THE EFFECT OF BINGO GAME IN TEACHING VOCABULARY AT THE FIRST GRADE OF SMA YP UNILA

ABSTRACT

The Effect of Bingo Games in Teaching Vocabulary to First Grade Students of SMA YP Unila

By

Puspa Aprilia Ningtias

Vocabulary is one of the most important components to be mastered by English learners. Without having enough vocabulary, English learners cannot learn English very well. Many people want to learn English, but they are lack of vocabulary, thus it can make them difficult to master English subject.

The aims of this research were to find out whether there are good response and improvement of students’ vocabularies between before and after being taught through Bingo game and all of the problems that were faced by the reasercher and students in using Bingo game as a technique for teaching Vocabulary. The sample of this research was the X ISOS4 class of the tenth grade of SMA YP Unila Bandar Lampung in the year 2013/2014.

CURRICULUM VITAE

The‎writer’s‎name‎is‎Puspa‎Arilia‎Ningtias.‎She‎was‎born‎in‎Tanjung‎Karang‎on‎April‎ 13th 1993. She is the fourth child of bapak Hi. Drs. Kabit Paidiyanto M.Pd and ibu Hj. Dra. Yani Hernawati.

She started her study at TK Aisiyah Rawa Laut in 1997 and continued her study at SDN 1 Rawa Laut in 1998. After graduating from Elementary school in 2004, she went to SMP N 25 Bandar Lampung and graduated in 2007. Then she finished her high school at SMA YP Unila Bandar Lampung in 2010.

DEDICATIONS

This script is dedicated to:

My dearest parents Hi. Drs. Kabit Paidiyanto, M.Pd and Hj. Dra. Yani Hernawati My beloved sister Puspita Yuliandari STP, M.si

Motto

4.1.2 Students’‎Perception‎after‎being‎taught‎Through‎Bingo‎Game.. 43

4.1.3‎Increase‎of‎students’‎vocabulary after being taught through... Bingo Game... 44

4.2 Discussion and Findings... 44

V. CONCULISSON AND SUGGESTION 5.1 Conclusions... 50

5.2 Suggestion... 51

REFERENCES... 52

LIST OF TABLES

1. Table of Specification Vocabulary... 32

2. Distribution of the Pre-Test and Post-test scores... 39

3. Mean Scores of the Pretest and Posttest Students’ Vocabularies... 41

4. The significant difference between the pretest and the posttest... 43

5. The differences ability before and after being taught through Bingo Game.. 44

LIST OF GRAPHS 1. The difference scores between the pretest and the posttest... 46

APPENDICES

1. Lesson Plan I... 57

2. Lesson Plan II... 63

3. Test of Vocabulary (Tryout)... 68

4. Test of Vocabulary (Pretest)... 73

5. Test of Vocabulary (Posttest)... 78

6. Questionnaire... 84

7. The Scores of Tryout... 86

8. Upper and Lower Class of Tryout... 87

9. Level of Difficulty and Discrimination Power of Tryout... 88

10.Coefficient of Reliability... 89

11.Reliability of Tryout... 90

12.Scores of Students’ Pretest and Posttest... 91

13.Random Test of Pretest... 93

14.Random Test of Posttest... 94

15.Normality Test of Pretest... 95

16.Normality Test of Posttest... 96

17.Distribution the Frequency of Pretest... 97

18.Distribution the Frequency of Posttest...98

19.Distribution the Data of Pretest...99

20.Distribution the Data of Posttest...101

CHAPTER 1

I. INTRODUCTION

This chapter discusses the background of problems, identification of the problems, limitation of the problems, formulation of the problems, objectives of the research and significances of the study.

1.1 Background of Problems

In learning English, vocabulary is one of the most important components to be mastered by English learners. Without having enough vocabulary, English learners cannot learn English very well. Many people want to learn English, but they are lack of vocabulary, thus it can make them difficult to master English subject. From that statement, it can be concluded that vocabulary should be taught as soon as possible to make students familiar with it. In contrast, there are still a lot of senior high school students who have difficulty to understand some of vocabularies, this condition makes them do not like English subject. They think English is a difficult subject and that was not interesting.

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need to practice, even they have a mistake, but in the fact they still have less motivation to do it, they just look at one or two students who have a good speaking in the class and they do not have the opportunity. According to the book, learning is easy, in order to increase the desire to learn and eliminate the feeling that foreign languages especially English is a difficult subject is to practice it and practice a lot, because without practicing we are not able to master the language itself.

Then, many of the students said “English is difficult, because the written form of vocabularies are different from the pronunciation”, so when the teacher asks students to say some words in English, they are just following their friend or just pronounce randomly, even though some of students know if they have mistakes in pronouncing some English word, it can change the meaning of the word. The next problem is coming from the teaching method, students said, teacher always uses traditional method (answer and question method) in the class and just a clever student who can follow it, because the students in the middle rank and in the low rank know their answer frequently wrong and they feel they are not as competent as the clever students.

class, but still serious to learn. The teacher must be able to build a good classroom atmosphere.

One of the good techniques to make students have an interest when they learn English is game. Games are believed to make them enjoy the class, not afraid of talking in front of the class, making them active and the class more competitive. The teacher can give rewards to them to make them become more enthusiastic. With this method, it is believed that their ability to use English, especially in vocabulary will increase. There are many games that the teacher can use to teach students, but one of them is really interesting, it is usually called Bingo game. Bingo game is a game for the whole class or for small groups too (Kimberly, 2009). The teacher can serve as the caller, or the students can take turns serving as the caller. The basic idea of Bingo game is to encourage the students to study and review their vocabulary words (Richardson and Morgan, 2003). The caller calls out the definition, then the players have to determine if their bingo card has the word that matches the definition.

4 1.2 Identification of the Problems

Based on the background of the problems the following problems can be identified:

a. They are lack of practice

b. They always think English is a difficult subject, because the words in English are different in written and spoken.

c. They are lack of motivation.

d. The teacher always uses a question and answer method, and it bores them.

e. They think English vocabularies are not familiar to them.

f. The limitation of information sources including dictionaries, on the other hand, the teacher always explains in English without translating it. g. The complexity of the word knowledge.

1.3 Limitation of the Problems

From all of the problems that are faced by students, there are three crucial problems and really influence students.

1. Lack of practice.

2. Ineffective teachers’ method and strategy.

3. Students’ negative attitude when they must speak up in front of the class

to try, even they have a mistake, they can fix it later. Then, students feel question and the answer method is a boring activity, they need to be more relax, to open their mind that English is an enjoyable subject. And with the games, the teacher can solve those problems, because by using game, the student can be active, not more thinking about mistake, not thinking about confidence, they can talk as much as they want as the participate during the games. And Bingo game is one of the best games that can make the class lively.

1.4 Formulation of the Problems

There are three formulations of the problems, and here they are:

1. Is there any improvement of their vocabulary after being taught through Bingo Game?

2. How is the first grade students’ perception of the use of bingo games to teach them vocabulary at SMA YP Unila?

3. What are the problems faced by the students and the researcher during learning and teaching vocabulary through Bingo Game?

1.5 Objectives

There are three objectives of this research, and here they are:

1. To see the students’ improvement on the use of Bingo games in teaching

vocabulary through Bingo Game

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3. To identify the students’ and the reasercher’ problems when bingo games are used for learning vocabulary

1.6 Significances of the study

There are two types of significances, and here they are:

Theoretical uses:

1) To support learning strategy for all of students, when they learn English subject.

2) To be a reference for the next researchers that can make students in senior high school as the object of the research.

Practical uses:

1) This teaching strategy will contribute to develop the teacher technique when they want to increase student’s ability in memorizing vocabulary. 2) The result of this research can be useful for the other English teacher in

teaching and sometimes practicing vocabulary in senior high school.

CHAPTER 2

THEORITICAL FRAMEWORK

This chapter will discuss theoretical points: review of previous research and review of related literature when using Bingo games as a strategy in teaching vocabulary.

2.1 Reviews of Previous Research

There are many more studies using games that are considered effective and really helpful, especially for vocabulary learning process. This time, the researcher will use the games which are still very rarely encountered in teaching vocabulary as one of the game that are effective, that is Bingo game.

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The caller calls out the definition, then the players have to determine if their Bingo card has the word that matches the definition.

Bingo game came first in Italy 1530. All people call the "Beano", but when they play the game, there was one player who called Bingo not said Beano, since then Bingo games starts to be well known. In beginning of Bingo games many of people said this game had a close relationship with gambling, but over time, Bingo games has been known as one of the educational media. Many children learn to use Bingo game; there are some various types of cards to play this game. They can make with their own creation or usage examples like using picture, or matching a word and that still exist.

In the year of 2011, there was a woman from Indonesia named Puja (Puja, 2011) which conducted some researches with the use of Bingo games to enhance the ability of the fourth graders in elementary school Negri Rajegwes. And with the strategy, it was proven that students were able to increase their vocabulary. Therefore, from that research, the researcher wants to try this game for teaching other levels like students in senior high school.

2.2 Reviews of Related Literature

2.2.1 Concept of vocabulary

Vocabulary is one aspect that has to be learned between others language skills. Learning vocabulary is very important because we are able to speak, write, and listen well (in English / foreign language) if we know what vocabulary that we should use. Someone must know the word if they can recognize the meaning when they see it (Cameron, 2001: 75). It means that if we know a word, then we also have to know its meaning and function. Learning a language without learning its vocabulary seems impossible (Khajavi, 2012). According to Gardener (2009) vocabulary is not only confined to the meaning of words but also includes how vocabulary in a language is structured: how people use and store words and how they learn words and the relationship between words, phrases, categories of words and phrases (Graves, 2000). Vocabulary is central to English language teaching because without sufficient vocabulary students cannot understand others or express their own ideas. Wilkins

(1972) wrote that “. . . while without grammar very little can be conveyed, without

vocabulary nothing can be conveyed” (pp. 111–112).

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form), and any word the parts that make up this particular item (such as a prefix, root, and suffix). Within a sentence there are parts of speech, we know as a noun, adjective, pronoun, verb, adverb, which we also use in Bahasa Indonesia

In learning vocabulary automatically we have to know the meaning of words itself and can use it in sentences. Vocabulary learning is study to discriminate progressing the meaning of words in the target language from the meanings of their nearest

„equivalent’ in the mother tongue.

Ann & Lee (1997) Classified Vocabulary into two terms there are:

a. Active Vocabulary refers to items the learner can use appropriately in speaking or writing and it is also called as productive vocabulary, although, in fact, it is more difficult to put into practice. It means that to use the productive vocabulary, the students are supposed to know how to pronounce it well, they must know and be able to use grammar of the language target, they are also hoped to familiar with collocation and understand the connotation meaning of the words. This type is often used in speaking and writing skill.

b. Passive Vocabulary refers to a language item that can be recognized and understood in the context of reading or listening and also called as receptive Vocabulary. Passive Vocabulary or comprehension consists of the words comprehended by the people, when they read and listen.

1 Noun : It is one of most important part of speech. It is arrangement with the verb helps to form the sentences core which is essential to every complete sentence. It could be the name of person, place, thing or idea.

2. Verb : It is the word which expresses an action or a help to make a statement.

3. Adjective : It is the word used to qualify noun or pronoun.

4. Adverb : it is a word used for qualifying the meaning of verb, adjective, or another adverb.

5. Conjunction : It is a word used to relate one word to another one, or one sentence to another one.

6. Pronoun : It is the word which can take the place of a noun.

7. Interjection : it is a word put into sentence to express a sudden felling of mind or emotions.

Based on research conducted by Biemiller (Biemiller, 2003) and Paul Nation (Nation, 2008) for a couple years ago, they recognized that vocabulary is a crucial part of learning a foreign language; in this case is English. Both of them are very interested in teaching vocabulary, teaching vocabulary right away and look for solutions to the kinds of problems that exist in the teaching of vocabulary. Nation says in his article deliberately that teaching vocabulary is one of the least efficient ways of developing

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In this study, Nation and Biemiller are looking from the perspective of a teacher. Different from Paul, Andrew said in his article that he focused more on the study of vocabulary and vocabulary growth. Even their findings and product are very different, but both agreed that learning vocabulary is an important lesson in learning English, because with our ability to memorize and say a few words, we can do other activities such as writing, reading and listening to the language outside of the mother tongue.

2.2.2 Concept of teaching vocabulary through games

Many of the experts claim that the game is a good way to improve vocabulary. Through games, students will learn new things other than the usual way of study with books as the media. The game itself makes the students to be more active and competitive by trying to win games that the teacher gives, so the class will have a more lively atmosphere. Learning while playing is a popular activity nowadays, many researchers use games to teach vocabulary, for example The Than and Thi Thu Nga (Than & Thu Nga, 2003), in the articles they published, they say and describe the benefits of using learning games. Based on the viewpoint of their students who states that using games through the class are not monotonous and boring, they become much more vibrant when using games as a learning strategy or method. They say in

their journal “students who have a desire to learn English to deal with foreign

To remember and to understand the kinds of new vocabulary, the learners must participate and contribute in various activities of the task which is in their classroom. Whether it is the task of guessing, exercise illustrates, or making conversation. Such activities also include vocabulary games which primarily focused on helping students’ development by using the words. The most important thing is how to make them easier to remember new vocabulary in different contexts by making learning more enjoyable.

Vocabulary is a major part of learning a foreign language. It also supports the lessons taught in speaking, listening, reading and writing. During the regular lesson, the students using their own vocabulary in their mind and will be introduced to new words given by the teacher and classmates that they apply to classroom activities. For many English learners, every time they think about vocabulary, students will normally think to learn a bunch of new words without a lot of activities to practice it in class as a dialogue with their peers or teachers. Number of learners can share the same experience of looking up words in a bilingual dictionary to find the meaning or definition when they find new words. They may even write new lines, words without knowing what the meaning of the word in a context. Some of the researcher suggests

that “When teaching new vocabulary, we should begin by teaching the new item in

context, but at a later stage learners should be given the opportunity of dealing with

the words out of context” Research and publications have shown that this is not a

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In addition, other students may require teachers to give meaning and grammatical function of the words that they do not know. Learners are waiting for the teacher to control lessons to provide new forms of words they write in their books or complete their exercise. This kind of verbal rote memorization is good to a certain extent because it helps the students to learn and use the proper form of the words.

In other words, the students only know how to use vocabulary in proper form, but they do not know how to use it with various shades of meaning in reality. Some experts of language teaching methodology also agree that playing games is a good way to learn vocabulary. In order to enhance learners’ learning of vocabulary, they need to be motivated to play a game or to complete a task, and with the enjoyment achieved, learning the lexis occurs smoothly (Moon, 2000).

Based on book Learning with the approach, active, innovative, environment, creative, effective and attractive (Uno & Mohamad 2011) there are some conclusions that in a learning process, we need a variety of strategies that can attract students to deepen what they have been learning. Learning through an innovative strategy will give a new thing that has been rarely or never they do before that in the learning process. From the review above, the researcher believes that one of the suitable strategies in learning vocabulary is through the game.

students' ability to understand and memorize a variety of new vocabulary; with the games many students will feel motivated, relaxed, interested and confidenced to speak in front of the class. The words will be easier to memorize even the words that were previously considered difficult and unattractive.

In 2007, Rashed (Rasheed, 2007) has a researched about the improvement of vocabulary through guessing games. This action research was carried out during the

first and second semesters of his final years’ teaching practice in a boys’ primary

school in Al Ain in the U.A.E. He observed that the English language teachers in the schools tend to rely heavily on drilling and questioning as strategies for teaching and learning vocabulary. His finding in the action research project made him realizes that language games help students learn vocabulary and help their learning in general. Drilling is not the only way to achieve memorization of vocabulary.

In 2009 the other research used vocabulary as a subject and game as the media is Joklova (Joklová, 2009) observed about teaching students using flash card or picture, in her thesis she says pictures are one of these valuable aids. Pictures bring images of reality into the unnatural world of the language classroom, Pictures bring not only images of reality, but can also function as a fun element in the class. So, she is really

sure this strategy can increase students’ ability in learning vocabulary, this

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Therefore, from all of the research, the researcher concluded that, games is one of the best term to teach the students especially in vocabulary, it made them can understand and memorized some words, because they are really happy to do that.

2.2.3 Teaching through bingo game

This game is very interesting and may stimulate the activity of the students in the class. First students can make BINGO cards to divide a piece of paper into five rows and five columns or four rows and four columns (depending on the command of the teacher) with one free space box where students can determine the position of their free space box. The students can create questions and answers in another paper that is given to the caller (the person who read about). All vocabularies and definitions are written on strips of paper and put in a container. Caller pulls the strip from the container, then read the definition; check the word from the list. They will write the correct answer according to the column of numbers or objects that definition read out by the caller. The first student to get BINGO wins the game. A bingo card looks much like an un-filled crossword puzzle with filled and blank squares. Each sub-game is completed when a participant who has filled in all blank squares calls out

„bingo’.

Bingo Game, the students are required to do something before they can make a square. Then, in “Talking” Bingo Game, the students have to talk to people before they can mark a square. In Testing Bingo Game, all of the students have the same board. If they all get BINGO at the same time, the teacher knows they have acquired the necessary skills/knowledge.

Finch (Finch, 2006) Agt from National University in his journal this game can be classified as follows:

 Picture Bingo (picture to word) : this type use a picture to describe, what is the word that must answer by the participant. Ex: the teacher give the picture then students guess what the picture is about.

 Word Bingo (word to word) : this type use a word to describe, what is the word that must answer by the participant. Ex: the teacher give the clue

“you need to mentions 3 provinces in Indonesia” then the students answer it.

 Synonym Bingo (similar word – thesaurus) : this type use a synonym to describe, what is the word that must answer by the participant . Ex: the teacher gives the students a word then the students need to memorize the synonym of the word.

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 Translation Bingo (Indonesia-English, English-Indonesia) : this type use a translation to describe, what is the word that must answer by the participant. Ex: the teacher gives the word in Bahasa Indonesia, and then the students need to answer it in English.

 Matching Bingo (matching a sportsperson to a sport, a singer to a song, etc.) : this type use a matching picture to describe, what is the word that must answer by the participant. Ex: teacher gives a sportsperson then the students need to match the picture with the sport.

 20 Questions Bingo (asking questions about the words) this type uses 20 questions to describe, what the word that must answer by the participant is. Ex: the teacher gives 20 questions then the students need to answer it yes or no, not a long answer.

 Riddle Bingo (definitions – dictionary) : this type uses a definitions to describe, what is the word that must answer by the participant. Ex: the teacher give the definitions of a word then the students need to guest what the definition is about.

 Idiom Bingo (explanations): this type uses an idiom to describe, what is the word that must answer by the participant. Ex: the teacher give the explanation or the meaning of the idiom then the students need to give the suitable idiom.

according to the language content and the characteristics of the learners (age, proficiency, affective variables, etc.). In this way, it is hoped to show that the Bingo concept can be adapted to meet the needs of any group of language learners.

In this case, the task bingo is an appropriate bingo to teach them. Because the regulations on the Task Bingo we have to carry out or do something before marking answers correctly, then the example is: before the boys and girls answer or mark the appropriate answer in their paper, they will ring and the first voice indicates that they have managed to find the right answers to the definition given by the caller. Then the antonym and synonym Bingo are suitable for the senior high school students because they have been learn in Bahasa Indonesia before and it will be useful for them if they know how to use and what kind of the word in the antonym and the synonym. For their level, it is quite enough if the teacher using a synonym and antonym in a questions structure, it can make them have more vocabulary in their mind.

Learning vocabulary is not easy to memorize. In high school students, they are still having a lot of trouble to memorize English vocabulary. Exciting games are effective way to increase interest and enthusiasm. Bingo game are still rarely used in learning vocabulary, with bingo games the students will create a sense of curiosity, how does it work, what are the advantages, is it interesting or not. So that, students will study carefully and they will feel a different atmosphere, yet still fun. Because of that students will be lured to become more active in the classroom. The teacher can also

20 2.2.4 Teaching through Synonym and Antonym

Synonyms are the words that share similar meaning, it is important to remember that synonyms are not words that have the same meaning, but rather, words that have similar meanings. This means that by learning synonyms, students learn to differentiate between shades of meaning. Antonyms are the words with opposite meaning, by learning antonyms, students learn the logical opposites of important words, thus enhancing their overall command of language. Synonym and antonym used as vocabulary practice, one possible explanation that they are used as in the class practice is. Synonyms and antonyms are relatively easy for teacher to introduce and for students to understand and they do not take too much time. According to Hedge (2000) by introducing synonym and antonym, students are able to understand the meaning relation among words and related new ones to old ones.

2.2.5 Advantage and disadvantages of Bingo games

Using Bingo games as a strategy have some advantages and they are (Finch, 2006):

1. Bingo game is a game that suitable for all ages.

2. More motivation for using while learning how to play.

3. Able to help the students remember some vocabularies which are difficult to be memorized.

4. Improve the ability to cooperate with each other (if using groups). 5. Invites students to think quickly

6. Influences students to be more creative and active

And Bingo game has advantages too, and here they are:

1. Makes the class difficult to be controlled

2. Students will be asked to make games continuously more than the material.

2.2.6 Procedure of teaching vocabulary trough bingo games

The activity of studying vocabulary by using Bingo Game (Finch, 2006): Pre-activities:

There are two steps of pre activities and here they are:

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b) The teacher tries to get students’ attention by asking some question about the

topic that is related to the material and in here teacher used some words of the antonym and synonym

Whilst activities:

There are eight steps of whilst activities and here they are:

a) The teacher tells the student that they are going to learn about vocabulary which is involve synonym and antonym the words that have they learnt before

b) Then, teacher lists the words on the whiteboard,

c) The teacher asks students that they will play with these words, the games

call “ bingo games”,

d) The teacher asks the students to prepare the paper. The teacher asks for each

student’s player has a paper with random numbers on it with five equal rows

and columns by folding the paper in halves until there are 25 squares on the paper. The students determine where their free space will be and write the

word “Free” in one of the spaces on the card, the FREE Square indicates that

the player doesn’t need to cover this square. On the other hand, the teacher

draws the same table in the whiteboard Teacher give the explanations, There is one CALLER, who shouts out the names of the numbers and questions. e) Teacher asks students to make 3 questions about antonym and synonym that

f) The teacher asks all of the students to collect the questions into a container, teacher shakes all of the questions and read it as a caller one by one and randomly, but before students fill their answer they must give sounds

“yes..yes..yes” it is a mark they can answer the question very well, and

students can get the answer of the question must give sounds “no...no..no” ,

but the game must still go on even some of groups can’t answer it

a) Therefore, the teacher tells that the groups who can answer diagonal, vertical and horizontal line first, they are the winner, and the teacher chooses 3 groups to get the rewards, but before getting rewards teacher must check students answer, whether correct or not.

Post activities:

There are three steps of post activities. And here they are:

a) Teacher corrects all the students’ mistake, and evaluates it.

b) Teacher asks students to remember some of the word from the text that they have learnt before because they will play individually next week

2.3 Hypothesis testing

The hypothesis was analysed by using repeated measures T-test through computing with Statistical Product and Service Solutions (SPSS). The hypotheses are formulated as follow:

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b. There is improvement from the students’ vocabulary after being taught trough Bingo Game

CHAPTER 3

RESEARCH METHOD

This chapter discusses about setting, population and sample, research design, data collecting techniques, research procedures, tryout test, scoring system, and data analysis as follows.

3.1 Setting

This research was conducted at SMA YP Unila Bandar Lampung for months. The researcher chose SMA YP Unila as the setting, because the students were classified as having a quite poor student in vocabulary. Further research was conducted to get the data after giving the treatment and some tests to the students at the school.

3.2 Population and Sample

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seven classes. All of them consisted of 40 to 43 students. To obtain a fair sample, the researcher used random sampling. Then, from the social and science class, the researcher drew a lottery to choose one of the twelve classes. Then, ISOS 4 came out as the choice. In this class there were 32 students, 12 boys and 20 girls. They had a good interaction with the teacher, but their ability in English was low because they were still lack some practices. By using this new strategy, the researcher hopes that the students can find different atmosphere, and improve their ability especially in vocabulary.

3.3 Research Design

method to figure out students’ ability in terms of recalling and understandingthe antonyms and synonyms of the materials that they had learnt in the classroom.

The research design:

T1 X T2

Explanation:

T1: pretest (test before using new strategy)

X: method (using Bingo Games)

T2: posttest (test after using new strategy) (Hatch and Farhady, 1982)

3.4 Data Collecting Techniques

There were two types of data collecting techniques that were used by the researcher, they were test and questionaire. The explanation of data collecting technique is as follows

3.4.1 Test

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item had four options of answer (A, B, C, D). Time allocation was 45 minutes. The result of pretest was compared with the posttest.

The second was posttest which was administered to the student in the class after the treatments to find out whether their ability to memorize some vocabularies increased or not, similar to the pretest, in the posttest the researcher used objective test with the same questions in multiple choices. The researcher made the sentence of the story different from the pretest, and also gave random questions. It made the student did not only memorize the order of the answers for each question, but also understood, and could answer it with their own experiences in studying vocabulary through Bingo Games. They should answer 30 questions and they had 45 minutes to answer them. The posttests had the same difficulty and the scoring system as in the pretest.

3.4.2 Questionnaire

and the responses of the students after learning vocabulary through Bingo Game.

3.5 Research Procedures

The research was conducted during normal class periods with the following procedures:

1. Determining the research problems in English teaching learning process which were faced by students, one of the problems was the vocabulary mastery. The researcher found the problem when teaching at SMA YP Unila, and continued to observe at SMA YP Unila Bandar Lampung.

2. Determining the population and sample. The population of this research was tenth grade of SMA YP Unila Bandar Lampung consisted of eleven classes. Those classes were chosen randomly. The sample of this research was XISOS4.

3. Administering the tryout test to know the quality of the vocabulary test. The tryout test consisted of multiple choices with four options A, B, C, and D. This test was administered to measure the level of difficulty (LD) and discrimination power (DP) as well as to find out reliability and validity of the test.

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students and searched in the internet too. It made the students became more attractive to learn vocabulary.

5. Administering the pre-test and finding the result. In this research, there was one pre-test that was proper to the tenth grade of SMA YP Unila Bandar Lampung. The researcher administered the pretest in order to measure the students’ basic ability before the treatment. In this way, the researcher askedthe students to do the multiple choices test which consisted of 30 items. The students should choose the correct answer from four options A, B, C, D. The pretest took 45 minutes.

6. Giving the treatment. The treatment was conducted for two times. It required 45 minutes or one hour of teaching learning process.

7. Administering the post-test. The post-test was used to check the students’ vocabularies after they were taught by using Bingo Game, to know whether the

students’ vocabularies improved or not. The posttest took 45 minutes which consisted

of 30 items divided in four options A, B, C, and D. Those items consisted of three aspects of vocabulary (Verb, Adjective, Noun).

data were computed through SPSS program version 18 and Microsoft Excel for Windows 2007.

3.6 Tryout Test

The tryout test was conducted to measure whether the instrument of the research was good to be administered so that it could obtain a valid data. A valid data should meet four criterion: a good validity, reliability, level of difficulty and discrimination power. The results are elaborated in the following sections.

3.6.1 Validity of the Data

A test is valid if the instrument measures what should be measured (Arikunto, 1986:64). To measure whether the test had a good validity, the researcher analyzed the test from content, construct, and face validity. Generally, validity indicates the extent of measurement tools to measure something which we will measure (Setiyadi, 2006: 22).

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this validity, the researcher should see all indicators of the instrument and analyzed them.

The material that was given was vocabulary, thus the researcher made the instruments which were related to vocabulary which consisted of contents adjective, verb, and noun. From the three aspects of the vocabulary, the researcher divided the questions into two parts, synonym and antonym. For the synonym, there were 15 questions, and there were 15 questions of antonym. The researcher used Bingo Games to measure the students’ ability in vocabulary. In this research, the content of the test items were presented in the table of specification below:

Table 3.1. Specification of Data

Vocabulary skill Item number Percentage of

the adverb, they just know the adverb but they cannot implementation it, in the English subject. The third reason is, because in synonym and antonym mostly found in adjectives (Nugroho, 2014).

Construct validity focuses on the kind of the test that uses to measure the ability. When all of the items can measure vocabulary mastery, the instrument fulfills construct validity. Face validity means that the test has good typing and clear instructions that will not make the student confused (Arikunto, 1997:173). In this case, the researcher used the questionnaires to measure face validity. The questionnaires were given to two English teachers and the students in the class ISOS 4 of SMA YP Unila to know whether the instrument of the test fulfilled the face validity or not. The researcher gave some questions about the effectiveness of using Bingo Games in the class. There were three answers which were“yes”,

“less”, “no”. If the sample answers “yes” more than “less” and “no”, it can be

stated the test is understandable and good for the students and teachers.

3.6.2. Reliability

34

� = �Σ − ΣX (ΣY)

�ΣX2_{− ΣX} 2 _(NΣ 2_{− ΣY} 2₎

N = total of students

x= the number ofhalf answer from the students in upper score

y = the number of half answer from the students in lower score

As for knowing the level of reliability of the instrument, the researcher used the following categories

1.) From 0.800 to 1.000: very high

2.) From 0.600 to 0.799: higher

3.) From 0.400 to 0.599: enough

4.) From 0.200 to 0.399: Low

5.) From 0.000 to 0.199: very low

3.6.3. Level of Difficulty

In order to see the difficulty level, the researcher used the following formula:

LD =�+�

�

LD: level of difficulty

U : number of students who answer correctly L : the proportion of lower group students N : total number of students

The criteria are: if the score is less than 0.30 it means the questions are difficult, if the score is 0.30-0.70 it means the questions are average, and if the score more than 0.70, the questions are easy. (Shohamy, 1985:79)

3.6.4 Discrimination Power

To see the discrimination power, the researcher used the following formula:

DP:

�−�

₁

2

�

Where:

DP : discrimination power

U : the proportion of upper group students

L : the proportion of lower group students

N : total number of student

36 1. DP 0.00-0.19 is poor,

2. DP 0.20-0.39 is satisfactory, 3. DP 0.40-0.69 is good, 4. DP 0.70-1.00 is excellent.

a. If the value is positive, it means that higher level students get the correct answer than low students.

b. If the value is negative, it means that lower level students get the correct answer than the high level students (it can be said that the test item is bad item, should be omitted).

c. If the value is zero, it means that there is no discrimination. In general, the higher the discrimination index, the better the test will be. In the classroom situation, most items should be higher than 0.20 indexes. (Shohamy, 1985:81)

3.7 Scoring System

In scoring the students' work, the researcher used Arikunto’s formula (1982:271). The ideal highest score was 100. The score of the pretest and the posttest were calculated by using the following formula:

S=

�

�

100

S : the score of the test

R : the total of the right answer N : the total items

(Arikunto, 2005: 236) 3.8 Data analysis

After finishing the pretest and the posttest, then the researcher analyzed the data.The data were analyzed to find out whether the students’ vocabularies increased or not, what the students’ responses were, and what problems that were faced by the students and teacher. The researcher analyzed all questions by doing these activities:

1. Scoring the pretest and posttest.

2. Tabulating the score in students’ vocabulary test results. 3. Searching the problems when using this technique.

4. Making conclusion based on the result of the data, to know the students’ vocabulary improve or not.

5. Giving the questionnaire to the students, to know their responses and problems after being taught through Bingo Game .

CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

This chapter deals with two major points that are conclusions and suggestions.

5.1 Conclusions

Based on the results of data analysis and discussion, the following conclusions are drawn.

1. The students could improve their vocabularies after being taught through Bingo game. The average score in the pretest was 57.5, and then it increased in the posttest‎up‎to‎82.‎It‎can‎be‎concluded‎that‎the‎students’‎posttest‎score‎was‎higher‎

than‎ the‎ students’‎ pretest‎ score.‎So, Bingo Game was good enough to get the improvement‎of‎the‎students’‎vocabularies

3. There were some problems faced by the researcher and the students in this research. The problems from the teacher were: first, it was too difficult to control the class. Second, some of students still relied on their friends without trying harder when they played in the group work. Third, there were two or three students who were still busy with their activities. While the problems faced by the students were: first, some of the students had a difficulty to understand the questions (antonym and synonym questions) even though it was a simple question, so writer must read it more than three times. Second, almost all of the students in the class could not catch idea of game when it was explained in English, the students asked the teacher to explain in Bahasa Indonesia.

5.2 Suggestions

Based on the conclusions, the following suggestions are put forward:

1. The English teachers are required to use technique like Bingo game to increase the students’‎ vocabularies‎ because‎ this‎ kind‎ of‎ game‎ can‎ make‎ the‎ students‎ have‎ a‎

good perception about English, thus they can enjoy their class and be happy. One of‎the‎ways‎to‎create‎students’‎good‎perception‎about‎English‎is‎by making a new atmosphere in the classroom through the use of different learning method in every meeting. It makes them curious, interested in English, and does not make them bored.

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