : Pembelajaran Bahasa Inggris di kelasmu seperti apa?

A : Ya seperti pelajaran lainnya sebenarnya. Namun kembali lagi karena saya

tidak terlalu suka bahasa inggris jadi saya sedikit merasa bosan karena di

kelas saya cuman disuruh dengerin penjelasan guru dan menyalin tulisan

dari papan tulis.

Q : Apakah gurumu sering menggunakan game saat pembelajaran?

A : Nggak sering sih, tapi pernah. Entah berapa kali saya lupa.

Tanggal : 22 Agustus 2018

Narasumber : NIH

Kedudukan : Siswi kelas VIII SMP N 2 Banyubiru

Q : Kamu suka pelajaran Bahasa Inggris? Kenapa?

A : Lumayan suka karena saya pingin lancar bahasa inggris aja jadi saya

lumayan suka bahasa inggris.

Q : Dari 4 skill Bahasa Inggris menurut kamu yang paling susah skill apa?

A : kalo menurut saya sih sepaking sama writing sama-sama susah soalnya

saya harus nata kalimat waktu speaking sama writing dan itu menurut saya

hal yang susah.

Q : Apakah soal yang diberikan guru selalu bisa kamu kerjakan?

A : kalau soal-soal tentang bacaan gitu saya lumayan bisa kak. Meskipun

tidak begitu paham artinya, tapi saya hanya mencari kata-kata ynag mirip

saja dari bacaan, hehehe. Tapi kalo soal menggartikan dari Bahasa

Indonesia ke Bahasa Inggris atau sebaliknya, saya agak kerepotan.

Meskipun saya sudah membawa kamus, teradang susunan kalimat saya

msaih salah.

Q : Kemudian kalau guru berbicara menggunakan bahasa Inggris, apakah

kamu bisa menjawabnya.

A : ya, kalo untu kalimat sapaan biasa saya lumayan bisa sih kak.

Q : Pembelajaran Bahasa Inggris di kelasmu seperti apa?

A : Ya biasa saja. Sama seperti pelajaran lainnya.

Q : Apakah gurumu sering menggunakan game saat pembelajaran?

A : Jarang seingat saya.

RESEARCH DOCUMENTATION

PRE-TEST

TREATMENT IN EXPERIMENT CLASS

The experiment class

was doing pre-test

The control class was

doing post-test

POST-TEST

The experiment class

was doing post-test

The control class was

doing post-test

DECLARATION AND PERMISSION FOR PUBLICATION

In the name of Allah the Most Gracious and the Most Merciful

I myself who have marked bellow:

Name : Hidayatul Khoiroh

NIM : 113-14-034

Faculty : Teacher Training and Education Faculty

Declare that this graduating paper is written by writer and I surely do not copy

from other writers’ expect the information from references. Theories and citation

are used surely to clarify the ethnic codes of writing from the graduating paper. I

briefly give permission to publish this graduating paper on IAIN Salatiga E-

repository.

Salatiga, April 25th 2019

The Writer

Hidayatul Khoiroh

NIM.11314034