i THESIS THE EFFECTIVENESS OF WORD SEARCH PUZZLE IN VOCABULARY MASTERY AT SEVENTH GRADE OF SMPN 12 MATARAM IN ACADEMIC YEAR 2014/2015 Submitted as a Partial Fulfillment of the Requirements for Undergraduate Degree in English Department Faculty of Teacher Training and Education University of Mataram By: NI MADE NILA LOHITA ANGGRENI NIM. E1D 110 022 ENGLISH EDUCATION PROGRAM LANGUANGE AND ART DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MATARAM 2017
Transcript
i
THESISTHE EFFECTIVENESS OF WORD SEARCH PUZZLE IN
VOCABULARY MASTERY AT SEVENTH GRADE OF SMPN12 MATARAM IN ACADEMIC YEAR 2014/2015
Submitted as a Partial Fulfillment of the Requirements for Undergraduate Degreein English Department Faculty of Teacher Training and Education
University of Mataram
By:
NI MADE NILA LOHITA ANGGRENINIM. E1D 110 022
ENGLISH EDUCATION PROGRAMLANGUANGE AND ART DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATIONUNIVERSITY OF MATARAM
2017
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KEMENTRIAN RISET, TEKNOLOGI DAN PENDIDIKANTINGGI
UNIVERSITAS MATARAMFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
JURUSAN BAHASA DAN SENIJl. Majapahit No. 162, Telp: (0370) 623873, Mataram
APPROVAL
The thesis Entitled: “The Effectiveness of Word Search Puzzle inVocabulary Mastery at Seventh Grade of SMPN 12 Mataram in AcademicYear 2014/2015” has been approved by the advisors to be presented in the finalexam on May 2017.
Advisor I
Drs. Kamaludin Yusra, M.A. Ph.DNIP.196601161994031001
Advisor II
Ahmad Zamzam, M.HumNIP. 197612312008121002
Acknowledged by:The Head of Language and Art Major
UNIVERSITAS MATARAMFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
JURUSAN BAHASA DAN SENIJl. Majapahit No. 162, Telp: (0370) 623873, Mataram
RATIFICATION
The thesis Entitled: “The Effectiveness of Word Search Puzzle inVocabulary Mastery at Seventh Grade of SMPN 12 Mataram in AcademicYear 2014/2015” by Ni Made Nila Lohita Anggreni (E1D110022) has beenaccepted by the board of examiners as the requirement to achieve sarjanapendidikan (S.Pd) Degree in English Education Mataram University on July 2017.
Chairman
Drs. Kamaludin Yusra, M.A. Ph.DNIP.196601161994031001
Secretary Member
Ahmad Zamzam, M.Hum Dr. Sudirman Wilian, M.ANIP. 197612312008121002 NIP. 19590505195021001
Acknowledged byDean of Faculty of Teacher Training and Education of Mataram University
Dr. H. Wildan, M.Pd19571231198303 1 037
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DECLARATION
I declare the thesis entitling as “The Effectiveness of Word Search Puzzle
in Vocabulary Mastery at Seventh Grade of SMPN 12 Mataram in Academic Year
2014/2015” does not contain exact and precise material that has already been
accepted by other undergraduate theses or previously written and published by
other people. Findings are quoted, paraphrased, and already mentioned on
references. I am absolutely responsible of this thesis.
Ni Made Nila Lohita A
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MOTTO AND DEDICATION
MOTTO:
“Better Late ThanNever”
DEDICATION:
I dedicate this entire thesis for me who already spent 3 years for education
program and, amazingly, 4 years for thesis, for my parents who understand me,
for Omang who cheer me up, and for Angga who keep supporting and smiling at
me through the days. Of course, I won’t forget some people and things who also
gave their contribution for me. There are Mr.Kamal and Mr. Zamzam as my thesis
advisors, Mr. Sudirman as my great examiner, Lya, Lyan, Laili, Dadang, Aul,
Mae as my friends. Also, I say thanks to my laptop, my smartphone, Internet,
Google, PDF, my motorcycle, my car, and my business. You aren’t life, but you
bring me to life.
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ACKNOWLEDGEMENT
Before we go to this research, I would like to acknowledge some important
people whose supports have made this research possible. I begin with deepest
thanks to God whose blessing made everything came true. A special gratitude also
goes to following people for their contributions:
1. Prof. Ir. Sunarphi, Ph.D as the rector of Mataram University
2. Dr. H. Wildan, M.Pd, as the dean of Faculty of Teacher Training and
Education of Mataram University
3. Dra. Siti Rohana Hariana Intiana, M.Pd, as the head of Language and
Art Department
4. Dr. Muh. Amin, M. TESOL, as the head of English Department
5. Ahmad Zamzam, M.Hum, as academic advisor and a second
consultant
6. Drs. Kamaludin Yusra, M.A, Ph.D as first consultant
7. All lecturers of English Department who had taught me everything I
required
8. All friends in my class. You are so meaningful.
9. All people that already gave their contributions on my thesis.
I realize that this thesis is far from perfect. Hence, suggestions for
improvement of this thesis are highly appreciated and I do hope this thesis could
be useful for whoever who may need it.
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ABSTRACT
This research aimed at evaluating the effectiveness of word search puzzlein vocabulary mastery of junior high school level. It was conducted because,commonly, teaching vocabulary was implemented through opening dictionary ordictation. In doing the research, the design used was called experimental researchthat took place in SMPN 12 Mataram. Target population was all VII gradestudents consisting of 254 students, while samples population were VIIC andVIID classes consisting of 31 students which were selected as experimental andcontrol group by cluster random sampling technique since there were no specialclasses. To find data of the research, pre test and post test were administered toboth of group. Results of the tests were compared to see whether there is anydifference between the groups. When result found and consulted with the t-table,it showed that mean of deviation scores of experimental group (18.97) was higherthan control group (10.16). While consulted with the t-table, the final result was3.06 which also indicated that it was higher than the critical value for significancelevel .01 (2.660) and significance level .05 (2.000) with degrees of freedom 60 ofconfidence level. Also, when it was computed with eta formula, it showed thatword search puzzle gave 13% contribution for vocabulary teaching. Therefore, itmeans that Word Search Puzzle is effective in teaching vocabulary.
Key words: vocabulary, mastery, word search puzzle
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ABSTRAK
Penelitian ini bertujuan untuk mengevaluasi keefektifan permainan Teka-Teki Cari Kata dalam penguasaan perbendaharaan kata di tingkat sekolahmenengah pertama. Penelitian ini dilaksanakan karena biasanya pengajaran kosakata dilakukan melalui cara membuka kamus atau mendikte. Dalam kegiatanpenelitian, model yang digunakan adalah penelitian eksperimen yang berlokasi diSMPN 12 Mataram. Target populasi dari penelitian ini adalah semua siswa kelasVII yang terdiri dari 254 siswa, sementara contoh dari populasi adalah kelas VIICdan VIID yang terdiri dari 31 siswa yang dipilih sebagai kelompok eksperimentaldan control melalui tekhnik acak karena tidak adanya kelas yang special. Untukmendapatkan hasil penelitian, “pre test” dan “post test” digunakan pada keduakelompok. Hasil dari tes akan dibandingkan untuk melihat apakah ada perbedaandari kedua kelompok. Ketika hasilnya ditemukan dan diperiksa dengan “t-table”,dapat dilihat bahwa nilai rata-rata dari kelompok eksperimental adalah 18.97 yanglebih besar daripada kelompok control yang mendapatkan nilai rata-rata 10.16.Saat di periksa dengan “t-table”, hasil akhir yang 3.06 juga lebih besar daripadatingkat 0.01 (2.660) dan 0.05 (2.000) dengan “degrees of freedom” sebesar 60.Ketika di hitung dengan rumus “eta” juga, hasil menunjukkan bahwa permainancari kata ini memberikan kontribusi sebesar 13% dalam pengajaran kosakata.Maka, ini berarti bahwa permainan Teka-Teki Cari Kata itu efektif dalampengajaran kosa kata.
Kata kunci : kosa kata, penguasaan, permainan teka-teki cari kata
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TABLE OF CONTENTS
COVER ………………………………………………………………………….. i
RATIFICATION ……………………………………………………………….. ii
APPROVAL …………………………………………………………………… iii
DECLARATION.................................................................................................. iv
MOTTO AND DEDICATION............................................................................. v
ACKNOWLEDGEMENT................................................................................... vi
ABSTRACT......................................................................................................... vii
ABSTRAK .......................................................................................................... viii
TABLE OF CONTENTS..................................................................................... ix
LIST OF TABLES ............................................................................................... xi
LIST OF APPENDICES .................................................................................... xii
CHAPTER I INTRODUCTION......................................................................... 1
1.1. Background of Problem............................................................................ 1
1.2. Statement of Problem ............................................................................... 2
1.3. Purpose of Study ...................................................................................... 3
1.4. Scope of Study.......................................................................................... 3
1.5. Significance of Study ............................................................................... 3
1.8 Organization of Study .............................................................................. 8
CHAPTER II REVIEW OF RELATED LITERATURE ................................ 9
2.1.1. Importance of Vocabulary................................................................. 9
2.1.2. Vocabulary in Teaching Learning Process ..................................... 11
2.2 Game ...................................................................................................... 14
2.2.1. Definition of Game ......................................................................... 14
2.2.2. Role of Game in Vocabulary Teaching........................................... 14
2.2.3. Vocabulary Teaching Learning Process through Games ................ 18
2.3 Word Search Puzzle ............................................................................... 22
2.3.1 Types of Word Puzzle Game .......................................................... 22
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2.3.2 Advantages of Word Search Puzzle................................................ 24
2.3.3 Word Search Puzzle in Vocabulary Mastery .................................. 25
2.3.4 Scheme of Teaching Vocabulary using Word Search Puzzle......... 26
2.4 Review of Relevant Studies ................................................................... 28
2.4.1 Using Word – Search – Puzzle Games for Improving VocabularyKnowledge of Iranian EFL Learners ............................................................. 28
2.4.2 Learning Vocabulary through Games- The Effectiveness ofLearning Vocabulary through Games............................................................ 29
2.4.3 Improving The Students’ Vocabulary through Word Games : anExperimental Research at Seven Year Students at SMPN 1 BatulayarAcademic Year 2010/2011 ............................................................................ 29
3.1. Research Design ..................................................................................... 31
3.2. Population and Sample ........................................................................... 31
3.3. Method of Data Collection ..................................................................... 33
3.4. Instrument and Data Collection.............................................................. 33
3.4.1. Type of Research Instrument .......................................................... 33
3.4.1.1. Test Validty ................................................................................. 34
3.4.1.2. Test Reliability ............................................................................ 34
3.5 Data Analysis ......................................................................................... 37
CHAPTER IV FINDING AND DISCUSSION ................................................ 40
Table 04 : The Comparison between the T-Test and the T-Table
Table 05 : Table of Specification
Table 06 : Recapitulation Score for Experimental Group in Pre-Test
Table 07 : Recapitulation Score for Control Group in Pre-Test
Table 08 : Recapitulation Score for Experimental Group in Post-Test
Table 09 : Recapitulation Score for Control Group in Post-Test
Table 10 : First Meeting for Experimental Group
Table 11 : Second Meeting for Experimental Group
Table 12 : Third Meeting for Experimental Group
Table 13 : First Meeting for Control Group
Table 14 : Second Meeting for Control Group
Table 15 : Third Meeting for Control Group
Table 16 : The Result of Pre & Post Test for Experimental Group
Table 17 : The Result of Pre & Post Test for Control Group
Table 18 : The Deviation and Square of Experimental Group
Table 19 : The Deviation and Square of Control Group
Table 20 : Test Reliability
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LIST OF APPENDICES
Appendix 01 : Table of Specification
Appendix 02 : Pre Test Vocabulary
Appendix 03 : Post Test Vocabulary
Appendix 04 : Key Answer of Pre Test
Appendix 05 : Key Answer of Post Test
Appendix 06 : Recapitulation Score
Appendix 07 : Lesson Plan for Experimental Group
Appendix 08 : Lesson Plan for Control Group
Appendix 09 : Example of Word Search Puzzle Game
Appendix 10 : Test Result for Experimental Group
Appendix 11 : Test Result for Control Group
Appendix 12 : Deviation and Square of Deviation Score for Experimental Group
Appendix 13 : Deviation and Square of Deviation Score for Control Group
Appendix 14 : Test Reliability
Appendix 15 : T-Table Distribution
Appendix 16 : Teaching Learning Process Pictures
1
CHAPTER I
INTRODUCTION
1.1. Background of Problem
In High School level, listening, speaking, reading, and writing are skills that
should be mastered by students. However, before mastering those skills, students
need to master vocabulary. Without having sufficient lexical knowledge, they will
not be able to listen, speak, read, or write in English well. However, lack of
vocabulary is a problem faced by most of students. This is due in part teachers in
school do not pay special attention on this matter. They prefer to teach students by
asking them to write list of words and by opening thick dictionary only or directly
answering questions in work sheet without focusing on teaching words in English.
Listing words from thick dictionary will make students feel bored and giving
question in work sheet will make students confused because they are already
given questions in English without knowing how to answer them in English.
Those activities can also be recognized as factors that make problem in learning
English. Thus, knowing more vocabularies is a qualification for being successful
in language learning since it can advance the other four skills and teaching
vocabulary should be applied in high school interestingly.
Actually, vocabulary can be learnt through a lot of interesting ways. One way
that can be used in teaching vocabulary is using a game. Game is an interesting
and enjoyable activity with a set of rules which is played individually or in group.
Game can make the teaching learning process enjoyable and fun for students. If
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the students have already been fun in learning, learning materials can be easily
understood. That was the reason of researcher choosing game for teaching
vocabulary. One of games chosen here was named as Word Search Puzzle game.
This is one of puzzle game where students need to find the listed hidden words
that may be hidden in any direction: horizontally, vertically, diagonally, forwards
and backwards. By doing this game, students would get new method in learning
vocabulary, they could find a lot of new vocabularies in a fun way, and it could
enhance their word knowledge. Then, the researcher tried to use this puzzle game
to teach vocabulary for seventh grade students through experimental research
because students in this grade really needed vocabulary knowledge as their first
step in high school level of learning English and Word Search Puzzle game could
make the teaching learning process fun.
Therefore, this background brought the researcher to carry out a research
under a title “The Effectiveness of Word Search Puzzle in Vocabulary Mastery at
Seventh Grade of SMPN 12 Mataram in Academic Year 2014/2015”.
1.2. Statement of Problem
a. Is Word Search Puzzle effective in mastering vocabulary at seventh grade
of SMPN 12 Mataram in academic year 2014/2015?
b. To what extent is the effectiveness of Word Search Puzzle in mastering
vocabulary?
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1.3. Purpose of Study
Purpose of this study is to examine whether Word Search Puzzle is effective
or not in mastering students’ vocabulary at seventh grade of SMPN 12 Mataram
in academic year 2014/2015 and to know to what extent this Word Search Puzzle
is effective in mastering vocabulary.
1.4. Scope of Study
The study is limited to the following points:
a. Subject of this study is limited to VII grade students in SMPN 12
Mataram.
b. Material provided is vocabulary about days, time, number, and months
based on seventh grade English book for the first semester.
c. Game used is Word Search Puzzle.
1.5. Significance of Study
This study is expected to contribute in English language teaching
theoretically and practically.
a. Theoretically:
This study can give theoretical information to all readers that Word Search
Puzzle has a good impact in teaching learning vocabulary at the seventh grade
students.
b. Practically:
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1) For teachers, this study can give them insight that Word Search Puzzle
is worth to try in teaching vocabulary.
2) For students, they will feel that learning English using Word Search
Puzzle is enjoyable in understanding English vocabulary.
3) For other researchers, this research can be used as reference for other
similar researches.
4) For the researcher, a lot of knowledge about Word Search Puzzle in
vocabulary teaching can be gained.
1.6 Research Hypothesis
In this experimental research, the researcher has null hypothesis (Ho) and
alternate hypothesis (Ha) as below:
a) Null hypothesis (Ho) for this research is “Word Search Puzzle is not
effective in mastering vocabulary at seventh grade of SMPN 12
Mataram in academic year 2014/2015”.
b) Alternate hypothesis (Ha) for this research is “Word Search Puzzle is
effective in mastering vocabulary at seventh grade of SMPN 12
Mataram in academic year 2014/2015”.
And the formulas to test the hypothesis are as follows:
a) If the t-test ≤ t-table at confidence level of .05 (95%) and .01 (99%),
then, null hypothesis (Ho) will become “Word Search Puzzle is not
effective in mastering students’ vocabulary”. Then, (Ho) is accepted.
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b) If the t-test ≥ t-table at confidence level of .05 (95%) and .01 (99%),
alternate hypothesis (Ha) will become “Word Search Puzzle is
effective in mastering students’ vocabulary”. Then, (Ho) is rejected.
In other words, if t-test is higher than t table, Word Search Puzzle is effective
in mastering vocabulary, while, if t test is lower than t table, it means that Word
Search Puzzle is not effective in mastering vocabulary.
1.7 Operational Definition of Key Terms
To make the title of this research clear and to avoid misunderstanding, there
are some definitions of key terms given here:
a. Vocabulary
Vocabulary is word knowledge that should be mastered by seventh grade
students in order to be successful in learning English. There are some
explanations about vocabulary. Accoding to Collins Cobuild Dictionary
(2006), our vocabulary is the total number of words we know in a particular
language. Hornby (1995) defined that vocabulary is a list of words with their
meaning, especially one that accompanies a textbook in a foreign language
and the total number of words in a language. Thornbury (2002) stated that
vocabulary is all the words known and used by particular person or
specialized set of terms and distinctions that is particularly important to a
certain group. Also, vocabulary may be defined as all words which are taught
in foreign language. However, Lehr et al (2002) stated that vocabulary is
more complex than this definition suggested. First, words come in two forms.
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They are oral and print. Oral vocabulary includes those words that people
recognize and use in listening and speaking. Print vocabulary includes those
words that people recognize and use in reading and writing. Second, word
knowledge also comes in two forms, receptive and productive. Receptive
vocabulary includes words that we recognize when we hear or see them while
productive vocabulary includes words that we use when we speak or write.
However, receptive vocabulary is typically larger than productive vocabulary
and may include many words to which we assign some meaning, even if we
don’t know their full definitions or ever use them. In general, vocabulary is
word knowledge which is possessed by learners when they learn new words
in a foreign language. In this research, vocabulary for seventh grade students
is about days, time, number, and months. Vocabulary is also known as
dependent variable which means that this variable is being tested and
measured in a scientific research.
b. Word Search Puzzle
Word search puzzle is an educational game that reinforces word level and
persuades the students to find the puzzle clues. Vossoughi and Zargar (2009)
stated that the object of word-search-puzzle is to find the listed hidden words.
This game is good to review general vocabulary without ever tiring the
students. In most of the puzzles, there are at least 40 words. This game
consists of words in a grid that usually has a rectangular or square shape.
Objective of this puzzle is to find and mark all hidden words inside the box.
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The words may be hidden in any direction. They can be formed horizontally,
vertically, diagonally, forwards and backwards. This game is believed as one
of word games which can be used in mastering students’ vocabulary. So, this
word game can be used by seventh grade students to master their vocabulary
because they can discover a lot of new vocabularies as their knowledge. In this
research, Word Search Puzzle is known as independent variable which means
that this variable changes or affects the dependent variable and here are some
pictures of Word Search Puzzle:
7
The words may be hidden in any direction. They can be formed horizontally,
vertically, diagonally, forwards and backwards. This game is believed as one
of word games which can be used in mastering students’ vocabulary. So, this
word game can be used by seventh grade students to master their vocabulary
because they can discover a lot of new vocabularies as their knowledge. In this
research, Word Search Puzzle is known as independent variable which means
that this variable changes or affects the dependent variable and here are some
pictures of Word Search Puzzle:
7
The words may be hidden in any direction. They can be formed horizontally,
vertically, diagonally, forwards and backwards. This game is believed as one
of word games which can be used in mastering students’ vocabulary. So, this
word game can be used by seventh grade students to master their vocabulary
because they can discover a lot of new vocabularies as their knowledge. In this
research, Word Search Puzzle is known as independent variable which means
that this variable changes or affects the dependent variable and here are some
pictures of Word Search Puzzle:
8
1.8 Organization of Study
This thesis is developed into five chapters, they are:
a. Chapter 1 that contains introduction that covers background of
problem, statement of problem, purpose of study, scope of study,
significance of study, research hypothesis, operational definition of
key terms, and organization of study.
b. Chapter 2 that contains review of related literature that covers
importance of vocabulary, vocabulary in teaching learning process,
definition of game, role of game in vocabulary teaching, vocabulary
teaching learning process through games, definition of Word Search
Puzzle, advantages of Word Search Puzzle in teaching vocabulary,
Word Search Puzzle in vocabulary mastery, scheme of teaching
vocabulary using Word Search Puzzle, review of relevant studies,
theoretical framework, and research hypothesis.
c. Chapter 3 that contains research method that covers research design,
population and sample, method of data collection, instrument and data
collection, and data analysis.
d. Chapter 4 that contains finding and discussion that shows analysis data
of the research.
e. Chapter 5 that contains conclusion and suggestion for teachers and
other researchers.
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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Vocabulary
In analyzing vocabulary into the teaching learning process, the
researcher needs to explain definition of vocabulary, importance of
vocabulary, and teaching learning process of vocabulary.
2.1.1. Importance of Vocabulary
Vocabulary is a core component of the language proficiency and
provides much of the basis for how well learners speak, listen and write
(Richards & Renandya, 2002). Candlin (1988) mentioned that vocabulary
is at the heart of language teaching in terms of organization of syllabus,
the evaluation of learner performance, and the provision of learning
resources. The acquisition of an adequate vocabulary is essential for
successful second/foreign language use because, without an extensive
vocabulary, it will be impossible for language learners to use the
structures and functions they have learned for comprehensible
communication (Rivers, 1983). Nation (1990) also claimed that both
researchers and students think that vocabulary is extremely important and
feel that inadequate, receptive and/or productive vocabulary is an obstacle
in using a foreign language. Furthermore, Levine and Reves (1990) noted
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that lack of adequate proficiency is often cited by English as a foreign
language students as one of the obstacles to text comprehension.
Thornbury (2002) said that lack of vocabulary knowledge
impedes language comprehension and production. Allen (1983) also said
that in order to get native-like mastery over a language, learners must
learn thousands of words. It can be concluded that that without words to
express a wider range of meanings, communication in an L2 just cannot
happen in any meaningful way (McCarthy, 1990). Then, vocabulary can
be said as a crucial part in mastering four English skills because all skills
need vocabulary. Thornbury (2002) stated that teaching vocabulary plays
an important role in language acquisition because the mastery of
vocabulary will help students to master all the language skills (speaking,
listening, writing, and reading). Surely, students will not be able to speak,
listen, write, or read if they do not have sufficient word knowledge.
Listening skill needs vocabulary to ease students in understanding what
speakers say. Speaking skill needs vocabulary to ease students to speak,
communicate, or share their ideas each other. Reading skill needs
vocabulary to ease students in comprehending phrases, sentences, or even
paragraphs. Writing skill needs vocabulary to ease students to write and
put all their ideas in a paper easily when they want to make sentences or
paragraphs. Thus, it is a must for students who want to master all the four
language skills to increase their vocabulary knowledge first. If they do
not have sufficient vocabulary, certainly, those students will find
11
difficulties in learning English. Moreover, according to Beck &
McKeown (citied in Lehr et al,2002), they stated that early vocabulary
researchers report that figures ranging from 2,500 to 26,000 words in the
vocabularies of typical grade 1 students and from 19,000 to 200,000
words for college graduate students. It obviously means that seventh
grade students really need vocabulary to fulfill their necessity in
vocabulary learning. While learning a language cannot be reduced to
only learning vocabulary, but it is also true that no matter how well the
student learns grammar, no matter how successfully the sounds of L2 are
mastered, without words to express a wide range of meanings,
communication in an L2 just cannot happen in any meaningful way
(Brown, 2007).
Therefore, it is highly an essential duty of English teacher not to
neglect vocabulary teaching in class and help their students to master the
vocabulary.
2.1.2. Vocabulary in Teaching Learning Process
In teaching learning process, mastering students’ vocabulary is a
teacher’s task with a lot of benefits. If they can gain a lot of vocabularies, they
will feel much smarter. They find themselves understanding more of what
they read or what they hear. They find it easier to express their ideas because
they have a better command of their language both in oral and written form
effectively.
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However, in fulfilling students’ need of vocabulary, it becomes main
role for teachers to know specifically what to teach to students. According to
Nation (2001), there are some aspects students need to be taught before they
are said that they really know vocabulary. These aspects include:
a) The meaning of the word
b) Its spoken and written forms
c) What “word parts” it has (e.g., any prefix or suffix)
d) Its grammatical behavior (e.g., its word class, typical grammatical
patterns it occurs in)
e) Its collocation
f) Its register
g) What associations it has (e.g., words that are similar or opposite in
meaning).
h) What connotations it has
i) Its frequency
However, according to Moras (2001), teaching vocabulary in school level
is usually incidental without considering all those aspects and vocabulary
expansion will happen through practice of other language skills.
Usually, in school teaching process, students are only given a lot of list of
words to fulfill their vocabulary need. It is obvious that in learning English,
there is no special attention in vocabulary teaching. Vocabulary is taught only
as additional material which is less important than grammar and text. In fact,
(Moras, 2001) said it is widely accepted that vocabulary teaching should be
13
part of the syllabus, and taught in a well-planned and regular basis.
Commonly, teacher uses dictionary only to teach vocabulary and asks students
to write new words with their meaning. How can students use language
effectively if their knowledge is nothing but list of words only? Certainly, that
teaching learning process will make students feel bored and think that learning
vocabulary is not interesting and tiring. The learning situation should be ended
as soon as possible. Therefore, language teachers should have considerable
knowledge on how to manage a properly vocabulary material. Those teachers
should use other ways to make teaching learning process satisfying so the
learners can gain a great success in their vocabulary learning. Furthermore,
Slaterry and Wilis (citied in Marthdiana, 2012) suggested some ways to teach
students effectively:
1. Make learning English enjoyable and fun.
2. Don’t worry about mistake. Be encouraging and make sure children feel
comfortable and not afraid to take part.
3. Use a lot of gestures, action, pictures to demonstrate what you mean.
4. Talk a lot to them use English, especially about things they can see.
5. Play game and sing a song.
6. Tell simple stories in English, using pictures and act with different voices.
7. Don’t worry when they use their mother tongue. You can answer a mother
tongue question in English and sometimes repeat in English what they say
in their mother tongue.
14
8. Consistently recycle new language but don’t be afraid to add new things or
to use words they do not know.
One or two ways combined can be used for teaching in class, but, in this
research, the researcher only took point 5 where it is written that playing game
is one of effective way to teach vocabulary for students.
2.2 Game
In this research, game can be developed into definition of game, role of
game in vocabulary teaching, and vocabulary teaching learning process
through games.
2.2.1. Definition of Game
Game is an interesting and enjoyable activity that has a set of rules and
played individually or in group. It is also a form of competitive play or sport.
Nowadays, game is also used as one of teaching strategy in school. According
to Lewis (citied in Paramita, 2012) he stated that the useful of games are to
attract students to learn English because it is fun and make them want to have
experiment, discover, and interact with their environment. By having game, it
is expected that students will be happy and fun in learning English. They will
not feel bored and be able to learn English effectively.
2.2.2. Role of Game in Vocabulary Teaching
In teaching learning process, vocabulary has been considered as a boring
subject for a long time. Traditional way of learning vocabulary by copying
15
and remembering a lot of new words has shown to be a tiring activity.
Therefore, finding another interesting way as using game is an excellent idea.
Many experts of language teaching also agree that playing games is a good
way to learn vocabulary. Games can be admitted to give practice in all language
skills and components of language and can also be used for different types of
communication. To assess the effectiveness of learning vocabulary through games in
classroom, it is very important to find out whether learners benefit from such
experience. Moreover, it is crucial to see whether games can be effective in helping
learners feel more comfortable and interested in the subject of vocabulary (Huyen &
Nga, 2003). Harmer (2001) explained that games give learners a feeling of
competition to participate in the process of learning vocabulary and motivates them
to repeat them with enthusiasm. He also maintains that games which depend on an
information gap encourage learners to negotiate with a partner to solve a puzzle,
draw a picture, and find similarities and differenced between the pictures.
Games are associated with a feeling of joy and happiness. For this
reason, most learners will appreciate games and enjoy participating in them
even if they are not actually familiar with the rules. Then, it is obvious that
game has a role as an interesting strategy to help teachers in managing class to
be more effective, pleasant, attractive, enjoyable, interesting, and not boring
for students. It is because game has a lot of benefits, usages, or advantages in
teaching learning vocabulary. Yong Mei and Yu-Jing (2000) stated some
reasons of using game in class:
1. Games are fun and students like to play them. Through games they
experiment, discover, and interact with their environment.
16
2. Games add variation to a lesson and increase motivation by providing a
plausible incentive to use the target language.
3. The game context makes the foreign language immediately useful to the
students. It brings the target language to life.
4. The game makes the reasons for speaking plausible even to reluctant
students.
5. Through playing games, students can learn English the way children learn
their mother tongue without being aware they are studying; thus without
stress, they can learn a lot.
6. Even shy students can participate positively.
According to Langeling and Malarcher (1997), using game in classroom
has some benefits also:
1. In affective aspect, games can lower affective filter, encourage creative
and spontaneous use of language, promotes communicative competence,
motivates, and also fun.
2. In cognitive aspect, game can be used as reinforces, reviews and extends,
and focuses on grammar communicatively.
3. In class Dynamics, games can be used to make student centered lesson.
Teacher acts only as facilitator, builds class cohesion, fosters whole class
participation, and promotes healthy competition.
4. As adaptability, games are easily adjusted for age, level, and interests,
utilize all four skills, and require minimum preparation after development.
17
Bradley (citied in Tuan, 2012) also stated that games have some
characteristics that are advantageous to language learners as follows:
1. Games engage all students in the learning process. When students play
games in pairs or groups, they have the opportunity to recognize and
appreciate the contributions of others and use team-building skills. Some
classroom games focus on individuals working to win against all other
peers in the class. This type of game works well with students who are
highly motivated and competitive.
2. Games provide an opportunity for collaboration and/or cooperation.
Classroom games provide an opportunity for students to collaborate and
cooperate with each other, while working towards a common goal -
winning. In some games, students are paired or grouped, which may lead
to peer tutoring and the use of cooperative skills in order to win. They may
not realize that they are actually learning, but they are working together
towards a common goal.
3. Games provide an enjoyable learning experience. Creating a fun and
enjoyable learning environment is a large first step toward motivating
students. Research indicates that classroom games are effective strategies
that facilitate learning.
4. Games help engage all students, provide an opportunity for collaboration
and/or cooperation, and provide an enjoyable learning experience.
Therefore, role of game in teaching and learning vocabulary cannot be
denied. The role of game in teaching vocabulary is obviously crucial
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because of those advantages in helping teaching learning process. Game
will not make students bored because it brings relaxation and is enjoyable
for students. Game also helps teacher in managing class to be interesting
because class atmosphere where a game is used will be different from
common class. Game is motivating and effective in helping learners to
increase vocabulary and providing students with meaningful practice of
language. So, game plays an important role in retention of vocabulary.
2.2.3. Vocabulary Teaching Learning Process through Games
Learning vocabulary through games is an effective and interesting way
that can be applied in any classrooms because it gives new atmosphere to a
class and situation in class will be different from the common. Games add
an element of fun and help to stimulate thinking as well as to motivate
learning. Language games can also provide challenges to young minds and
a competitive element that enhances effective learning. Language games
can be used to engage students in cooperative and team learning. Huyen
and Nga (2003) suggested that games are used not only for mere fun, but
more importantly, for the useful practice and review of language lessons.
Moreover, Venon (citied in Efendi, 2013) said that making your classes
fun, so that the children want to come and not bored. Teaching English for
junior high school especially for seventh grade is different from teaching
English for adult, because they have specific characteristic such as prefer
learning by doing, playing game, role play, etc. Alemi (2010) also said that
most ESL/EFL specialists often justify the use of games with reference to
19
the motivation that they can provide for the students. Games can teach,
and there might be no reason why they cannot be included as a part of a
lesson. The purpose of Alemi in her study is to evaluate and assess the
probable use/role of various word games; i.e.: Twenty Questions,
Charades, Definition Games, Passwords, and Crossword Puzzles in the
development of vocabulary among third-grade junior high school.
In addition, Huyen and Nga (2003) affirmed the helpful role of games
in vocabulary teaching after quoting and analyzing different opinions of
experts. They observed the enthusiasm of her students in learning through
games. They consider game as a way to help students not only enjoy and
entertain with the language they learn, but also practice it incidentally .In
short, games are a useful and an effective tools which should be applied in
vocabulary teaching learning process. Harmer (2002) explained that games
give learners a feeling of competition to participate in the process of
learning vocabulary and motivates them to repeat them with enthusiasm.
He also maintains that games which depend on an information gap
encourage learners to negotiate with a partner to solve a puzzle, draw a
picture, and find similarities and difference between the pictures. Also,
Hadfield (1998) stated some kinds of games which can be applied by
teacher in teaching vocabulary:
a. Sorting, ordering, or arranging games
20
For example, students have a set of cards with different products
on them, and they sort the cards into products found at a grocery store
and products found at a department store.
b. Information gap games
Information gap games can involve a one-way information gap,
such as the drawing game just described, or a two-way information gap,
in which each person has unique information, such as in a Spot-the-
Difference task, where each person has a slightly different picture, and
the task is to identify the differences.
c. Guessing games
These are a variation on information gap games. One of the best
known examples of a guessing game is 20 Questions, in which one
person thinks of a famous person, place, or thing. The other participants
can ask 20 Yes/No questions to find clues in order to guess who or what
the person is thinking of.
d. Search games
These games are yet another variant on two-way information gap
games with everyone giving and seeking information. Find Someone
Who is a well-known example. Students are given a grid. The task is to
fill in all the cells in the grid with the name of a classmate who fits that
cell, e.g., someone who is a vegetarian. Students circulate, asking and
answering questions to complete their own grid and help classmates
complete theirs.
21
e. Matching games
As the name implies, participants need to find a match for a word,
picture, or card. For example, students place 30 word cards, composed of
15 pairs, face down in random order. Each person turns over two cards at
a time, with the goal of turning over a matching pair, by using their
memory.
f. Exchanging games
In these games, students barter cards, other objects, or ideas.
Similar are exchanging and collecting games. Many card games fall into
this category, such as the children’s card game Go Fish
g. Role-play games
Role play can involve students playing roles that they do not play
in real life, such as dentist, while simulations can involve students
performing roles that they already play in real life or might be likely to
play, such as customer at a restaurant. Dramas are normally scripted
performances whereas in role plays and simulations, students come up
with their own words, although preparation is often useful.
In this research, the researcher chose “search game” in teaching
vocabulary and one of search game that can be used in this research is
“Word Search Puzzle”.
22
2.3 Word Search Puzzle
After analyzing some games in teaching vocabulary, the researcher chose
Word Search Puzzle as the teaching game. To make this game understandable,
this game will be boarded into Types of Word Puzzle Game, Advantages of Word
Search Puzzle, Word Search Puzzle in vocabulary mastery, and scheme of
teaching vocabulary using Word Search Puzzle.
2.3.1 Types of Word Puzzle GameThere are number of different types of word puzzle game. They are:
1. Crossword Puzzle
Crossword Puzzle is a word puzzle that usually takes the form of a
square or a rectangular grid of white and black shaded squares. The goal is
to fill the white squares with letters, forming words or phrases, by solving
clues which lead to the answers. In languages that are written left-to-right,
the answer words and phrases are placed in the grid from left to right and
from top to bottom. The shaded squares are used to separate the words or
phrases.
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2. Code Words Puzzle
Code Words Puzzle is a word puzzle where we need to fill in the
words in the crossword-style grid. Each letter of the alphabet has been
substituted for a number between 1 and 26. There are no clues but
there is given one word filled in to help on filling.
3. Word Search Puzzle
Word Search Puzzle is a word game that consists of the letters of
words placed in a grid, which usually has a rectangular or square
shape. The objective of this puzzle is to find and mark all the words
hidden inside the box.
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2.3.2 Advantages of Word Search PuzzleNiemi (2009) stated there are some advantages that can be taken when
teachers teach vocabulary to students using Puzzle:
a) Improve vocabulary
Solving a puzzle helps improve students vocabulary. Once students
have found the word and it fits, they’re elated with their success. After
doing numerous puzzles students will become familiar with words they
never know about before. This can enrich their vocabulary.
b) Stimulate problem solving skills
Doing word search puzzle can stimulate students’ skills in problem
solving. By reading the clues and looking at the corresponding list of
words, students will try to find the hidden words. They will think the
answer by seeing the clue given, not being told by teacher. This can
25
stimulate student’s skill in problem solving. In other word, it can sharpen
students’ thinking skill.
c) Improve focus and attention
When students have a word search puzzle, they have to search
words which are hidden to find the meaning. They will see the clue to help
them. This can improve their focus and attention. Students will stay focus
because they have an attention on the clue to find the meaning.
d) Give students a successful experience
Doesn’t it feel fantastic when they complete a puzzle? It gives students
a good feeling for the whole day because they can solve a puzzle. It will
challenge them to do it more until they complete the whole puzzle. It will
give a satisfaction feeling and become a successful experience for them.
2.3.3 Word Search Puzzle in Vocabulary Mastery
Nicolson and Williams (citied in Alemi,2010) stated that word
games are form of teaching techniques which may be used in
circumstances where ordinary approaches of learning material are not
well tolerated and when attention is hard to get and harder to keep.
According to Hornby (1995), puzzle is a thing that is difficult to
understand or answer a mystery or a question or toy that is designed to
test a person’s knowledge, skill, intelligence, etc. A word search puzzle is
a word game that is letters of a word in a grid that usually has a
rectangular or square shape. The objective of this puzzle is to find and
26
mark all the words hidden inside the box. The word may be horizontally,
vertically, or diagonally. Many word search games have a theme to which
all the hidden words are related. The puzzle itself kind to play that can be
used to practice certain language features at certain phases in learning
process in order to develop communication skill. Teaching vocabulary
through word search puzzle enables students to find out information or
guest the meaning of unfamiliar words. The students can be happy in
learning and they always try to know the new words from word search
puzzle. By doing word search puzzle game, teacher will teach some new
vocabularies for students through a new way. This new interesting way
will make students feel relaxed. They will not only sit on chairs and do
the task but learn new vocabularies with a game. After the game is over,
teacher will explain the words again to ensure that all students really
understand the words. Thus, all students are expected to be able to master
new vocabularies with this word search puzzle game.
2.3.4 Scheme of Teaching Vocabulary using Word Search Puzzle
In teaching vocabulary using Word Search Puzzle, the researcher
needs to develop a teaching learning process to be exciting, interesting, and
enjoyable. Here are some steps which can be used for teaching vocabulary
through Word Search Puzzle:
1) This word search puzzle can be used in all levels. But, the learning
materials should be suitable with their level ages. The vocabulary is
27
about days, time, and months as learning material based on the book
for Junior High School students in seventh grade for first semester that
can be useful to enrich their word knowledge.
2) First, teacher in school doesn’t give list of words in teaching
vocabulary. He/ she will present a word search puzzle as an example
learning material. This puzzle is a sample and will be solved together
with students so all students will understand how to fill the puzzle.
3) After understanding how to solve the word search puzzle, teacher will
ask students to make 2 groups to have a game of word search puzzle.
In the game, the two groups have to compete to solve the puzzle. The
winner is the group that can solve puzzle quicker and correct.
4) Word search puzzle may consist of at least 40 words. The words may
be hidden in any direction: horizontally, vertically, diagonally, and
forwards and backwards (Vossoughi and Zargar, 2009). In this game,
teacher doesn’t point students one by one to find the hidden words.
He/she will ask the two groups to be ready. The groups will form a line
and turn back to walls side. They may not see the white board because
the word search puzzle is adhered on the whiteboard. Then, teacher
will ask them to be ready, count one until three, and they start the play.
Here, teacher gives card which is filled by words in Indonesian or
clues in English and students have to find the meaning or answer in
Word Search Puzzle. Group that can find all the words quicker and
correct will be the winner. .
28
5) After all puzzles are finished, teacher explains the words again just to
ensure all students understand all the meaning.
By doing those activities, students will feel comfortable in learning
because they can play while learning. Furthermore, their vocabulary will be
increased too.
2.4 Review of Relevant Studies
Some researchers had done some researches to find out whether games
can improve students’ vocabulary or not. Based on researcher’s observation,
some of these researchers were successful in increasing students’ vocabulary
through games. Here were the reviews from their researches:
2.4.1 Using Word – Search – Puzzle Games for Improving VocabularyKnowledge of Iranian EFL Learners
Vossoughi and Zargar had done research to 60 female students in an
Institute in Semnan which were selected by Comprehensive English
Language Test. The students were divided again into two groups
(experimental and control group). They were given same test (45 multiple
choices items). Experimental group was taught using Word Search Puzzle
and the control group was taught by usual training. After giving pre test,
treatment, and post test, they found that students’ scores were changed.
They concluded that the changed of scores was because of the game that
might make students in experimental group fun and easier in learning than
in control group.
29
2.4.2 Learning Vocabulary through Games- The Effectiveness ofLearning Vocabulary through Games
Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga (2003) did research
to some students in Vietnam to find out the effectiveness of learning
vocabulary through games. They taught students with some games, for
example: hangman game, words puzzle, selling and buying things, and
snake and ladder game. After observing the games, they gave survey to 20
students with some questions about students’ feeling toward the game.
From the survey, they learnt that all students agreed that games help them
a lot in vocabulary learning. But, they also stated about the weaknesses in
using games. Games could not be successful if teacher does not explain
rules of games clearly. Also, using games in class could be failed due to
the lack of cooperation among members of the class because games
required all students' involvement so it was very important that students
cooperated well.
2.4.3 Improving The Students’ Vocabulary through Word Games : anExperimental Research at Seven Year Students at SMPN 1Batulayar Academic Year 2010/2011
Gusti Ayu Meri Aryani (2010) made experimental research for seventh
grade students in SMPN 1 Batulayar. Through the research, it was found
that the students’ mean score in experimental group is higher than the
students’ mean score in control group. Even though the test given for both
group was similar, the treatment for material given was different. The
experimental group was taught using word games, but the control group
30
was taught using the traditional vocabulary teaching method. At the end of
this research, it came to the conclusion that word games had positive effect
for improving students’ vocabulary mastery for seventh grade students of
SMPN 1 Batulayar in academic year 2010/2011. It was provided by the
result of experimental group post-test result which was higher than the
score of control group post-test which indicated that teaching vocabulary
by using word games was better than using the traditional method. Word
games could increase students’ interest in learning vocabulary and also
make them easier to remember some new vocabulary.
31
CHAPTER IIIRESEARCH METHOD
3.1. Research Design
The design used in this research was known as Experimental Research.
It meant that researcher tried an experiment to prove the theory used. Creswell
(2009) said that in an experimental, it tests an idea (practice or procedure) to
determine whether it influences an outcome or dependent variable.
Furthermore, it determined whether participants who experience the idea can
perform better than those participants who do not experience it. In the other
words, this kind of research focused on treatment and outcome.
This experimental research had been done in SMPN 12 Mataram for
seventh grade students. There were two classes observed and these classes
were called as experimental and control group. A reason why the researcher
used this design was to measure difference between the two classes. Yusra
(2009) also stated that experimental research allows researcher to use various
measurements in research design.
3.2. Population and Sample
According to Arikunto (2006), population was the whole research
objects. In this research, the population was all seventh grade students of
SMPN 12 Mataram academic year 2014/2015. Population for all seventh
grade students was 254 students consisting of 7 classes. Every class consisted
32
of 30 – 36 students. Certainly, it was impossible to do research in all classes.
According to Yusra (2009), sample was the smaller group or subject of
population. Then, the researcher only took two classes (VII C and VII D) as
sample of research by random sampling technique. First, the researcher had
cards with 7 names of classes (for example: VIIA, VIIB, and so on), all the
cards were shuffled, and then 2 cards were taken randomly without seeing
what cards they were. Finally, the cards showed VIIC and VIID names, so the
classes were selected as samples. Additionally, the reason to use this sampling
technique was since there was no special class in SMPN 12 Mataram. All
classes had same characteristics of students in terms of cleverness and similar
number of students. There were no superior classes or poor classes. So, all
classes had same probability to be selected.
Table 01Experimental and Control Group
Group Pre-test Independent
variable
Post-test
A
B
X1
Y1
X
-
X2
Y2
Where:A = experimental groupB = control groupX1 = pre-test for experimental groupX2 = post-test for experimental groupY1 = pre-test for control groupY2 = post-test for control groupX = the experimental group that would be treated by using word games- = the control group that would be treated with conventional approach
33
3.3. Method of Data Collection
a. Kinds of Data
Kind of this data was quantitative data in vocabulary mastery. It meant
that data of the vocabulary test could be measured specifically and written down
with exact numbers. The data used would be taken from result of students’ pre -
test and post – test to be analyzed further by the researcher.
b. Source of Data
Source of this data was seventh grade students that had been selected by
researcher as research sample.
c. Technique of Data Collection
To collect data in this research, the researcher administered pre-test and
post-test.
3.4. Instrument and Data Collection
3.4.1. Type of Research Instrument
In collecting data, surely, the researcher needed an instrument in form
of objective test. This type of test contained various kinds of tests, such as
multiple choices and matching test. Multiple choices test consisted of 20 questions
with 4 options (a, b, c, d) that students needed to answer correctly. Meanwhile,
matching test consisted of 20 items on the left side that students needed to pair to
the best answer on the right side. So, the total number of this objective test was
forty. It was considered with the time allotted on the test. On the forty questions, 1
point would be given for the correct answer and the wrong answer would get 0
34
point. It meant that the maximum correct answer was 40, while the minimum was
0. The kind of test was simple and it could measure students’ ability of vocabulary
correctly. It was because purpose of the test was to know students vocabulary
knowledge and in objective test, students were asked to choose the best answer of
words. Also, both of the group, experimental and control group had the same test.
The result of the test then was analyzed by the researcher as the main data of this
study
3.4.1.1. Test Validty
According to Hughes (2003), a test that provided consistent measures
of precisely the abilities that we are interested in is said to be valid. It meant that a
test could be valid if it already measured what was supposed to measure. In this
research, the researcher took content validity as a way to see whether the test was
valid or not by concerning what went into the test. Content validity means that the
test should represent as far as possible the areas to be assessed. So, before writing
a test, the researcher should make table of specification of areas to be tested based
on the purposes of the assessment. The Table of Specification mentioned here
could be seen in appendix 01.
3.4.1.2. Test Reliability
Reliability was one of important elements of test quality. A test was
said reliable if scores of students were consistent and accurate. It meant that the
test measured consistently and will produce similar or same result if it was
replicated one more. Reliability test was conducted in experimental class one
35
week after having post test. All those experimental students who had done the
post test was asked one more to finish the same test without being taught again.
The purpose was to see whether the test was reliable or not. If it had similar or
same result, it could be said that the test was reliable enough. In order to make test
more reliable, the test should be provided with a clear and explicit instruction with
a detailed scoring key. In making a test reliable, a test – retest could be used.
According to Hughes (2003), test - retest reliability was an estimate of the
consistency of scores with a given test which are obtained by testing the same
people with the same test at two different times. So by having test-retest to
students and if the result would not be so different, then, the test given could be
said as a reliable test. Moreover, to ascertain the reliability of a test, researcher
used test- retest method through the following formula:
(Source: see appendix 14)Where:r = the correlation of coefficientn = number of samplesx = score of the testy = score of re – test
After calculating the data, Yusra (2009) said next step needed was to
check the table for the interpretation of r value:
Table 02Interpretation Table
r value r interpretation.80 – 1 very strong
.60 - .79 Strong
.40 - .59 Average
.20 - .39 Low.0 - .19 very low
(Yusra, 2009)
According to the table, 0, 60 – 0, 79 score was indicated strong while
the result of the formula was 0, 79. Then, the researcher came to the
conclusion that the test was reliable.
3.4.2. Data Collection Procedure
In collecting data of this study, instrument used by researcher was
known as Pre Test and Post Test. Pre-test was an instrument which was
conducted to get data from students. It was given to them before vocabulary
was taught to the classes. While, post-test was the last step in collecting data
either in experimental class or control class. It was given to the classes after
being given treatment / vocabulary teaching. Object of the post test was to
find out improvement of students’ vocabulary after being treated by the
37
researcher. At the end, the two tests would be analyzed to see the difference
scores. By analyzing the scores with some formulas, it could be seen whether
Word Search Puzzle was effective or not in improving students vocabulary.
3.5 Data Analysis
After collecting all the tests, first, the researcher calculated students’
scores of pre-test and post-test of experimental and control group using following
formula: = 100Where:
S = total scoreT = students’ scoreN = total numbers of question
(Arikunto,2006)
Then, the score of both experimental and control group would be
calculated using the following procedures:
= ∑Where:Mx = mean score of experimental classX = deviation score of pre-test and post testN = number of samples = sum of . . .
(Arikunto,2006)
While, the formula for control group was applied as follow:
= ∑
38
Where:M = mean score of control groupY = deviation score of pre-test and post-testN = number of the samples = sum of. . .
(Arikunto,2006)
Next, the researcher calculated square deviation of both of groups using
the following formula:
Σx = Σ − ( ) and Σy = Σ − ( )Where:Σx2 = square deviation of the experimental groupΣy2 = square deviation of the control groupΣdx = deviation score of the experimental groupΣdy = deviation score of the control group
= number of sample(Arikunto,2006)
Next, the researcher compared scores of experimental and control class to
know whether it was significant or not using a formula. The formula that could be
used was:
= −∑ ∑ +Where:Mx = score of experimental groupMy = score of control groupX = deviation score of pre-test and post-test of experimental groupY = deviation score of pre-test and post-test of control groupΣx2 = square deviation of the experimental groupΣy2 = square deviation of the control groupN = number of sampleNx = sample of the experimental groupNy = sample of the control group = sum of . . .
(Arikunto,2006)
39
After calculating the data and finding the answer, the researcher had to
know the effectiveness of the Word Search Puzzle was in teaching vocabulary.
Formula that had to be used was:
- Degree of Freedom: (Df) = (Nx + Ny) – 2
- Eta : ɳ² =
(Yusra,2009)
Through the eta formula, researcher could find to what extent the Word
Search Puzzle game could give significant effect in vocabulary teaching for
seventh grade students so result of the research could be explicit and clear.
40
CHAPTER IV
FINDING AND DISCUSSION
4.1 Finding
This chapter presents data analysis which relates to the use of Word Search
Puzzle game to increase students’ vocabulary of seventh grade students at SMPN
12 Mataram in academic year 2014/2015. The researcher had spent a month for
collecting all data. The process was started by giving pre-test, treatment, and post-
test. Pre-test was given to experimental and control group before the treatment to
know their basic vocabulary knowledge. Then, the researcher gave treatment for
both groups using different method. The control group was taught using
conventional approach (taking note and searching words in dictionary), while the
experimental group was taught through Word Search Puzzle game. The last step
of an experimental research was giving post-test to all groups to find whether
there were score differences between the two groups. The data of the study was
taken from the score of pre-test and post-test from both groups. Data analysis of
this chapter is aimed to answer the statement of problem that has been mentioned
first. To answer the statement of problem, first, the researcher will analyze all the
data that had been obtained from those groups and present statistical computation
of mean score of both groups. Next, the discussion will be continued by analyzing
and interpreting all the data to find result of pre and posttest. This result will be
analyzed using t-table to know whether Word Search Puzzle can improve
students’ vocabulary mastery or not by comparing it with the control group that
41
had been taught through traditional approach. In short, through this chapter,
researcher would like to present the result of the research investigation.
However, before finding the result, students’ scores will be presented here:
Table 03
Descriptive Statistical Result
GROUP
Pre-Test Post-Test
Mean SD Mean SD
Experimental (X) 58.45 12.59 77.42 7.71
Control (Y) 55.23 16.29 65.39 15.84
Source: see appendix 10 & 11
Based on the table, it can be seen that there is a different mean score between
experiment and control group. Both of the group was given pre-test before they
were taught by the different method. After the pre-test given, the experimental
group was taught by using word search puzzle games while the control group was
taught using conventional approach (took a note, opened dictionary to find some
words). Then, after getting the standard deviation score of pretest and posttest of
both groups, the mean score and square deviation of both groups can be
calculated.
42
First of all, for the experimental group, on the table 18 (source: see appendix
12), it was identified that Dx = 588 and Nx= 31, so the mean deviation of
experimental group is as followed:
= ∑= 58831= .
The result of mean score of deviation score is 18.97. While, the square
deviation of experimental group (x2) is as followed:
Finally, the result of t-test is 3, 06. After finding the result, the researcher also
needs to know to what extent the Word Search Puzzle is effective in teaching
vocabulary. Then, formula that must be used is:
45
Degree of Freedom: Df = (Nx + Ny) – 2.
= (31 + 31) – 2
= 62 – 2
= 60
Eta: ɳ² =
=,,
=, ,
= 0, 13 x 100 %
= 13 %
Note:
Nx: number of samples in experimental group
Ny: number of samples in control group
t²: square of t-test
Then, it is obvious that based on the data, it shows that Word
Search Puzzle has given contribution for the teaching learning process
about 13%.
4.2 Discussion
As mentioned before, the researcher tried to increase students’ vocabulary
by using an enjoyable method while learning in class to solve boredom using
game. According to Harmer (2002), he stated that games give learners a
feeling of competition to participate in the process of learning vocabulary and
motivates them to repeat them with enthusiasm. Also, Hadfield (1998)
mentioned that some kinds of games could be applied in teaching vocabulary.
46
One game could be used was search game. That theory brought researcher to
choose Word Search Puzzle Game as one of search game to teach vocabulary.
This game was also chosen because it was found that the goal of this game
was to find hidden words, while learning vocabulary goal was also to find
words. So, this game could be mixed with the vocabulary teaching especially
for seventh grade where students in this grade were still active for learning by
playing.
In addition, it was found that this game was proved to be effective while
be applying in class. The researcher used this game for one class which was
called as experimental group, while another class was taken as a comparison
to control the result, and called as control group. The experimental group was
taught using Word Search Puzzle Game about vocabulary in terms of number,
days, months, and activities based on standard textbook used, while the
control group was also taught with the exact material but no game involved.
Purpose of doing this was to find whether there was different result between
group that was taught using Word Search Puzzle Game and using no game (by
explaining & opening dictionary). After finding the result, it shows that the
mean score of experimental group is 18, 97 and the control group is 10, 16.
Surely, it means that score of Experimental Group is higher than the Control
Group. Experimental Group is taught by Word Search Puzzle Game which has
been proved to be effective. Also, according to Vossoughi and Zargar (2009),
after giving pre test and post test, they found that students’ scores were
changed. They concluded that the change of scores was because of the game
47
that might make students in experimental group fun and easier in learning than
in control group. Then, it indicates that Word Search Puzzle is effective in
mastering vocabulary at seventh grade of SMPN 12 Mataram and also for
another same or similar grade in other high school levels.
Therefore, the researcher comes to the final conclusion that the change of
scores from those groups is because the experimental is taught using Word
Search Puzzle while the control group is taught only using the traditional
vocabulary teaching method. To compare t-test and t-table, the researcher uses
the degree of freedom (df) which can be obtained using the formula (Nx+Ny)-
2. In this case, Nx= 31; Ny=31 so the degree of freedom is (31+31) - 2= 60
and according to statistical table (t-table), the degree of freedom (df) 60 is
2,000 for confidence level of .05 (95%) and 2,660 for confidence level of .01
(99%)
Table 04
The Comparison between the T-Test and T-Table
T-Test T-Table
Df .05 .01
3,06 60 2,000 2,660
(Source: Appendix 15)
Therefore, it is clear that the t-test is shown to be higher than the t-table. It
shows that the degree of difference of mean score is significant in both confidence
level .01(99%) and .05 (95%). Then, the alternate hypothesis “Word Search
Puzzle is effective in mastering students’ vocabulary at seventh grade of SMPN 12
48
Mataram in academic year 2014/2015” is accepted. Also, it answers the
statement of problem in previous chapter that Word Search Puzzle is effective in
mastering students’ vocabulary and its contribution for the effectiveness is 13%.
49
CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1. Conclusion
Through the research, it has been found that students’ mean score in
experimental group is higher than students’ mean score in control group and the
result of final statistical analysis of this study is 3, 06. When it is consulted on the
t-table, it is also higher than the critical value for significance level 0.01 (2,000)
and significance level 0.05 (2,660) with degrees of freedom 60 of confidence
level. Also, Word Search Puzzle gives contribution about 13% to the success of
this research. Therefore, it can be concluded that that Word Search Puzzle is
effective in improving students’ vocabulary mastery for seventh grade students of
SMPN 12 Mataram in academic year 2014/2015. It indicates that teaching
vocabulary using Word Search Puzzle is better than using the traditional method.
Word Search Puzzle can increase students’ interest in learning vocabulary and can
make them easier to remember new vocabularies.
5.2. Suggestions
Finally, the researcher has some suggestions for both English teacher and
further researchers of this study:
5.2.1. Suggestion for Teacher
Here are some suggestions for English teachers who want to teach Englishvocabulary:
50
1. Words Search Puzzle is a good method for teaching vocabulary that
can be used by the teacher in teaching and learning activity. Using
Word Search Puzzle in teaching vocabulary may give students’ new
experience because they can play with words and learn how to
compete or also cooperate with their friends.
2. Playing words is so much fun for students. Teacher can choose this
Word Search Puzzle for them to play while learning some new
vocabulary. Through this activity, they are not only playing but also
learning new words effectively.
3. There are also so many kinds of variation that can be applied in
teaching vocabulary using Word Search Puzzle. Teacher can turn it
into competition, cooperation, or even find the words together. Teacher
may also ask students to find the words by themselves or already give
clue or meaning. So it has a lot of ways to moderate this Word Search
Puzzle game.
4. Do not forget to mix and match the word games with the teaching
material given in the classroom, so the games will not be only fun but
also so much meaningful.
5.2.2. Suggestions for Further Researchers
The researcher hopes that the result can be useful for whoever who wants
to conduct same or similar research about the use of Word Search Puzzle and for
those who are interested in teaching words with word games. The researcher also
51
knows that this research has not been done perfectly, so for further researchers,
the researcher hopes that they can do much better and explore much more about
Word Search Puzzle in teaching vocabulary.
REFERENCES
Allen, V. F., (1983). Techniques in Teaching Vocabulary.New York: Oxford University Press.
Alemi, Minoo. (2010).Educational Games as a Vehicle to Teaching Vocabulary.MJAL 2: 6 October 2010.
Arikunto, S. (2006). Prosedur Penelitian: Suatu Pendekatan Praktik, Jakarta: PTBineka Cipta.
Aryani. Meri (2010). Improving Students’ Vocabulary through Word Games anExperimental Research at Seven Year Students at SMPN 1 BatulayarAcademic Year 2010/2011. Unpublished Undergraduate Thesis. Universityof Mataram, West Nusa Tenggara, Indonesia.
Brown, D. (2007). Principles of Language Learning and Teaching. FifthEdition. Longman Pearson Education Company.
Candlin, C. N. (1988). Vocabulary and Language Teaching. London: Longman
Collins Cobuild Digital Dictionary on CD-ROM 2006.
Creswell, John W. (2009). Research Design. California, United States ofAmerica: Sage Publications, Inc.
Efendi, Erfan. (2013). The Use of Games to Improve Vocabulary Mastery. JP 3Volume 1 article.
Hadfield, J. (1998). Elementary Vocabulary Games. London: Longman PearsonEducation.
Harmer, J. (2002). The Practice of English Language Teaching. United Kingdom:Longman Publications.
Hughes, A. (2003). Testing for Language Teachers. United Kingdom: CambridgeUniversity PresS
Huyen, N.T.T and Nga, K.T.T. (2003). Learning Vocabulary through Games.From http://www.asianefljosurnal.com/dec 03 sub.V.nphp. Time TaylorNetwork.
Langeling, M.Martha and MalarcherI, Casey. (1997). Index Cards: A NaturalResource for Teachers. Forum' Vol. 35 No 4, October - December 1997Page 42. From http://eca.state.gov/forum/vols/vol35/no4/p42.htm
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Levine, A., & Reves, T. (1990). Does the Method of Vocabulary PresentationMake a Difference? TESL Canada Journal, 8(1), 37-51
Lehr, F., Osborn, J., Hiebert, E.H., (2002). A Focus on Vocabulary. Honolulu,Hawaii: Pacific Resources for Education and Learning.
Martdhianasari, B. (2013). The Effectiveness of Using Scramble Word Game inTeaching Vocabulary to the Fifth Grade Students of SDN 2 KlepuAcademic Year 2012/2013. Unpublished Undergraduate Thesis. IKIPPGRI Semarang, Java, Indonesia.
McCarthy, M., (1990). Vocabulary. Oxford: Oxford University Press.
Moras, Solange. (2001). Teaching Vocabulary To Advanced Students: A LexicalApproach. A journal- Karen’s Linguistic Issues. Fromhttp://www3.telus.net/linguisticsissues/teachingvocabulary.html
Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge:Cambridge University Press.
Niemi, J. (2009). Crossword Improve Vocabulary and Trivia Knowledge. http://Salt Lake City crossword puzzle _ Examiner.com.html,
Paramita. (2012). The use of English Alphabet Game to Increase Students’Vocabulary Mastery at First Year of MTs.NM.Addinul-Qayyim KapekGunungsari West Lombok Academic Year 2012/2013. An UnpublishedThesis. FKIP University of Mataram
Richards, J.C., and Renandya, W.A,. (2002). Methodology in language teaching.Cambridge: Cambridge University Press.
Rivers, W. (1983). Communicating Naturally in a Second Language. Cambridge:Cambridge University Press.
Thornbury, Scott. 2002. How to Teach Vocabulary. England ; Pearson EducationLimited
Vossoughi, H and Zargar, M. (2009). Using Word Search Puzzle Games forImproving Vocabulary Knowledge of Iranian EFL Learners. Journal ofTeaching English as a Foreign Language and Literature pdf.
Yong Mei, Y. and Yu-Jing, J. (2000). Using Games in an EFL Class for Children.Daejin University ELT Research Paper. Retrieved August 30, 2014. Fromhttp://www.slideshare.net/DIEGOFMACIAS/using-games-in-the-classroom1
Yusra, Kamaludin. (2009). Research in English Language Teaching. Mataram.Department of English Mataram University.
APPENDICES
Appendix 01
TABLE OF SPECIFICATION
Year Level : VII grade of Junior High SchoolSemester : 1st semesterTopics : Days, Number, Time, and MonthReferences : VII grade English Textbook
(When English Rings the Bell)
Table 05
Table of SpecificationLevel Objective Part of
NumberNumber Percentage
Knowledge - Students can identify name ofdays, months, time, dates, and yearsin English.
- Students know name of subjectsin English from Monday untilFriday.
Part A( 5, 9, 12 ,16)
Part A( 6, 7, 8)
4
3
10 %
7,5 %
Comprehension - Students are able to differentiatephrase “before” and “after”.
- Students can find meaning of thename of days or months inIndonesia or English.
- Students know how to mentionname of dates and months inEnglish.
- Part A( 3, 4, 14,15)- Part A(2, 13)
- Part A( 19, 20)
-
4
2
2
10 %
5 %
5 %
Analysis - Students can match activities withappropriate days.
- Students can analyze answer thename of the months by clue given.
- Students are able to mentionnumber of days or months, compareand contrast ordinal and cardinalnumber in English.
- Part A( 10, 11 )
- Part A( 17 ,18 )
- Part A( 1)Part B( 1-20 )
2
2
21
5 %
5 %
52,5 %
40 100%
Appendix 02
PRE TEST VOCABULARY
I. Read the questions carefully and choose the answer by crossing a, b, c, or d!1) How many days are there in a week?
a. Six b. Seven c. Eight d. Nine2) How do people call “Tuesday” in Bahasa Indonesia?
a. Selasa b. Rabu c. Kamis d. Jumat3) What is the day before Sunday?
a. Wednesday b. Thursday c. Friday d. Saturday4) What is the day after Tuesday?
a. Saturday b. Friday c. Thursday d. Wednesday5) Today is Sunday. Tomorrow is ….
a. Monday b. Tuesday c. Friday d. SaturdayLook at the Anita’s schedule below to answer question number 6 and 7!
Monday Tuesday Wednesday Thursday FridayEnglish Indonesian Social Study Math ScienceMath Science Sport English IndonesianArt Citizenship Religion Science -
Religion Art Art Indonesian -6) What does Anita learn on Tuesday?
a. Art and Sport b. Art and English c. Math and Art d. Art and Science7) In class, Anita learns drawing, painting, sewing, etc. What kind of subject is that?
a. English b. Math c. Art d. ReligionLook at the pictures below and answer questions number 8 – 9!
8) What do students probably learn in class?a. History b. Art c. Indonesian d. Science
9) What time does he probably play football?a. At four in the afternoon. c. At four in the morning.b. At twelve in the evening. d. At twelve in the night.Read the student’s weekly activities and answer questions number 10 - 11!On Monday, I play volleyball.On Tuesday, I go jogging.On Wednesday, I go to the library.On Thursday, I visit my grandfather.On Friday, I go swimming.On Saturday, I learn Math.
On Sunday, I go to the park.
10) What does the student do on the weekend?a. Go jogging and play volleyball c. Go to library and swimmingb. Go swimming and learn Math d. Go to the park and learn Math
11) When does the student go for reading books?a. On Monday b. On Tuesday c. On Wednesday d. On Thursday
12) My family and I are having meal at 06.30 a.m. We are eating together …. .a. At midnight c. At nightb. In the morning d. In the afternoon
13) How to say “Bulan Maret” in English?a. Maret b. Marceh c. March d. Macrh
14) Before December is ….. .a. October b. November c. January d. February
15) May is after …. .a. January b. February c. March d. April
16) The fifth month of the year is …. .a. April b. May c. June d. July
17) It is a month. It consists of eight letters. It is before January. What is it?a. Desember b. December c. Dezember d. Decemmer
18) Indonesian celebrates the Independence Day in ….a. August b. July c. June d. MayLook at the pictures to answer questions number 19 and 20!
19) My birthday is …. .a. On July the second c. On the second of Julyb. On July two d. On the two of July
20) When do we celebrate Kartini’s Day?a. On 21 of April c. On the April of 21b. On 21st of April d. On the April of 21st
II. Match the words in the part A to the meaning (in Bahasa Indonesia) in the partB!
No. Part A Part B1. Nine Ke dua puluh dua
2. Five Ke dua puluh
3. Twelve Lima
4. Eleven Ke delapan
5. Three Dua puluh tujuh
6. Thirteen Sebelas
7. Twenty seven Sembilan
8. Thirty Ke dua
9. Fifty Sepuluh ribu
10. Ten thousand Ke lima belas
11. The second Ke empat
12. The fourth Lima puluh
13. The fifteenth Tiga puluh
14. The thirtieth Tiga belas
15. The twentysecond
Ke tiga belas
16. The eighth Tiga
17. The twentieth Ke tiga puluh
18. The twentyfourth
Ke dua puluhempat
19. The thirteenth Dua belas
20. The first Ke satu
Appendix 03
POST TEST VOCABULARY
I. Read the questions carefully and choose the answer by crossing a, b, c, or d!1. How many months are there in a year?
b. Nine b. Ten c. Eleven d. Twelve2. How do people call “Jumat” in English?
a. Tuesday b. Wednesday c. Thursday d. Friday3. What is the day before Friday?
b. Wednesday b. Tuesday c. Thursday d. Saturday4. What is the day after Monday?
b. Saturday b. Tuesday c. Friday d. Wednesday5. Today is Wednesday. Tomorrow is ….
b. Monday b. Tuesday c. Thursday d. SaturdayLook at the Rudy’s schedule below to answer question number 9 and 10!
Monday Tuesday Wednesday Thursday FridayIndonesian English Math Social Study Science
Math Science Sport English ArtArt Religion Eng. for
TourismScience -
Science Art Indonesian Indonesian -6. What does Rudy learn on Thursday?
b. Art and Science c. Indonesian and Sciencec. Indonesian and Sport d. Religion and Science
7. In class, Rudy learns number, calculation, formula, etc. What kind of subject is that?b. English b. Religion c. Art d. MathLook at the pictures below and answer questions number 8 – 9!
8. What do students learn in class?b. History b. Science c. Indonesian d. Art
9. What time does he probably take a bath?c. At four in the morning. c. At four in the night.d. At six in the evening. d. At six in the afternoon.Read the student’s weekly activities and answer questions number 10-11!
On Monday, I go to mall.On Tuesday, I go to library.On Wednesday, I play basketball.On Thursday, I visit my uncle.On Friday, I go fishing.On Saturday, I learn Science.On Sunday, I make a cheese cake.
10. When does the student go for having sport?a. On Monday b. On Wednesday c. On Tuesday d. On Thursday
11. What does the student do after weekend?c. Learn science b. Go to library c. Go to Mall d. Play basketball
12. My friends and I read Science book at 07.00 p.m. We are studying together ….a. At midnight c. At nightb. In the morning d. In the afternoon
13. How to say “Bulan Agustus” in English?b. August b. Aogust c. Auogust d. Aguoust
14. Before March is ….. .b. October b. November c. January d. February
15. February is after …. .b. January b. March c. May d. July
16. The second month of the year is ….a. January b. February c. March d. April
17. It is a month. It consists of 3 letters. It is after April. What is it?a. Mey b. Mai c. Mei d. May
18. People celebrate Christmas in ….a. June b. August c. October d. DecemberLook at the pictures to answer questions number 19 and 20!
3JUNE
19. My birthday is …. .c. On June the third c. On the third of Juned. On June three d. On the three of June
20. When do we celebrate Independence’s Day?c. On 17 of August c. On the August of 17d. On 17th of August d. On the August of 17th
II. Match the words in the part A to the meaning (in Bahasa Indonesia) in the part B!
No. Part A Part B1. Two Empat puluh
2. Eight Ke dua puluh
3. Forty Seribu
4. Fourteen Ke tiga
5. Seventy Delapan
6. Sixty Dua
7. Twenty Tujuh Puluh
8. Twenty One Ke dua
9. Eighty Empat belas
10. One thousand Ke lima belas
11. The second Dua puluh
12. The third Delapan puluh
13. The seventeenth Ke tujuh belas
14. The thirtieth Dua puluh satu
15. The fifteenth Ke dua puluh tiga
16. The ninth Ke Sembilan
17. The twentieth Ke tiga puluh
18. The twenty third Ke dua puluh satu
19. The first Ke satu
20. The twenty first Enam puluh
Appendix 04
KEY ANSWER OF PRE TEST
PART A:
1. 1. B
2. C
3. A
4. D
5. D
6. A
7, A
8. D
9. C
10. D
11. A
12. B
13. C
14. A
15. C
16. B
17. D
18. B
19. C
20. B
PART B:
1. Sembilan
2. Lima
3. Dua belas
4. Sebelas
5. Tiga
6. Tiga belas
7. Dua puluh tujuh
8. Tiga puluh
9. Lima puluh
10. Sepuluh ribu
11. Kedua
12. Keempat
13. Ke lima belas
14. Ketiga puluh
15. Kedua puluh dua
16. Kedelapan
17. Kedua puluh
18. Kedua puluh empat
19. Ketiga belas
20. Kesatu
Appendix 05
KEY ANSWER OF POST TEST
PART A:
1. D
2. D
3. C
4. B
5. C
6. C
7. D
8. D
9. B
10. B
11. C
12. C
13. A
14. D
15. A
16. B
17. D
18. D
19. C
20. B
PART B:
1. Dua
2. Delapan
3. Empat puluh
4. Empat belas
5. Tujuh puluh
6. Enam puluh
7. Dua puluh
8. Dua puluh Satu
9. Delapan puluh
10. Seribu
11. Kedua
12. Ketiga
13. Ketujuh belas
14. Ketiga puluh
15. Ke lima belas
16. Ke Sembilan
17. Kedua puluh
18. Kedua puluh tiga
19. KeSatu
20. Kedua puluh satu
Appendix 06
RECAPITULATION SCORE
Table 06
Recaputalation of Students' Score for EXPERIMENTAL Group (VII C ) in Pretest
Satuan Pendidikan : SMPN 12 MataramKelas/Semester : VII C / EXPERIMENTALMata Pelajaran : Bahasa InggrisTopik : It’s My BirthdayAlokasi Waktu : 3 x 80 menit (3M)
A. Kompetensi Inti (KI)1. Menanggapi dan mengamalkan ajaran agama yang dianutnya.2. Menghargai perilaku (jujur,disiplin, tanggung jawab, peduli, santun, rasa ingin
tahu, percaya diri, toleran, motivasi internal, pola hidup sehat, dan ramah lingkungan)dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauanpergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) dalam ilmupengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan keagamaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian yang tampakmata.
4. Mencoba, mengolah, dan menyaji berbagai hal dalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajaridi sekolah dan dari berbagai sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar (KD)1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.3.3 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks untuk
menyatakan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktudalam bentuk angka, tanggal, dan tahun.
4.3 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama hari,bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun,dengan unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator1. Spiritual
Mensyukuri anugrah Tuhan akan keberadaan Bahasa Inggrissebagai bahasa pengantar komunikasi internasional.
2. SosialMelakukan sikap yang bertanggung jawab, peduli, kerja sama dan cinta damai dalammelaksanakan komunikasi fungsional secara konsisten.
3. PengetahuanMemahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks untukmenyatakan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalambentuk angka, tanggal, dan tahun.
4. KetrampilanMenyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama hari, bulan,nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, dengan unsurkebahasaan yang benar dan sesuai konteks..
D. Tujuan PembelajaranPeserta didik diharapkan dapat:
1. Menunjukkan kesungguhan dalam belajar bahasa Inggris tentang nama hari, bulan,nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun.
2. Menunjukkan perilaku yang jujur, disiplin, dan tanggung jawab dalam berkomunikasitentang nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka,tanggal, dan tahun.
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks tentangnama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dantahun.
4. Menyusun teks lisan dan tulis tentang nama hari, bulan, nama waktu dalam hari,waktu dalam bentuk angka, tanggal, dan tahun.
E. Materi PembelajaranTeks lisan dan tulis tentang nama hari, bulan, waktu dalam hari, waktu dalam bentukangka, tanggal, dan tahun.1. Fungsi Sosial :
a. Mengenalkanb. Mengidentifikasi
2. Unsur Kebahasaan.a. Materi : Nama hari, bulan, waktu dalam hari, waktu dalam bentuk angka,
tanggal, dan tahun.b. Kata Tanya : What, how to, how many, and when.c. Expression : Before and after.
F. Sumber/Media Pembelajaran1. Sumber Pembelajaran
a. Buku Paket Bahasa Inggris “When English Rings the Bell” Kelas VIIb. LKS Bahasa Inggris Kurikulum 2013 Kelas VII Semester 1c. Internet
2. Media Pembelajaran : Word Search Puzzle Game
G. Metode Pembelajarana. Pendekatan : Scientific Approachb. Metode : Word Search Puzzle Gamec. Teknik : Competitive Game
H. Langkah Pembelajaran1. Pertemuan ke – 1
Table 10First Meeting for Experimental Group
FASE KEGIATAN PEMBELAJARAN WAKTUPendahuluan a. Guru menyapa siswa, mengecek daftar hadir ,
dan mempersiapakan pembelajaran.b. Peserta didik merespon salam dan pertanyaan
dari guru dengan kondisi dan pembelajaransebelumnya.
c. Peserta didik menerima informasi tentangketerkaitan pembelajaran sebelumnya denganpembelajaran yang akan dilaksanakan.
d. Peserta didik menerima informasi kompetensi,materi, tujuan, manfaat, dan langkahpembelajaran yang akan dilaksanakan.
10 menit
KegiatanInti
a. Mengamati- Peserta didik membuka buku paket yang
telah disediakan dan bersama – samamengamati materi ajar tentang “Name ofthe Days”.
- Dengan bimbingan guru, peserta didikberdiskusi tentang hal apa apa saja yangmereka ketahui yang berhubungan dengan‘Name of the Days”.
- Guru menunjukkan contoh “Word SearchPuzzle” kepada siswa dan menjelaskancara menggunakannya.
b. MenanyaGuru mengarahkan peserta didik untukbertanya mengenai materi atau bahan ajartentang fungsi sosial dan unsur kebahasaanyang terkait dengan “Name of the Days”.
c. Menalar- Peserta didik mengidentifikasikan nama-
65 menit
nama hari dan ungkapan yang biasadigunakan saat mempelajari hari.
- Masing – masing peserta didik berlatih
mencari nama-nama hari, ungkapan before-after, nama mata pelajaran, dan kegiatansiswa dalam satu minggu dalam “WordSearch Puzzle“ yang telah disediakan.
d. Bermain Game- Peserta didik dibagi menjadi 2 kelompok
dan berkompetisi untuk mengisi “WordSearch Puzzle” yang telah ditempel dipapan.
- Game ini dibagi menjadi 2 sesi. Pada sesipertama, setiap group yang terdiri dari 15orang mengambil 1 kartu yang telahdisediakan, berdasarkan kartu itu siswamencari kata di “Word Search Puzzle”.Contohnya: siswa mendapat kata“Minggu” maka siswa tersebut harusmencari terjemahannya dalam bahasaInggris yaitu kata “Sunday” di papan Jikasiswa tersebut tidak dapat menemukannyamaka akan dianggap gagal dan digantidengan siswa lain dengan kartu lain. Padasesi kedua, guru memberikan kartu yangberisi petunjuk. Contohnya: “today isSunday. Tomorrow is ….” Berdasarkanpetunjuk itu , murid harus mencarijawabannya.
- Group yang pertama kali berhasilmenyelesaikannya dengan benar yangmenjadi pemenang dan mendapat hadiahdari guru.
e. Mengkomunikasikan- Setelah mengetahui kata – kata tersebut,
siswa diajak untuk mencobamengkomunikasikan kata – kata tersebutseperti bertanya nama hari, mata pelajaran,dan aktivitas selama seminggu.
- Siswa mencoba membuat aktivitas selamaseminggu dengan kata – kata yang telahdipelajari.
Penutup a. Peserta didik bersama guru menyimpulkanmateri pembelajaran.
b. Guru menutup pembelajaran dengan
5 menit
memberikan PR kepada siswa untuk membuatmata pelajaran dalam Bahasa Inggris.
2. Pertemuan ke – 2Table 11
Second Meeting for Experimental Group
FASE KEGIATAN PEMBELAJARAN WAKTUPendahuluan a. Guru menyapa siswa, mengecek daftar hadir ,
dan mempersiapakan pembelajaran.b. Peserta didik merespon salam dan pertanyaan
dari guru dengan kondisi dan pembelajaransebelumnya.
c. Peserta didik menerima informasi tentangketerkaitan pembelajaran sebelumnya denganpembelajaran yang akan dilaksanakan.
d. Peserta didik menerima informasi kompetensi,materi, tujuan, manfaat, dan langkahpembelajaran yang akan dilaksanakan.
10 menit
KegiatanInti
a. Mengamati- Peserta didik membuka buku paket yang
telah disediakan dan bersama – samamengamati materi ajar tentang “Time andNumbers”.
- Dengan bimbingan guru, peserta didikberdiskusi tentang hal apa apa saja yangmereka ketahui yang berhubungan dengan‘Time and Numbers”.
- Guru menunjukkan contoh “Word SearchPuzzle” kepada siswa dan menjelaskancara menggunakannya.
b. MenanyaGuru mengarahkan peserta didik untukbertanya mengenai materi atau bahan ajartentang fungsi sosial dan unsur kebahasaanyang terkait dengan “Time and Numbers”.
c. Menalar- Peserta didik mengidentifikasikan nama-
nama waktu, angka – angka saatmenunjukkan jam, dan aktivitas - aktivitasbeserta waktunya.
d. Bermain Game- Peserta didik dibagi menjadi 2 kelompok
dan berkompetisi untuk mengisi “WordSearch Puzzle” yang telah ditempel dipapan.
- Game ini dibagi menjadi 2 sesi. Pada sesipertama, setiap group yang terdiri dari 15orang mengambil 1 kartu yang telahdisediakan, berdasarkan kartu itu siswamencari kata di “Word Search Puzzle”.Contohnya: siswa mendapat kata “Siang”maka siswa tersebut harus mencari kata“Afternoon” di papan. Pada sesi kedua,guru memberikan kartu yang berisipetunjuk. Contohnya: “First, second, ….. ,fourth, fifth”. Berdasarkan petunjuk itu ,murid harus mencari jawabannya.
- Jika siswa tersebut tidak dapatmenemukannya maka akan dianggap gagaldan diganti dengan siswa lain dengan kartulain.
- Group yang pertama kali berhasilmenyelesaikannya yang menjadi pemenangdan mendapat hadiah dari guru.
e. Mengkomunikasikan- Setelah mengetahui kata – kata tersebut,
siswa diajak untuk mencobamengkomunikasikan kata – kata tersebutseperti bertanya waktu dan jam saatmelakukan aktivitas.
- Siswa mencoba membuat aktivitas selamasehari beserta waktu yang telah dipelajari.
Penutup a. Peserta didik bersama guru menyimpulkanmateri pembelajaran.
b. Guru menutup pembelajaran.
5 menit
3. Pertemuan Ke – 3Table 12
Third Meeting for Experimental Group
FASE KEGIATAN PEMBELAJARAN WAKTUPendahuluan a. Guru menyapa siswa, mengecek daftar hadir ,
dan mempersiapakan pembelajaran.b. Peserta didik merespon salam dan pertanyaan
dari guru dengan kondisi dan pembelajaransebelumnya.
10 menit
c. Peserta didik menerima informasi tentangketerkaitan pembelajaran sebelumnya denganpembelajaran yang akan dilaksanakan.
d. Peserta didik menerima informasi kompetensi,materi, tujuan, manfaat, dan langkahpembelajaran yang akan dilaksanakan.
KegiatanInti
a. Mengamati- Peserta didik membuka buku paket yang
telah disediakan dan bersama – samamengamati materi ajar tentang “Name ofthe Months”.
- Dengan bimbingan guru, peserta didikberdiskusi tentang hal apa apa saja yangmereka ketahui yang berhubungan dengan‘Name of the Months”.
- Guru menunjukkan contoh “Word SearchPuzzle” kepada siswa dan menjelaskancara menggunakannya.
b. MenanyaGuru mengarahkan peserta didik untukbertanya mengenai materi atau bahan ajartentang fungsi sosial dan unsur kebahasaanyang terkait dengan “Name of the Months”.
c. Menalar- Peserta didik mengidentifikasikan nama-
nama bulan, tanggal kelahiran dan tanggal– tanggal hari penting.
- Masing – masing peserta didik berlatihmencari nama-nama bulan, cara tanggallahir, dan nama hari – hari penting dalam“Word Search Puzzle“yang telahdisediakan.
d. Bermain Game- Peserta didik dibagi menjadi 2 kelompok
dan berkompetisi untuk mengisi “WordSearch Puzzle” yang telah ditempel dipapan.
- Game ini dibagi menjadi 2 sesi. Pada sesipertama, Setiap group yang terdiri dari 15orang mengambil 1 kartu yang telahdisediakan, berdasarkan kartu itu siswamencari kata di “Word Search Puzzle”.Contohnya: siswa mendapat kata “Mei”maka siswa tersebut harus mencari kata“May” di papan. Jika siswa tersebut tidakdapat menemukannya maka akan dianggap
65 menit
gagal dan diganti dengan siswa lain dengankartu lain. Pada sesi kedua, gurumemberikan kartu yang berisi petunjuk.Contohnya: “People celebrateIndependence Day on …… “Berdasarkanpetunjuk itu , murid harus mencarijawabannya.
- Group yang pertama kali berhasilmenyelesaikannya yang menjadi pemenangdan mendapat hadiah dari guru.
e. Mengkomunikasikan- Setelah mengetahui kata – kata tersebut,
siswa diajak untuk mencobamengkomunikasikan kata – kata tersebutseperti bertanya nama bulan, tanggal lahirteman di kelas, dan hari – hari bersejarahbeserta tanggalnya.
- Siswa mencoba membuat aktivitas selamaseminggu dengan kata – kata yang telahdipelajari.
Penutup a. Peserta didik bersama guru menyimpulkanmateri pembelajaran.
b. Guru menutup pembelajaran denganmemberikan PR kepada siswa untukmengerjakan LKS yang berisi tentangsemua materi pelajaran yang ada di BAB 3– It’s My Birthday.
5 menit
I. Penilaian
Nilai : Jumlah Skorx 100 =
Skor Maksimal
Appendix 08
LESSON PLAN FOR CONTROL GROUP
( RPP )
Satuan Pendidikan : SMPN 12 MataramKelas/Semester : VII D / CONTROLMata Pelajaran : Bahasa InggrisTopik : It’s My BirthdayAlokasi Waktu : 3 x 80 menit (3M)
A. Kompetensi Inti (KI)
1. Menanggapi dan mengamalkan ajaran agama yang dianutnya.2. Menghargai perilaku (jujur,disiplin, tanggung jawab, peduli, santun, rasa ingin
tahu, percaya diri, toleran, motivasi internal, pola hidup sehat, dan ramah lingkungan)dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauanpergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) dalam ilmupengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan keagamaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian yang tampakmata.
4. Mencoba, mengolah, dan menyaji berbagai hal dalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajaridi sekolah dan dari berbagai sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar (KD)
1.2 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasapengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalammelaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,dalam melaksanakan komunikasi fungsional.
3.3 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks untukmenyatakan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktudalam bentuk angka, tanggal, dan tahun.
4.3 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama hari,bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun,
dengan unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator
1. SpiritualMensyukuri anugrah Tuhan akan keberadaan Bahasa Inggrissebagai bahasa pengantar komunikasi internasional.
2. SosialMelakukan sikap yang bertanggung jawab, peduli, kerja sama dan cinta damai dalammelaksanakan komunikasi fungsional secara konsisten.
3. PengetahuanMemahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks untukmenyatakan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalambentuk angka, tanggal, dan tahun.
4. KetrampilanMenyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama hari, bulan,nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, dengan unsurkebahasaan yang benar dan sesuai konteks..
D. Tujuan Pembelajaran
Peserta didik diharapkan dapat:
1. Menunjukkan kesungguhan dalam belajar bahasa Inggris tentang nama hari, bulan,nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun.
2. Menunjukkan perilaku yang jujur, disiplin, dan tanggung jawab dalam berkomunikasitentang nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka,tanggal, dan tahun.
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks tentangnama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dantahun.
4. Menyusun teks lisan dan tulis tentang nama hari, bulan, nama waktu dalam hari,waktu dalam bentuk angka, tanggal, dan tahun.
E. Materi PembelajaranTeks lisan dan tulis tentang nama hari, bulan, waktu dalam hari, waktu dalam bentukangka, tanggal, dan tahun.1. Fungsi Sosial
a. Mengenalkanb. Mengidentifikasi
2. Unsur Kebahasaana. Materi : Nama hari, bulan, waktu dalam hari, waktu dalam bentuk angka,
tanggal, dan tahun
b. Kata Tanya : What, how to, how many, and whenc. Expression : Before and after
F. Sumber/Media Pembelajaran
1. Sumber Pembelajarana. Buku Paket Bahasa Inggris “When English Rings the Bell” Kelas VIIb. LKS Bahasa Inggris Kurikulum 2013 Kelas VII Semester 1c. Internet
2. Media Pembelajaran : English Dictionary dan Whiteboard
G. Metode Pembelajaran
a. Pendekatan : Scientific Approachb. Metode : Traditional Methodc. Teknik : Teacher’s Talk
H. Langkah Pembelajaran
1. Pertemuan ke – 1Table 13
First Meeting for Control Group
FASE KEGIATAN PEMBELAJARAN WAKTUPendahuluan a. Guru menyapa siswa, mengecek daftar hadir ,
dan mempersiapakan pembelajaranb. Peserta didik merespon salam dan pertanyaan
dari guru dengan kondisi dan pembelajaransebelumnya.
c. Peserta didik menerima informasi tentangketerkaitan pembelajaran sebelumnya denganpembelajaran yang akan dilaksanakan.
d. Peserta didik menerima informasi kompetensi,materi, tujuan, manfaat, dan langkahpembelajaran yang akan dilaksanakan.
10 menit
KegiatanInti
a. Mengamati- Peserta didik membuka buku paket yang
telah disediakan dan bersama – samamengamati materi ajar tentang “Name ofthe Days”.
- Dengan bimbingan guru, peserta didikberdiskusi tentang hal apa apa saja yangmereka ketahui yang berhubungan dengan‘Name of the Days”.
b. Menanya
65 menit
Guru mengarahkan peserta didik untukbertanya mengenai materi atau bahan ajartentang fungsi sosial dan unsur kebahasaanyang terkait dengan “Name of the Days”.
c. Menalar- Peserta didik mengidentifikasikan nama-
nama hari dan ungkapan yang biasadigunakan saat mempelajari hari.
- Masing – masing peserta didik berlatihmencari nama-nama hari, ungkapanbefore-after, nama mata pelajaran, dankegiatan siswa dalam satu minggumenggunakan kamus dan mencatatnya dibuku mereka masing - masing.
d. Mengkomunikasikan- Setelah mengetahui kata – kata tersebut,
siswa diajak untuk mencobamengkomunikasikan kata – kata tersebutseperti bertanya nama hari, mata pelajaran,dan aktivitas selama seminggu.
- Siswa mencoba membuat aktivitas selamaseminggu dengan kata – kata yang telahdipelajari.
Penutup a. Peserta didik bersama guru menyimpulkanmateri pembelajaran.
b. Guru menutup pembelajaran denganmemberikan PR kepada siswa untuk membuatmata pelajaran dalam Bahasa Inggris.
5 menit
2. Pertemuan ke – 2Table 14
Second Meeting for Control Group
FASE KEGIATAN PEMBELAJARAN WAKTUPendahuluan a. Guru menyapa siswa, mengecek daftar hadir ,
dan mempersiapakan pembelajaran.b. Peserta didik merespon salam dan pertanyaan
dari guru dengan kondisi dan pembelajaransebelumnya.
c. Peserta didik menerima informasi tentangketerkaitan pembelajaran sebelumnya denganpembelajaran yang akan dilaksanakan.
d. Peserta didik menerima informasi kompetensi,materi, tujuan, manfaat, dan langkahpembelajaran yang akan dilaksanakan.
10 menit
Kegiatan a. Mengamati 65 menit
Inti - Peserta didik membuka buku paket yangtelah disediakan dan bersama – samamengamati materi ajar tentang “Time andNumbers”.
- Dengan bimbingan guru, peserta didikberdiskusi tentang hal apa apa saja yangmereka ketahui yang berhubungan dengan‘Time and Numbers”.
b. MenanyaGuru mengarahkan peserta didik untukbertanya mengenai materi atau bahan ajartentang fungsi sosial dan unsur kebahasaanyang terkait dengan “Time and Numbers”.
c. Menalar- Peserta didik mengidentifikasikan nama-
nama waktu, angka – angka saatmenunjukkan jam, dan aktivitas - aktivitasbeserta waktunya.
- Masing – masing peserta didik berlatihmencari nama-nama waktu, angka 1 – 100,dan nama aktivitas – aktivitas sehari – harimenggunakan kamus dan mencatatnya dibuku mereka masing - masing.
d. Mengkomunikasikan- Setelah mengetahui kata – kata tersebut,
siswa diajak untuk mencobamengkomunikasikan kata – kata tersebutseperti bertanya waktu dan jam saatmelakukan aktivitas.
- Siswa mencoba membuat aktivitas selamasehari beserta waktu yang telah dipelajari.
Penutup a. Peserta didik bersama guru menyimpulkanmateri pembelajaran.
b. Guru menutup pembelajaran.
5 menit
3. Pertemuan Ke – 3Table 15
Third Meeting for Control Group
FASE KEGIATAN PEMBELAJARAN WAKTUPendahuluan a. Guru menyapa siswa, mengecek daftar hadir ,
dan mempersiapakan pembelajaran.b. Peserta didik merespon salam dan pertanyaan
dari guru dengan kondisi dan pembelajaransebelumnya.
c. Peserta didik menerima informasi tentang
10 menit
keterkaitan pembelajaran sebelumnya denganpembelajaran yang akan dilaksanakan.
d. Peserta didik menerima informasi kompetensi,materi, tujuan, manfaat, dan langkahpembelajaran yang akan dilaksanakan.
KegiatanInti
a. Mengamati- Peserta didik membuka buku paket yang
telah disediakan dan bersama – samamengamati materi ajar tentang “Name ofthe Months”.
- Dengan bimbingan guru, peserta didikberdiskusi tentang hal apa apa saja yangmereka ketahui yang berhubungan dengan‘Name of the Months”.
b. MenanyaGuru mengarahkan peserta didik untukbertanya mengenai materi atau bahan ajartentang fungsi sosial dan unsur kebahasaanyang terkait dengan “Name of the Months”.
c. Menalar- Peserta didik mengidentifikasikan nama-
nama bulan, tanggal kelahiran dan tanggal– tanggal hari penting.
- Masing – masing peserta didik berlatihmencari nama-nama bulan, cara tanggallahir, dan nama hari – hari menggunakankamus dan mencatatnya di buku merekamasing - masing.
d. Mengkomunikasikan- Setelah mengetahui kata – kata tersebut,
siswa diajak untuk mencobamengkomunikasikan kata – kata tersebutseperti bertanya nama bulan, tanggal lahirteman di kelas, dan hari – hari bersejarahbeserta tanggalnya.
- Siswa mencoba membuat aktivitas selamaseminggu dengan kata – kata yang telahdipelajari.
65 menit
Penutup a. Peserta didik bersama guru menyimpulkanmateri pembelajaran.
b. Guru menutup pembelajaran denganmemberikan PR kepada siswa untukmengerjakan LKS yang berisi tentangsemua materi pelajaran yang ada di BAB 3– It’s My Birthday.
5 menit
I. Penilaian
Nilai : Jumlah Skorx 100 =
Skor Maksimal
Appendix 09
EXAMPLE OF WORD SEARCH PUZZLE GAME
E M O N C H E R R Y D I W E D L A N D I S A AT N W R M T S A W A D N D I I T P B E F O R EJ R D Y J R D M E Y S M U N H A R A I N T M US S S P O R T S D A W A L Y S C I E N G U L FW Y F A H D A A N N I D L U A A A N D B O P MD E S C G F M M E M M R A S T N S T D A C E EY Y M F F S H M S U N D A Y U G E A F T E R SH E S C I F I P D I I S M R R G B A A N N L GY S N R D Y A D A R T U A A D R B E F F A E NH T H U R S D A Y A N D K M A E K T J T G L AA E E U A S P N W S U I D A Y M O N D A Y A JL R T I N A M S A T U R N U S N O N I A N H NT D G D E H I U I U H N P S O I Y Y D L O S AE A E Y F T F R I D A Y M P L A E N G L I S HR Y G Y C W P R N S A M N D A Y N A K A Y S LG L F I M N R A M A L M O N D A Y B A N A A EG F R J N Y A T U A S P A M L S C I E N C E TA T I O F S N U H N H D D P I N N E N G G M SF D E G G T U E S P O O K Y N G E S E E N P ST S D G S T S S M T S D L D E M P A K T A E UA U A I Y Y T D I I S W I M M I N G U H Y P NR O T N T D A A D M R R I N D B E R P E A U DG P Y G D A Y Y S A T U R N D A Y M I G H T I
P S U N S H E A R W E D N E M U R A T M A T AT O M M A R O N F E R P Y S U N D A Y O L S FF M S T U D Y I N G A F T G A N O L L N I S TA F T A R F R Y D A Y R M A T C H I N K Y T IM L N E S D A T T H U R S T A M B A K E S U NA A N A L P I W E D N E S D A Y S R T Y D D GS A T T U L R E S T E N I M E T U T I I L D TH S O I N A R E L L I U V T N I A S E K A E UA S F S D Y W S T S R M E R T H U R S D A Y EA R C H E I O M A R E T R R T I P R E P O I BN T E E A N R A U E S A S A W E D D U S T N AA U F I L G D C D M M A T H I L M U R T B G LF E L G I A S A Y E T R I P N A O D P L E A LI S T U R D I I N S U A T E S K N I N G F A SR D S E N I I T A D D T Y D T E D A A I O P UE A T T G R E L I G I O N H U S A M R N R I NL Y U A W L R X T R E A I S N H Y R M G E N ML S D R I I E E T I N M N I I A A U I N G G EI Y M A T T A T W E D D I N G S P I N G I M RD L E T H M A F T E R F E L S A T U R D A Y EA A N S U A D G H H T O N G S U A S I N G I GY F R I D A Y N E T S T O M O R R O W D A Y GM N T S N F I S U N B A Y P L A Y T P I N G U
Appendix 10
TEST RESULT FOR EXPERIMENTAL GROUP
Table 16
The Result of Pre-Test and Post-Test for Experimental GroupNo. Subject Pre-Test Post-Test
1. AS 55 62,5
2. AZ 50 80
3. AH 62 82,5
4. DS 75 90
5. DL 60 72,5
6. EJ 52 80
7. EK 62,5 70
8. IS 40 77,5
9. IF 62 80
10. JA 77,5 67,5
11. KJ 70 80
12. LS 45 60
13. M.RH 55 75
14. MJ 72 85
15. MK 47,5 87,5
16. MH 40 75
17. MS 42,5 82,5
18. NB 50 70
19. NS 50 82,5
20. OV 72 85
21. PA 70 85
22. REF 69,5 85
23. RM 60 77,5
24. RA 50 67,5
25. RM 70 85
26. RP 50 75
27. SA 70 72,5
28. SR 45 67,5
29. TK 80 87,5
30. WS 35 72,5
31. YK 72,5 80
Total Score 1812 2400
The Highest Score 80 90
The Lowest Score 35 60
Mean Score 58,45 77,42
Standard Deviation 12,59 7,71
Appendix 11
TEST RESULT FOR CONTROL GROUP
Table 17
The Result of Pre-Test and Post-Test for Control GroupNo. Subject Pre-Test Post-Test
1. AA 47,5 67,5
2. AR 32,5 42,5
3. AS 52,5 62,5
4. AM 70 77,5
5. DJ 60 75
6. EN 50 65
7. FH 45 50
8. GP 50 70
9. HM 35 40
10. IK 67,5 82,5
11. KA 75 80
12. LA 80 82,5
13. MA 80 82,5
14. MH 25 37,5
15. MW 45 20
16. MS 45 52
17. RA 50 70
18. MK 35 40
19. NO 60 65
20. NA 67,5 72,5
21. NJ 67,5 72,5
22. RJ 55 75
23. RFT 77,5 82,5
24. RA 60 72,5
25. RJ 52 75
26. SN 57,5 62,5
27. SK 15 60
28. TAS 50 65
29. VYA 60 70
30. WF 80 82,5
31. YF 65 75
Total Score 1712 2027
The Highest Score 82,5 82,5
The Lowest Score 15 20
Mean Score 55,23 65,39
Standard Deviation 16,29 15,84
Appendix 12
DEVIATION AND SQUARE OF THE DEVIATION SCORE
FOR EXPERIMENTAL GROUP
Table 18The Deviation and Square of Experimental Group
