“A skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
In Partial Fulfillment of the Requirements
for the Degree of S.Pd (Bachelor of Arts) In English Language Education
BY:
HARI SUPRIYATNA NIM: 109014000179
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS” TRAINING
STATE ISLAMIC UNIVERSITY (UIN) SYARIF HIDAYATULLAH
JAKARTA
i
ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiyah and Teachers’ Training
certifies that the “A skripsi” scientific paper entitled, “The Effectiveness of Guessing Game Technique in Teaching Vocabulary at MTs Darussalam (An Experimental Study at the Second Grade of MTs Darussalam Jakarta)” written by Hari Supriyatna, student’s registration number: 109014000179, was examined by committee on August 2014, and was declared to have passed and
have fulfilled one of the requirements for the degree of S.Pd (Bachelor of Arts) in
English language Education at the Department of English Education.
Jakarta, 18th August2014
EXAMINATION COMMITTEE
Chairman : Drs. Syauki, M.Pd (………..)
Nip. 19641212 199103 1 002
Secretary : Zaharil Anasy, M.Hum (………..)
Nip. 19761007 2007101 002
Examiner I :Drs. Nasifudin Jalil, M.Ag (………..) Nip. 19560560 199003 1 002
Examiner II :Ummi Kultsum, M.Pd (………..)
Nip.19790811 200912 2 001
Acknowledged by
The Dean of Faculty of Tarbiyah and Teachers’ Training
ii
ABSTRAK
The Effectiveness of Guessing Game Technique in Teaching Vocabulary at MTs Darussalam (An Experimental Study in the Second Grade of MTs Darussalam). Skripsi,
Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Pembimbing: Sunardi Kartowisastro, Dipl.Ed Ertin, MA TESOL
Vocabulary adalah elemen yang paling penting dalam suatu bahasa.
Vocabulary sangat penting untuk dipelajari. Semakin baik tingkat pengajaran
vocabulary maka akan semakin baiklah pengajaran suatu bahasa tersebut.
Penelitian ini ditujukan untuk melihat tingkat keefektifitasan teknik mengajarkan
vocabulary menggunakan permainan menebak kata pada siswa di sekolah MTs
Darussalam Jakarta Selatan pada tingkat kelas delapan. Penelitian ini mencakup
seberapa cepat siswa dapat menghafal suatu kosa kata yang baru saja diajarkan
oleh guru dan juga bagaimana cara siswa memahami kosakata baru tersebut di
dalam kalimat.
Adapun tujuan dari penelitian ini adalah untuk membuat suatu pengajaran
vocabulary yang efektif pada siswa kelas delapan MTs Darussalam menggunakan
tekhnik permainan menebak. Penelitian ini menggunakan pendekatan kuantitatif.
Tekhnik yang digunakan dalam mengumpulkan data pada penilitian ini adalah tes,
yang terdiri dari dua buah tes yaitu: Pre-test dan Post-test
Hasil yang diperoleh dari penelitian ini membuktikan bahwa adanya
peningkatan yang signifikan pada hasil nilai test vocabulary siswa yang belajar
menggunakan tekhnik permainan menebak. Hal itu dapat dilihat dari hasil to
(tobservation) yaitu 5.48 dan hasil ttable sebesar 1.67 dengan derajat kebebasan 64. Itu
berarti to>tt.
iii
1. Para siswa harus menyadari bahwa pembelajaran vocabulary tidak dapat
hanya mengandalkan kegiatan belajar mengajar di kelas tetapi harus dilakukan
juga di luar kelas secara mandiri;
2. Guru bahasa inggris harus mempunyai variasi tekhnik dalam mengajar bahasa
inggris khususnya dalam mengajarkan vocabulary agar siswa tidak merasa
bosan dalam mengikuti pelajaran;
3. Perlunya melibatkan siswa dalam kegiatan mengajarkan vocabulary di dalam
kelas untuk lebih menambah pemahaman siswa dalam menyerap dan
mengingat vocabulary baru yang diajarkan.
iv
ABSTRACT
The Effectiveness of Guessing Game Technique in Teaching Vocabulary at MTs Darussalam (An Experimental Study in the Second Grade of MTs Darussalam). A
skripsi, English Department, the Faculty of Tarbiyah and Teachers’ Training, UIN Syarif Hidayatullah, Jakarta, 2014.
Advisors : Sunardi Kartowisastro, Dipl.Ed Ertin, MA TESOL
Vocabulary is an important element in a language. Vocabulary is
important to be learnt. Better level of teaching vocabulary means better teaching
of a language. This research is conducted in order to make an effective teaching
and learning vocabulary at second grade students of MTs Darussalam South
Jakarta. This research included memorizing vocabulary and how to applied the
new vocabulary in it’s context.
The aim of this research is to make an effective teaching vocabulary to
second grade students of MTs Darussalam by using guessing game. This research
was using quantitative approach. The technique of collecting data in this research
was test. The test was consisted of two test; Pre-test and Post-test.
The findings of this research states that there was a significance in the students’ score learning vocabulary using guessing game. It could be seen from the result of to
(tobservation) is 5.48 and the result of ttable is 1.67 with the degree of freedom is 64. It means
to>tt.
Based on the findings previously, it can be suggested that:
1. Students must realize that learning vocabulary cannot only depend on the
learning in the class but also must be done outside of the class by their own;
2. English teacher must have variation of technique in teaching English,
especially in teaching English vocabulary in case to avoid the students from
v
3. It is important to include the students in activity of teaching vocabulary in the
class to gain more understanding of the students in adopt and memorize new
vocabulary.
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
All praised is due to Allah, Lord of the world, who has given the writer
love and blessing to finish his last assignment in his study, “Skripsi”. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion,
and his adherence.
It is a pleasure to acknowledge the help and contributions to all of
lecturers, institution, family and friends who have contributed in the different
ways hence this “Skripsi” is processed until it becomes a complete writing which
will be presented to the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the requirement for the degree S.Pd (Bachelor of Arts) in English
Language Education.
The first, he would like to give his sincere thanks to his advisors Mr.
Sunardi Kartowisastro, Dipl.E dan Mrs. Ertin, M.A.TESOL who have given the
writer precious help, the guidance, and the advices patiently during the completion
and the development of the study.
Secondly, the writer also would like to express his thanks and gratitude to
his beloved parents, Mr. Muhammad Yunus and Mrs. Nani Kurniasih who never
stop to motivate him and always pray for him everytime; his lovely brother Yoga
Supriyatna who always be a mood booster for him during writing this research;
and Mr. Suherman Mihardja and Mrs. Lisa Mihardja who always support him and
encourage him to keep study in his university; also Bunda Ade who always
remind him to study. A thousand thanks for their precious time.
Thirdly, the writer also realized that he never finish this skripsi without
help from some people around him. Therefore, the writer would like to give him
gratitude and appreciations to:
vii
2. Drs. Syauki, M.Pd, as the Head of English Education Department.
3. Zaharil Anasy, M.Hum, as the Secretary of English Education
Department.
4. All lecturers in English Education Department who always give
motivation and valuable knowledge during his study.
5. Saprudin, S.Pd. MM, as the principal of MTs Darussalam.
6. Mufti Hidayat, S.Pd, as the teacher of second grade of MTs
Darussalam.
7. All of his friends in English Education Department 2009 academic
year, especially E class and his best friends ( Dessy Iryanti, Zaki
Habibillah, Sari Anjani, Zen Zarkasih, Reni Septiani, Arif Prasojo,
Bayyini Rosyada Elka, Trianti Kumala, Hayyin Azizah, Cangak, and
Anita Latifah Adrianti)
The words are not enough to say any appreciation for their help
and contribution in this skripsi. May Allah, the Almighty bless them
all. Moreover, the writer also realized that this skripsi is far from
perfect. It is a pleasure for him to get critiques and suggestions to make
this paper better.
Ciputat, 18thAugust, 2014
viii
TABLE OF CONTENTS
APPROVAL ...i
ENDORSEMENT SHEET ...ii
ABSTRAK ...iii
ABSTRACT ...v
ACKNOWLEDGEMENT ...vii
TABLE Of CONTENTS ...ix
LIST OF TABLE ...xi
LIST OF APPENDICES ...xii
CHAPTER I: INTRODUCTION ...1
A. Background of the Study ...1
B. Problem Identification ...3
C. Limitation of the Problem ...4
D. Formulation of Problem ...4
E. Scope of the Study ...4
F. Purpose of the Study ...4
G. Significance of the Study ...5
CHAPTER II: LITERATURE REVIEW ...6
A. Definition of Game ...6
B. Principles of Game Selection ...6
C. Guessing Game ...8
D. Vocabulary ...9
E. Kinds of Vocabulary ...10
F. Principles in Teaching Vocabulary ...11
ix
CHAPTER III: RESEARCH METHODOLOGY ...17
A. Research Design ...17
B. Place Time and Study ...17
C. Population and Sample ...18
D. Technique of Collecting Data ...18
E. Instrument ...18
F. Technique of Analyzing Data ...18
G. Hypothesis of the Study ...20
CHAPTER IV: RESEARCH FINDING AND INTERPRETATION ...21
A. Data Description ...21
B. Test of Hypothesis ...27
C. Data Interpretation ...28
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ...29
A. Conclusions ...29
B. Suggestions ...30
BIBLIOGRAPHY ...32
x
LIST OF TABLES
Table 4.1 The Result of Experiment Class... 21
Table 4.2 The Result of Control Class ... 23
xi
LIST OF APPENDICES
APPENDIX 1 Pre Test of English Vocabulary... 34
APPENDIX 2 Post Test of English Vocabulary ... 36
APPENDIX 3 Result of Validity Test using anates ... 38
APPENDIX 4 Result of Reliability Test using anates ... 42
APPENDIX 5 Result of Difficulties’ Level ... 43
APPENDIX 5 T-Test Table ... 44
APPENDIX 6 Syllabus of Control Class ... 50
APPENDIX 7 Syllabus of Experiment Class ... 53
APPENDIX 8 Letter ... 56
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Vocabulary is one of the most important element in a language. It is one
element that links the four skills of speaking, listening, reading, and writing all
together. Vocabulary is a bridge which can express ideas from the speaker to
listener, from the writer to reader. Without vocabulary, the communication will be
difficult and almost possible to do. Because of that, vocabulary is very important
to learn by the students who want to master a language.
In learning English in Indonesia, vocabulary is an important element that
should be learnt by students. Based on the explanation above, it is known that
vocabulary is needed in order to express an idea of someone. Without a good and
accurate vocabulary, the speaker or writer will be difficult to send his or her
message to listener or reader and tend to miscommunication. Moreover, the
amount of vocabulary that mastered by someone is one of some indicators that can
influence students to master a language. It is because the fluency of someone in a
language can be seen from how much vocabulary they have and how they can use
them effectively. Because of that vocabulary is very important to learn by the
students.
When I was observing at MTs Darussalam junior high school Ulujami, I
found that teaching vocabulary was done explicitly. In syllabus and lesson
2
teaching were fully depend on the teacher. In the observation in some classes, the
main problems in teaching vocabulary were the technique and the method which
were used monotone and less of variation. From that main problem then rose
another problem that is the students felt bored with monotone teaching technique
and would lost their focus in learning vocabulary. Beside that the students will get
difficulties to improve their vocabulary.
The main problem in teaching and learning vocabulary is technique in
teaching vocabulary that less of variation and tend to be monotone. In the class
that I observed, teacher taught vocabulary by listing new vocabulary, then
translated the meaning one by one into native language. After that the teacher
showed the students how to read each vocabulary. Teacher asked the students to
take a note and give 5 until 10 minutes to memorize those vocabulary. After that
the teacher asked several students the meaning of those vocabulary randomly.
This technique has been done so many times by the teacher and the teacher did
variation of technique teaching vocabulary hardly.
Few variation of technique made the students got another problem, the
students felt bored with that technique. The students did not interest and pay
attention what the teacher explained. When the teacher asked to memorize the
new vocabulary, the students did not memorize it and the effect is the students’ vocabulary did not develop. The other effect of that is the students have
difficulties to follow the next material which contain the new vocabulary.
The condition of students in Darussalam Junior High School is limited
English vocabulary. Learning vocabulary is very needed for the students but the
less of technique variation which applied by the teacher and feeling bored that
came from that technique made the students difficult to develop their vocabulary.
The students said that so difficult to memorize English vocabulary because they
did not pay attention and rarely to use that vocabulary in daily life or in the class.
Based on the explanation above I conclude that the solution of the problem
of teaching vocabulary is by making an activity that students can involved to use
the new vocabulary in the class, and efficient because it relates to the learning
To handle that problem can be used Guessing game as an alternative
activity to solve the problem. As it is an activity that can be applied in the
classroom in the limited time. With the game, the students can join to the activity
and use the vocabulary in that activity. Teacher only needs a box that contain of
some words that relate to the material, and then the teacher makes several groups
of the students. After that the leader of each group take the word and describe it to
his or her group, and let the members of group guess the words.
This activity is designed to build up the students’ interest and more focus to the material. Besides that, guessing game can be played by all of the students in
the class. Topic and material of vocabulary that be used can be varied to the
material such as animal, sport, movies, and others. In this research, the writer limit
vocabulary that be played in the class only to active vocabulary. Active
vocabulary is vocabulary that mostly used by the students in their daily activities.
This research will be conducted in 2nd grade of MTs Darussalam. I choose
MTs Darussalam because the location is not far from my house. MTs Darussalam
has big classes and the character and level of the students are same with Islamiyah
Junior high school which is the place I had observed previously. The method that
the teachers used in MTs Darussalam also same that is using translating and
memorizing method.
To sum up, the writer interest is to know how the guessing game can be
applied in teaching vocabulary in the classroom, and how effective the guessing
game method would improve the students’ vocabulary. The title of this research is “The Effectiveness of Using Guessing Game in Teaching Vocabulary at MTs Darussalam”.
B. Problem Identification
The writer finds some problems in this research.
1. Students are lazy to memorize vocabulary because the activity of teaching
and learning vocabulary is so boring.
2. The teacher just asked the students memorize the new vocabulary that the
4
3. There are no interesting methods or activity to make the students more
interested in learning vocabulary.
4. The student often lost their focus when the teacher explained the material
in the class even it was the important material that students should be
understood.
5. The effect of that is the students have difficult to improve their vocabulary
because the material that teacher gave to the students could not deliver to
the students well.
C. The Formulation of the Problem
Based on the descriptive above the writer formulates the problem of the
research as follow:
1. “Is guessing game technique effective for teaching vocabulary at MTs
Darussalam?”
D. Scope of the Study
The writer limits the study to the effectiveness of guessing game in
teaching vocabulary at first grade of MTs Darussalam. The writer limit the
vocabulary to the verb.
E. Purpose of the Study
This research is conducted in order to make an effective teaching and
learning vocabulary at first grade students of MTs Darussalam through guessing
game. By conducting an experiment research, the writer tries to know whether
guessing game activity is effective in improving the students at MTs Darussalam.
the teacher knows what activity that is effective to make the students higher
motivation to learn vocabulary. Later, students will not only able to know about
F. Significances of Study
The result of this research is expected to be useful for:
1. The Students of MTs Darussalam, so they will know how much their
vocabulary level, how big vocabulary they have, and develop their
vocabulary with fun and enjoyable.
2. The English teacher especially English teacher in MTs Darussalam. Thus
they can use this activity and develop this activity according to situation
they have in the class.
3. The researcher himself, so they can apply the theory and know whether
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Definition of Game
“Game is mean an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with
others.”1 Beside that according to Webster dictionary, “game is activity engaged in for diversion or amusement.”2“
Game is any form of play or way of playing,
amusement, recreation, sport, frolic, play.”3 In conclusion, game is an activity that has fun and enjoyment value inside of that. Game can motivate the students learn
the new vocabulary, because only use the new vocabulary they can win the game.4
B. Principles of Game Selection
In determining the role of games in developing student’s vocabulary, the
teacher needs to have their purpose clearly in mind if the major purpose is to make
learning English vocabulary effectively and successfully.According to Andrew
Wright, David Betteridge and Michael Buckby, it is important to make sure that
the games which are want to played is familiar with the students to reduce the
1
Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning,
(United Kingdom: Cambridge University Press, 2006), p. 1
2
Merriam-Webster’s Collegiate Dictionary. Eleventh Edition.
3Webster’s new world college dictionary fourth edition USA. 2002 4
difficulties in conducting the games.5In using games in the class, the English
teacher not only responsible inselecting game that want to use in the class but also
in creating conditions in the class, in term conditioning students and the material.
Like Allen’s said that “language teachers are responsible for creating conditions which encourage vocabulary expansion, and a well-chosen game can help the
students acquire English words”.
According to Houston, there are some principles of using games in the
class:
1. Specify your purpose.
The teacher should know what the purpose of the games that he or she
plays in the class.
2. Explain the rules clearly before you begin
It is important to make sure the students understand how to play the
games. The purpose of the game cannot be reached if the students do not
understand how to play the game. It is fine if the teacher explain the rule in
native’s language.
3. Be prepared for the “extra student”
The teacher has to make sure all of the students join to the games.
4. Avoid drifting off during the game
When the games is playing, watch for potential problems that can be
remained. If you feel that is a student who is not understands the rules,
stop the game and go for the rules again.
5. Look for signs that students are getting tired
If the students look tired, the teacher should stop the game before the
students lost their attention.
6. Choose games carefully to save money and time.
Try to use a game that can be prepared easily.
7. Find new sources
Try to use a new game that never be used before.
8. Recycle
5
8
If there is an old game that success applied in the class before. It is ok to
use it again in another class.
9. Make a file
Make a file that consists of games. It can make you easy if you want to use
games in another time.
10.Share
If you have a favorite game that you use to play with your best friend. You
can use that game to your class.
11.Don’t do overdo it
Game is joyful and interesting play in the class, but if you do it too much,
it can waste the time and make another important thing do not have time to
teach in the class.6
C. Guessing Game
Guessing game is a simply game that can be applied in the class. This
game is played by several group in the class. Allen’s said that Guessing game can
be applied in the class in intermediate school.7 There are some rules in Guessing
game. We can choose and adjust depend on the material and situation in the class.
One such game is conducted as follows:
1. Four students are asked to come to the front of the classroom.
One of them is selected to draw a slip from a box which contains words
related to many different categories.
2. The student who has drawn a slip from a box which contains words related
to many different categories.
3. The other members of the class try to guess the word on the slip which has
been drawn from the box. They take turns asking first about the category,
“is it a word for food? For furniture? For transportation?” The four students who have seen the slip take turns answering “No, it isn’t” until
the right category has been guessed.
6Hall Houston, „Playing Games’
Modern English Teacher, Vol 18 no. 1, p. 33
7
4. After the correct category has been discovered (transportation, for
instance) members of the class continue to ask Yes/No questions: “Is the word bus? Is it taxi? Is it train?”
5. The one whose guess is correct may draw a slip from the box the next time
the game is played.
D. Vocabulary
In Hornby dictionary, vocabulary can be defined as the total number of
words that (with ruler for combining them) make up a language.8
Vocabulary also
can be defined, roughly, as the words we teach in the foreign language. The words
also can be made up of two or three words or more but express a single idea.9In
turn, word is defined as a unit of language, consisting of one or more spoken
sounds or their written representation, that functions as a principal carrier of
meaning.10In Webster’s Dictionary, vocabulary is defined as follows:
1. A list or collection of words and phrases usually alphabetically arranged
and explained or defined.
2. A sum or stock of word employed by a language group individual or work
or in relation to a subject: Scope of language.
3. A list of a foreign language textbook of the word and phrases taught or
used.11
While Hatch and Brown define vocabulary as a list or set of words for
particular language or a list or set of words that individual speakers of language
might use.12
8
A. S Hornby, (1985). Oxford Advanced Learner’s Dictionary.Oxford University Press. P. 956
9
Penny Ur, A course in Language Teaching Practice and Theory. (Cambridge: University Press, 2003). P. 60
10P. David Pearson, Elfrieda H. Hiebert and Michael L. Kamil, „Vocabulary Assessment:
What We Know and What We need to Learn’, Reading Research Quarterly, Vol. 42 no. 2 p. 284
11
Philip Babvock Gove (1966). Webster’s Third New International Dictionary. USA: Massachusetts. G & C. Meriam Company, 1966. P. 2560.
12
10
E. Kinds of Vocabulary
There are several kinds of vocabulary according to several expertises:
According to the basis of frequency, vocabulary can be divided into two
kinds; there are high frequency vocabulary and low frequency vocabulary.
1. High frequency vocabulary consists of words that are used very often in
normal language, use in all four skills and across the full range of situation
of use. High frequency vocabulary consists of 2000 word families, which
are about 87% of the running words in formal written text and more than
95% of the words in informal spoken texts.
2. The low frequency vocabulary on the other hand, covers only small
proportion of the running words of a continuous text, it means that low
frequency vocabulary is rarely, used in common activity of English
language. This group includes well over 100.000 word families. 13
Furthermore, Evelyn Hatch and Charly Brown classify the vocabulary into
active and passive.14
1. Active Vocabulary (Productive Vocabulary)
Active vocabulary is word which the students understand, can
pronounce correctly, and uses constructively in speaking and writing.
It refers to put item which 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, its means that to
use the productive vocabulary, the students must know how to pronounce
it well, they must familiar with collocation and understand the connotation
meaning of the word. This type is often used in speaking and writing skill.
2. Passive Vocabulary (Receptive Vocabulary)
Passive Vocabulary is words that recognize and understand when
they occur in a context, but which the students cannot produce correctly by
themselves.
13
Paul Nation, New Ways of Teaching Vocabulary (New York: Teacher of English to Speaker ofAnother Language/TESOL Inc, 1994), p.3
14
It refers to language items that can be recognized and understood in
the context of reading or listening and also called as receptive vocabulary.
Fries said vocabulary consists of two, namely; function and content word.
1. The function words are a closed class, we cannot add to the preposition or
auxiliaries or modals or any structure word of language.
2. The content words, on the other hand, can be added to any times as new
scientific advances make new words and communication about new
inventions necessary.15
F. Principles in Teaching Vocabulary
Vocabulary is one of important language element, since vocabulary exists
even at skill fourth language which is reading, writing, listening, and speaking.
We cannot share what we have observed unless we can put it into words.16 Jordan
also said, although vocabulary development, as such, is not a specific study skill,
but relates to all language learning, it is given separate attention here.17Vocabulary
likes a bridge that can bring as to develop another skill like reading, writing,
speaking and listening. Lightbrown and Spada said that acquiring a basic
vocabulary is a significant accomplishment for a second learner.18Without large
size of vocabulary, it is difficult to acquire the other skills. Spears said that
learning more vocabulary words is a crucial step to helping you become a better
reader.19The importance of extending our vocabulary admitted by Milton that said
a learner who knows 2000 words in a foreign language can be said to have twice
the knowledge of a learner who knows only 1000 words.20 In the other words,
15
Charles C. Fries, Teaching and Learning English as A Foreign Language, (New York: The University of Michigan, 1985), p.47
16
Hans P. Guth, Words and Ideas, A Handbook for College Writing, (California: WadsworthPublishing Company Inc, 1969). P. 75
17
R.R Jordan, English for Academic Purposes a guide and resource book for teachers,
(United Kingdom: Cambridge University Press, 1997), p. 149
18
Datsy M. Lightbrown and Nina Spada, How Language Learned, (Oxford: Oxford University Press, 2006). P. 97
19
Deanne Spears and David Spears, In Tandem, Reading and Writing for College Students. (New York: McGraw-Hill Company, 2008). P. 95
20
12
with more size of vocabulary students can learn more rather than students with
less vocabulary.
Instead the importance of vocabulary, as we know that, there is no special
time allotment to teach vocabulary in syllabus. Furthermore vocabulary is
important, so the teacher should make his own time to teach vocabulary in the
class. In the middle class when the teacher is explaining the lesson or in the last
time before the class end commonly used by the teacher to teach vocabulary
related to the material at that time.
Therefore in teaching vocabulary in a foreign language in this case English
language should be serious. There are many teachers who argue that vocabulary
will acquire equal with their experience. It is wrong because vocabulary should be
studied. According to Andrew Wright, David Betteridge and Michael Buckby, it
may be necessary to draw attention to the form of a word as well as its
meaning.21Vocabulary also need a steady work over a long period of time to
learn.22Of course, the students have to learn the vocabulary outside in the class to
keep it steady because the time in the class is not enough. The students cannot
depend all of the learning vocabulary on their teacher. As Snow said that the
teacher only facilitate and providing the students material.23Moreover, Nation said
that Learners need to take responsibility for their own learning, that is, they need
to become autonomous learners. Becoming an autonomous learner involves
deciding what words to learn, making decisions about how to learn them and
revise them, seeking out opportunities to use the language, and keeping motivated
to keep on with leaving and using the language.24It means they have to be
independent to learn vocabulary.
Students needs to take some responsibilities for their own vocabulary
learning, making it necessary to introduce them to vocabulary learning strategies
21
Wright, BetteridgeBuckby,op. cit., p. 94
22
Don Snow, More Than a Native Speaker. An introduction to Teaching English Abroad, (Virginia: TESOL Inc, 2006). P. 186
23
Ibid., p. 177
24
so that they can do this more effectively.25Experience of using words perhaps
make the students know about how to use the words in daily conversation, but
without study that word the students may not know about the words itself deeply
like the form of the words, and another function of that words.
In teaching vocabulary in the class, the teacher cannot teach all of the
vocabulary, thus the teacher should select carefully the material of vocabulary that
needed to learn by the students. According to Gairns and Redman, there are four
main sources vocabulary that can be used by the teacher in the class;
1. Through the course book. This will include the written and spoken texts,
activities for the presentation and practice of grammatical structures,
testing exercises, and so on.
2. Through supplementary materials (not designed specifically for
vocabulary development) provided by the educational institution or
selected by the teacher himself.
3. Through the students. A wide range of unanticipated and unpredictable
items will inevitably surface from students enquiries, queries, and errors.
4. Through specific vocabulary activities designed by the teacher for his
particular group of students.26
Learning vocabulary not only focuses on memorizing a word, but also
focuses on the usage of the word. It is similar with the expertise that extending the
learner’s vocabulary is important, right from the earlier stages. Learning
vocabulary must be based on attaching meaning to the word, rather than just
remembering the form of the word.27 Furthermore, in some classes for beginners,
teachers use all three ways to show the meanings of vocabulary words28:
1. Pictures
2. Explanation in the students’ own language
25
Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University Press, 2000). P. 138
26
Ruth Gairns and Stuart Redman, Working with Words, (Cambridge: Cambridge University Press, 2003). P. 54
27
Wright, Betteridge, and Buckby, op. cit., p. 94
28
14
3. Definitions in simple English, using vocabulary that the students already
know.
Learning vocabulary is not only must with memorizing the new words that
students find in the textbook, but there are many ways to learn vocabulary instead.
Like Schmitt said that the aim of learning vocabulary is to transfer the lexical
information from the short-term memory into the long term memory.29 There are
some principles to ensure the vocabulary to the long-term memory:30
1. Repetition
2. Retrieval
3. Spacing
4. Pacing
5. Use
6. Cognitive Depth
7. Personal Organizing
8. Imaging
9. Mnemonics
10.Motivation
11.Attention/ arousal
12.Affective Depth
One of alternative activity that we can use is games. Games can make the
students use the new vocabulary and motivate the students. It can transfer the new
vocabulary from the short-term memory to the long-term memory. We can also
use games as an alternative to develop the students’ vocabulary unconsciously. According to Read, one distinction that has been influential in vocabulary is that
between incidental and intentional learning where vocabulary learning is more
incidental to classroom activity.31 The other expertise, Snow also said that one
way for students to stay alert as they work is to use memorization methods that
29
Schmitt, op. cit., P. 131
30
Scott Thornburry, How to Teach Vocabulary, (Edinburgh: Peason Education Limited, 2002). P.24
31John Read. “Research in Teaching Vocabulary”, annual review of applied linguistics,
involve physical activity. The combination of mental and physical activity appears
to enhance memory and as long as students are moving their minds are less likely
to switch off.32It means that vocabulary is easier to remember if we often use it in
our physical activity that is game. Moreover, games can get the students’ attention rather than the teacher only gives the new vocabulary with oral presentation in the
class. Like Read’s explanation in his article that only a few words that students get from the teachers’ explanation in the class.
From the definition above, therefore the best thing in learning vocabulary
is emphasize on meaning and also its purpose was rather than by that word form
itself. It is similar to Sarah Philips, vocabulary is best learned when the meaning
of the word(s) is illustrated, for example by a picture, an action, or a real object.
The children should then meet and use the word(s) in relevant contexts, in order to
„fix’ them in their minds. This helps establish their relationship to other words, so
that a vocabulary network is built up.33
G. The Effectiveness of Using Guessing Games in teaching Vocabulary. Vocabulary is one of important language element, since vocabulary exists
even at skill fourth language which is reading, writing, listening, and speaking. It
is being said by Jordan, although vocabulary development, as such, is not a
specific study skill, but relates to all language learning, it is given separate
attention here.34Moreover, Schmitt said that vocabulary has strong relationship
with the language skills.35It is also said that words are magical in the way they
affect the minds of those who use them.36 Without accurate and good vocabulary,
we cannot express our idea. Because of that, mastering vocabulary of the students
is important.
32
Snow, op. cit., P. 199
33
Sarah Phillips, Young Learners, (United Kingdom: Oxford University Press, 1993), p. 68
34
Jordan, op. cit., p. 149
35
Norbert Schmitt, Researching Vocabulary: a Vocabulary Research Manual, (London: PALGRAVE MACMILLAN, 2010). P. 4
36
16
Schmitt said that in using language to communicate, naturally one most
important key is how much vocabulary is necessary to enable this
communication.37Instead of the size of vocabulary, the accurate and the level of
fluent are important too, in conducting the communication in second language.
We do not need to remember all of the English vocabulary. Schmitt said that
second language learners do not need to achieve native-like vocabulary sizes in
order to use English well. A more reasonable vocabulary goal for these learners is
the amount of lexis necessary to enable the various forms of communication in
English.38McCarthy and O’dell also said that the students just need to learn the words that actually need to use in their daily conversation.39
According to John Langan, studies have shown that students with a strong
vocabulary, and students who work to improve a limited vocabulary, are more
successful in school, and one research study found that a good vocabulary, more
than any other factor, was common to people enjoying successful careers.40
But,
mostly student gets their material by memorize each word that they finds. It can
cause student feel bored and impressed that vocabulary's learning is not
interesting, eventually the ideal learning shall be done with enjoyful way but still
follow the rules and the purpose of the study.
Because of that explanation, in this research, to reduce the students’ difficulties in studying vocabulary, the researcher use one of games which is
guessing game to reduce that problem. The writer explains how to play the game
and gives it in the end session of the class before the class finish and then the
writer see whether the guessing game is effective or not in teaching and learning
vocabulary.
37
Schmitt, op. cit., P. 6
38
Ibid., p. 7
39Michale McCarthy and Felicity O’Dell,
English Vocabulary in Use, (Cambridge: Cambridge University Press, 1994). P. 2
40
17
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The writer use quantitative research in this study. According to Muijs,
quantitative research is about explaining phenomena by collecting quantitative
data which are analyzed using mathematically based methods.1 The writer use
quasi-experimental study and use Pre-test and post-test design. In this research,
the writer does two observations, before experiment and after experiment2. The
observation before experiment is called Pre-test (O1), and the observation after
experiment is called Post-test (O2). In the middle of Pre–test and Post-test, the
writer gives the treatment to the class that is use guessing game activity in the
class. Then, at the end of the treatment the writer administered the result of
pre-test and post pre-test score to find out whether the guessing game activity effective or
not in teaching vocabulary.
B. Place Time and Study
This research took place at MTs Darussalam Bintaro that is located on Jl.
Ulujami Bintaro, South Jakarta.
1
Daniel Muijs, Doing Quantitative Research in Education, (London: SAGE Publications Ltd, 2004). P. 11
2
18
C. Population and Sample
The subject of this research is second grade students of MTs Darussalam.
D. The Technique of Collecting Data
The techniques of collecting data used in this research are:
1. Pre-test
The writer will give a pre-test to the class. There are 15 items of multiple
choices that consist of 5 question of synonym, 5 questions of antonym, and
5 questions of describing of words.
2. Treatment
The writer will teach vocabulary in the rest 15 minutes in every English
meeting. He will deliver guessing game activity to the class in teaching
vocabulary.
3. Post-test
The last step is giving post-test. It will give after the treatment will finish.
The post-test is purposed to know the result of students’ achievement after the students’ have been given teaching/ treatment.
E. Instrument
The instrument that the writer used for collecting data was test. The test
divided into two tests, pre-test and post-test. The pre-test would give to the
students before the treatment and the post-test after the treatment.
There were 15 items of multiple choices in each of the test. The score per
item was 20 for correct answer. Students would get 100 point if they could answer
correctly to all of the questions. Both of the classes, experiment group and control
group would give the same test.
F. Technique of Analyzing Data
To find out the differences of students’ score in using guessing game, the
post-test, they analyzed and processed by using statistic calculation of the t-test
formula with the significance degree 5%. The formula is:3
√[
] [
]
The procedure of calculation as formula:
1. Determining mean Variable Xi with formula:
2. Determining mean Variable X2 with formula:
3. Determining deviations Variable X1 with formula:
4. Determining deviations Variable X2 with formula:
5. Determining to with the formula:
√[
] [
]
6. Determining t-table in significance level 5% with df:
Where
M1 : Mean of Post-test of the experimental class
M2 : Mean of Post-test of control class
: Sum of square deviation score in the experiment class
: Sum of square deviation score in the control class
N1 : Number of students of the Experimental class
N2 : Number of students of the control class
3
20
: Degree of Freedom G. Hypothesis of the Study
This study is to answer such a question “is there any significant difference between the students’ vocabulary achievement through guessing game activity and without guessing game activity?’ To get the answer the writer proposes Null
Hypothesis (Ho) and Alternative hypothesis (Ha) as below:
1. Null hypothesis (Ho): there is no significant difference between the
students’ vocabulary achievement through guessing game activity and
without guessing game activity to the second grade students of MTs
Darussalam South Jakarta.
2. Alternative hypothesis (Ha): there is significant difference between
students’ vocabulary achievement through guessing game activity and
without guessing game activity to the second grade students of MTs
21 BAB IV
RESEARCH FINDING AND INTERPRETATION
A. Data Description
The data of students’ achievement divided into two kinds, namely the data
in experiment class and the data in control class, which were gained from pre-test
and post-test that were applied in both of class.
The test was arranged in a blank paper for pre-test and post-test. To know
[image:33.595.123.462.122.357.2]the result of the test, it will be presented on the table below:
Table 4.1 The Test Result of Experiment Class
Students Pre-Test Score Post-Test Score Gained Score
1. 33 80 47
2. 60 87 27
3. 40 60 20
4. 27 93 66
5. 47 80 33
6. 67 93 26
7. 47 80 33
8. 40 47 7
9. 33 80 43
10. 67 87 20
22
12. 47 87 40
13. 47 93 46
14. 47 60 13
15. 47 80 33
16. 40 87 47
17. 67 80 13
18. 33 73 40
19. 40 67 27
20. 27 80 53
21. 40 73 33
22. 13 80 67
23. 47 80 33
24. 67 93 26
25. 60 87 27
26. 33 87 54
27. 47 60 13
28. 67 73 6
29. 67 80 13
30. 57 87 30
31. 60 80 20
32. 60 87 27
33. 47 60 13
1574 2608 1030
M 47.7 79
As mentioned in the table, it can be clarified that, the mean score of
pre-test in experiment class was 47.7, while the mean score of post-pre-test was 79. The
total gained score in this class was 1030. It can be concluded there was significant
Table 4.2 The Result of Control Class
Students Pre-Test Post-Test Gained Score
1. 33 33 0
2. 53 47 -6
3. 47 53 6
4. 73 60 -13
5. 53 47 -6
6. 47 33 -14
7. 27 60 33
8. 67 73 6
9. 27 47 20
10. 67 47 -20
11. 13 47 34
12. 40 40 0
13. 47 47 0
14. 20 60 40
15. 60 40 -20
16. 40 40 0
17. 27 47 20
18. 27 53 26
19. 40 47 7
20. 40 53 13
21. 40 67 27
22. 33 40 7
23. 47 53 6
24. 27 53 26
25. 27 47 20
26. 27 47 20
27. 33 53 20
24
29. 40 33 -7
30. 33 60 27
31. 40 33 -7
32. 47 53 6
33. 33 53 20
∑ 1308 1626 318
M 39.6 49.3
The table II above informs that the mean score of pre-test in control class
was 39.6, while the mean score of post-test here is 49.3. There is still
improvement score between pre-test and post-test but not as significance as in the
experiment class. The total gained score 318.
From the tables presented above, the writer can conclude the experiment
class (learning vocabulary using guessing game) got the higher score than in the
control class (learning vocabulary without using guessing game).
As mentioned before, in analyzing the data from the result of pre-test and
post-test, the writer used statistic calculation of the t-test formula with the degree
[image:36.595.117.517.110.296.2]of significance 5%.
Table 4.3 Standard Deviation Table
Students X1
(gained
Score)
X2
(gained
score)
X1 X2 X12 X22
1. 47 0 15.8 -9.6 249.64 92.16
2. 27 -6 -4.2 -15.6 17.64 243.36
3. 20 6 -11.2 -3.6 125.44 12.96
4. 66 -13 34.8 -22.6 1211.04 510.76
5. 33 -6 1.8 -15.6 3.24 243.36
6. 26 -14 -5.2 -23.6 27.04 556.96
7. 33 33 1.8 23.4 3.24 547.56
9. 43 20 11.8 10.4 139.24 108.16
10. 20 -20 -11.2 -29.6 125.44 876.16
11. 34 34 2.8 24.4 7.84 595.36
12. 40 0 8.8 -9.6 77.44 92.16
13. 46 0 14.8 -9.6 219.04 92.16
14. 13 40 -18.2 30.4 331.24 924.16
15. 33 -20 1.8 -29.6 3.24 876.16
16. 47 0 15.8 -9.6 249.64 92.16
17. 13 20 -18.2 10.4 331.24 108.16
18. 40 26 8.8 16.4 77.44 268.96
19. 27 7 -4.2 -2.6 17.64 6.76
20. 53 13 21.8 3.4 475.24 11.56
21. 33 27 1.8 17.4 3.24 302.76
22. 67 7 35.8 -2.6 1281.64 6.76
23. 33 6 1.8 -3.6 3.24 12.96
24. 26 26 -5.2 16.4 27.04 268.96
25. 27 20 -4.2 10.4 17.64 108.16
26. 54 20 22.8 10.4 519.84 108.16
27. 13 20 -18.2 10.4 331.24 108.16
28. 6 27 -25.2 17.4 635.04 302.76
29. 13 -7 -18.2 -16.6 331.24 275.56
30. 30 27 -1.2 17.4 1.44 302.76
31. 20 -7 -11.2 -16.6 125.44 275.56
32. 27 6 -4.2 -3.6 17.64 12.96
33. 13 20 -18.2 10.4 331.24 108.16
N= 33 ∑X1=1030 ∑X2=318 ∑X1= 0.4 ∑X1= 1.2 ∑X12= 7903.52 ∑X22= 8465.68
Based on the data presented in the table, it shows that the lowest gained
score was 0 and the highest was 67. Furthermore, after decided the calculation of
26
Sudijono, to find out the effectiveness of teaching vocabulary by using guessing
game.1
M1
=
M2 =
=
=
= 31.2
= 9.6
t
o
=
√[
][
]
t
o
=
√
{ } { }{ } { }t
o
=
√
{ { } { } { }}t
o
=
√
t
o
=
√
t
o
=
1
t
o
= 5.48
Determining t-table in significance level 5% with df:
d = N1 + N2 – 2
= 33 + 33 – 2 = 64
The value of ttableis 1.67. From the result of the statistic calculation, it can
be seen that the value of to is 5.48 and the degree of freedom in the table of
significance that on the d = 64
The comparison between tobservation (to) is higher than tt (ttable)
B. Test of Hypothesis
As mentioned in chapter one that this field research was conducted in
order to know whether teaching vocabulary using guessing game at second grade
at MTs Darussalam Ulujami more effective than memorizing method.
To answer those questions above, the writer hypothesis that:
1. The experiment hypothesis (Ha) is: there is significant influence on the
vocabulary scores of students by using guessing game.
2. The null hypothesis (Ho) is: there is no significant influence on the
vocabulary scores of students by using guessing game.
According to Anas Sudijono stated, if to>tt, the null hypothesis (Ho) is
rejected, on the contrary the alternative hypothesis (Ha) is accepted. It means that
between variable x and y is significance. While if to<tt, the null hypothesis (Ho) is
accepted and the alternative hypothesis (Ha) is rejected. It means that between
variable x and y is not significance2
By comparing the value of to = 5.48 and ttable on the degree of significance
5% = 1.67, the writer made conclusion of the hypothesis that to was higher than
ttable, 5.48 > 1.67. it means that the alternative hypothesis (Ha) was accepted and
the null hypothesis (Ho) was rejected, so teaching vocabulary using guessing game
2
28
was more effective than teaching vocabulary only with memorizing to the second
grade MTs Darussalam Ulujami, South Jakarta.
C. Data Interpretation
The test of hypothesis shows that there is significance in students’ score between before and after they are taught by guessing game. The score of students
using guessing game is higher that memorizing method.
There were some facts that were found during the observation in the class
related to the teaching and learning vocabulary in the class for junior high school
level especially for second grade MTs Darussalam Ulujami such as:
1. Situation in the class should be the first concerned of the teachers before
they want to start the class. We can make a good situation with using ice
breaking in the beginning of the class.
2. Enjoyable and cheerful situation can motivate students to learn better.
3. The students will more easy to remember and to adopt new vocabulary if
they have a chance to use the new vocabulary, whatever they use it, in the
class or outside the class.
4. Variation of the technique in teaching vocabulary is absolutely needed in
teaching vocabulary.
Based on the data analysis and the discussion above, the writer can
interpret that teaching vocabulary by using guessing game is more effective and
29 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After carrying experiment and according to the result of students’ pre-test and post-test in the second grade of MTs Darussalam Ulujami, South Jakarta, the
writer found that the students who were taught vocabulary through guessing game
technique got higher result than the students who were not taught vocabulary
through guessing game. It can be proven that in the gained score from the
experimental class is higher than gained score from the control class.
The writer concludes that teaching vocabulary using guessing game is
more effective than only using memorizing method. It is because game is more
interesting. According to the data, the result of statistic calculation above where
the value of to is higher than tt. From the explanation above, it means that there is
effectiveness between the results of teaching vocabulary using guessing game.
Based on the result of the data analysis, it shows that the value of to
(tobservation) is 5.48 and the value of tt (ttable) from the (64) on degree of
significance of 5% is 1.67. It means that the value of to is higher than the value of
tt, so the alternative hypothesis (Ho) is accepted and the null (Ho) is rejected, or it
can be said that there is significance in the students’ score learning vocabulary
using guessing game.
In this case, teacher needs to develop their ways in teaching English
30
atmosphere in the classroom varies. It is possible, by using certain methods or
activity in teaching English, the students will get the new experiences so they will
not get bored. Variation of activity in teaching vocabulary is needed to make the
students motivate to use their new vocabulary that can retain their mind to
memorize it.
B. Suggestion
After involving with education environment, the writer gives some
suggestion for:
1. Students
Every student should realize that learning English is their need.
They cannot only depend on the teacher to learn it. They have a
responsibility to learn it by themselves. Especially in learning vocabulary,
it is impossible to learn all of the new vocabulary from the teacher. The
students should learn it from the other sources like magazine, internet, etc.
It is hoped that the students can use the guessing game technique in their
learning process. The students also have a responsibility to apply the new
vocabulary in their daily life in order to retain their memory of the new
vocabulary.
2. English Teacher
Teacher is one of the most important factors in teaching English.
Teacher is the facilitator and become the key of the successful of teaching
and learning English. The teachers have to be more creative in design and
make a lesson plan. Guessing game can be one of many alternative
techniques that teachers can use in teaching vocabulary. there are several
advantages from guessing game. The first is because guessing game is a
simple game that can be used in the class easily. Second, with guessing
game, teachers can give a chance to the students to use the new
vocabulary. as we know we memorize the new word faster if we often use
it in our daily life. From the good lesson plan, the teachers can make a
activity of learning in the class. Without bored, teaching and learning
vocabulary will more easy to conduct in the class, and the students will
more easy to adopt it.
3. Principal
It is necessary to the school’s principal to send the English teacher
join any activities to improve the quality of teaching and the profession by
32
BIBLIOGRAPHY
Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 2006)
Arikunto, Suharsimi, Suhardjono & Supardi, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009).
Aebersold, Jo Ann and Field, Mary Lee. From Reader to Reading Teacher, (Cambridge: Cambridge University Press, 1997)
Allen, Virginia French, Techniques in Teaching Vocabulary, (New York: Oxford University Press, 1983)
Fries, Charles C., Teaching and Learning English as A Foreign Language, (New York: The University of Michigan, 1985)
Gairns, Ruth and Redman, Stuart, Working with Words, (Cambridge: Cambridge University Press, 2003)
Guth, Hans P, Words and Ideas, a Handbook for College Writing, Third Edition, (California: Wadsworth Publishing Company Inc, 1969).
Hatch, Evelyn and Brown, Cherryl. Vocabulary, Semantics, and Language Education (Cambridge: Cambridge University Press, 1995)
Hall Houston, „Playing Games’ Modern English Teacher, Vol 18 no. 1,
Jordan, R. R English for Academic Purposes a guide and resource book for teachers, (Cambridge: Cambridge University Press, 1997)
Langan, John, English Skills, (New York: McGRaw-Hill, 2003)
Lightbrown, Datsy M and Spada Nina, How Language Learned, (Oxford: Oxford University Press, 2006)
Kakonis, Tom E and Evans, David Allan, From Language to Idea: an Integrated Rhetoric, (New York: Holt, Rinehart and Winston Inc, 1971).
McCarthy, Michael and O’Dell, Felicity, English Vocabulary in Use, (Cambridge: Cambridge University Press, 1994).
Milton, James, Measuring Second Language Vocabulary Acquisition, (Bristol: Short Run Press Ltd, 2009).
Nation, I.S.P, Teaching Vocabulary: Strategies and Techniques, (Boston: Cengage Learning Products, 2008)
Nation, Paul. New Ways of Teaching Vocabulary (New York: Teacher of English to Speaker of Another Language/TESOL Inc, 1994)
Pearson, P. David, Hiebert, Elfrieda H and Kamil, Michael L. “Vocabulary
Assessment: What We Know and What We Need to Learn”, Reading Research Quarterly, Vol. 42. No. 2, June 2007.
Phillips,Sarah,Young Learners, (Oxford: Oxford University Press, 1993)
Read, John. “Research in Teaching Vocabulary”, annual review of applied linguistics, march, 24 2004.
Schmitt, Norbert, Vocabulary in Language Teaching, (Cambridge: Cambridge University Press, 2000).
Schmitt, Norbert, Researching Vocabulary: a Vocabulary Research Manual, (London: Palgrave Macmillan, 2010).
Spears, Deanne and Spears, David, In Tandem. Reading and Writing for College Students, (New York: McGraw-Hill Company Inc, 2008).
Snow, Don, More Than a Native Speaker, an Introduction to Teaching English Abroad, (Virginia: TESOL Inc, 2006).
Sudijono, Anas, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2010).
Thornburry, Scott, How to Teach Vocabulary, (Edinburgh: Pearson Education Limited, 2002).
Ur, Penny, a Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 2003).
34
English Vocabulary Test
Name :
Class :
Answer these questions by crossing A, B, C, or D!
I. Choose the correct meaning of the underline word!
1 Do you need something?
A. Something wanted
B. Something refused
C. Something rejected
D. Something afraid
2 I move your bike near the tree.
A. Keep quiet
B. Keep drinking
C. Want to see
D. Change the place
3 Do you know about the news?
A. Lie about something
B. Understand about something
C. Fall about something
D. Cry about something
4 Chris John has a good body.
A. Own something
B. Confuse
C. Think
D. Listen something
5 The remote can control the machine.
A. To say
B. To command
C. To tell
D. To build
II. Choose the synonym of the underline word!
1 What do you think about the class?
A. Realize
B. Misunderstand
C. Reject
D. Fail
2 When do you finish the class?
A. Start
B. End
C. Try
D. Repeat
3 She watches the movie every Saturday.
A. Smell
D. See
4 Meghan brings four books from the library
A. Give
B. Share
C. Carry
D. Leave
5 They start the final exam at 7.30 am
A. Run
B. Begin
C. Continue
D. Connect
III. Choose the antonym of the underline word!
1 Can you give send me this letter to the teacher?
A. Share
B. Take
C. Release
2 Please close me to open the door !
A. Touch
B. Dig
C. Break
D. Open
3 Did you sleep enough last night?
A. Awake
B. Stand up
C. Lie down
D. Conscious
4 Could you please remember these new vocabularies?
A. Learn
B. Think
C. Forget
D. Write
5 I want to inform your score.
A. Tell
B. Keep Secret
C. Instruct
36
English Vocabulary Test
Name :
Class :
Answer these questions by crossing A, B, C, or D! I. Choose the correct meaning of the
underline word!
1 Edward meets the receptionist to call the bellboy.
A. To ask to order to come
B. To give something
C. To meet someone
D. To greet him
2 Sangkuriang hunt in the deep forest..
A. To visit
B. To see and enjoy
C. To seek out and find food.
D. To build a house
3 I find my cat in the park?
A. To play with
B. To get or discover
C. To bring
D. To feed
4 Teachers discuss about the result of the final examination.
A. Meet and greet
B. Write or make
C. Give something
D. Consider about something
5 The students arrive at school at 6.30 am
A. Join to activity
B. Stay at the place
C. Depart from somewhere
D. Reach the place
II. Choose the synonym of the underline word!
1 Mrs. Adam looks at their students?
A. See
B. Talk
C. Play
D. Ask
2 My father builds tree house in my garage.
A. Destroy
B. Paint
C. Draw
D. Construct
3 He makes steam engine model.
C. Sing
D. Paint
4 Sangkuriang fail to build a lake and a boat.
A. End
B. Start
C. Abort
D. Delay
5 Deny surprise his teacher with his talent.
A. Talk
B. Meet
C. Make
D. Shock
III. Choose the antonym of the underline word!
1 Indah answers the test correctly.
A. Value
B. Question
C. Think
D. Discuss
A. Take
B. Dig
C. Reject
D. Open
3 Sangkuriang capture the deer in the jungle.
A. Release
B. Take
C. Kill
D. Trap
4 Could you please push the red button?
A. Run
B. Walk
C. Climb
D. Pull
5 The students listen to the teacher’s explanation.
A. Read
B. Watch
C. Stay
DATA MENTAH
===========
Jumlah Subyek= 21
Jumlah Butir Soal= 15
Jumlah Pilihan Jawaban= 4
Nama berkas: C:\USERS\CANGAK\DOCUMENTS\TES UJI VALIDITAS.ANA
Nomor Nomor No. Butir Baru ---> 1 2 3 4 5 6 7 8 9
Urut Subyek No. Butir Asli ---> 1 2 3 4 5 6 7 8 9
Nama Subyek | Kunci -> A D B A B A B D C
1 1 Achmad Nurdin A D B A D A B D C
2 2 Andri Saputra C D B A A C C B
3 3 Apriliani B C C A C C A D
4 4 Armaya A D C A B B D B
5 5 Desna Tiara A D B A B A B D C
6
