THE EFFECT OF JUMBLED-LETTERS GAME TO IMPROVE VOCABULARY MASTERY OF THE SEVENTH-GRADE STUDENTS OF SMPN 3 BATU

1

1.1

Background of the Study

Language is the most significant possession of human being. It is a

means of communication to transfer ideas, information, feeling and so on. Brown

(2000) states that language is a systematic, a set of arbitrary symbol human,

essentially although possibly not limited for human, acquired by all people in

much the same way. Language is also a key of successful second language

learning.

English is important for everyone who wants to gain access in this global

era. Now, English language has been used by people over the world. English is

really important for everyone to study and become tool that makes international

relationship with other countries. The importance of English as the key to the

international communication and commerce makes it compulsory subject for

students from the junior high school up to the senior high school.

According to Mukoroli (2011), vocabulary teaching and learning is a

constant challenge for teachers as well as students because historically there has

been minimal focus on vocabulary instruction in the ESL classroom. The ability

key to improve English achievement. Cameron (2003) says that building up a

useful vocabulary is central to the learning of a foreign language at primary level.

There are four skills that we learn in study English, such as listening, speaking,

reading and writing. All of them must be supported by vocabulary that can help us

in apply of the skill. Students who have a lot of vocabularies will be easy to

understand English learning process. Without good vocabulary mastery students

will face difficult in their study. When they do not know some vocabulary they

will feel frustrated in learning English.

Teaching vocabulary is not only conveying the meaning to the students

but also asking them to learn those words by heart. If teachers believe that the

words are worth explaining and learning, then it is important that they should do

this efficiently. Teachers should use different techniques and activities in teaching

English vocabulary to motivate the learners, enrich their vocabulary and enable

them to speak English properly.

Through game, students can improve their vocabulary. According to

Huyen (2003), the students feel bored learning new word by underlining new

word in their textbook and forgotten soon, they more active when they learn

vocabulary with game. So, vocabulary game is an ideal method to improve their

vocabulary skills because they subtly to enforce the skills without boring them. In

addition, Sari (2003) says that learning vocabulary through games is one effective and interesting way that can be applied in any classroom. Then, vocabulary game can help students not only enjoy and entertain the language that they learnt but

3

Jumbled-letters Game can make fun and interesting learning vocabulary. They can

analyze the spelling word and the writing, play with words, and enjoy it. The goal

of using this game is that student will enjoy spelling word and writing, increase

their vocabulary, and easy to remember the word meaning.

In the previous study conducted by Muyasaroh (2007), it was found that

crossword puzzle and Jumbled-letters can increase students’ vocabulary mastery. After used Jumbled-letters and crossword puzzle the researcher find that the

students’ vocabulary improved. The students’ average score was 5.49 in pre test,

6.25 in Cycle 1, 6.43 in Cycle 2 and 7.18 in Cycle 3. Besides gave positive

responses, students also had high motivation in learning vocabulary used game.

One of problem that was faced by the teacher and students is how to deal

with vocabulary. Sometimes, the students could master, understand, and

remember all of the vocabularies that the teacher explaining, but after they

finished their study they lost all of the vocabulary that they had learnt. Those

phenomena are faced by the students in SMPN 3 Batu. Based on the researcher’s observation, she found that the students of SMPN 3 Batu felt difficult to

remember vocabulary that they have learnt after they finished their study. The

researcher also found that the students still have low mastery in vocabulary and

their spelling also need to be improved.

Based on the phenomena, it is necessary to create effective act supported

by effective media or activities in order to improve vocabulary mastery. This

do a research entitled the effect of Jumbled-letters Game to improve vocabulary

mastery of the seventh-grade students of SMPN 3 Batu.

1.2

Statement of Problem

Based on the background of the study above, the research problem can be

formulated as follows:

Does teaching vocabulary by using Jumbled-letters Game improve

vocabulary mastery of the seventh-grade students of SMPN 3 Batu ?

1.3

Hypothesis

The researcher states the hypothesis as below:

Ha : Jumbled-letters Game give significant effect to improve vocabulary mastery

of the seventh-grade students of SMPN 3 Batu.

Ho : Jumbled-letters Game does not give significant effect to improve vocabulary

mastery of the seventh- grade students of SMPN 3 Batu.

1.4

Purpose of Study

Based on the statement problems above, this study is intended to find out

the effect of Jumbled-letters Game to improve vocabulary mastery of the

seventh-grade students of SMPN 3 Batu.

1.5

Significance of the Study

The researcher expects that this study can give valuable contribution in

education and have some advantages for several parties who are related to this

5

1. Teachers

It is hope that the teacher can get additional information and select a suitable

technique in teaching vocabulary for students’ junior high school. 2. Students of English Department

This research can be used as a reference for the students’ of English

Department when they conduct teaching practice at school.

3. Next researcher

The result of this research is also expected to give benefit to next researchers

who want to conduct research on other subjects. Hopefully, this research can

provide additional information about technique in teaching vocabulary.

1.6

Scope and Limitation

The scope of the study focus on the use of Jumbled-letters Game as a

instructional media in teaching vocabulary. In addition, this study is limited to the

seventh-grade students of SMPN 3 Batu class D which consist of 32 students’ and class E which consist of 31 students.

1.7

Definition of the Key Terms

Jumbled-letters Game is a game that allows students arrange letter to make a

word. Pictures and alphabets are used to construct words. This game is

played by the students to learn vocabulary.

Vocabulary is component of words or things. This study focus on the use of game

Vocabulary mastery is students’ mastery on vocabulary that wants to be improved

i

THE EFFECT OF JUMBLED-LETTERS GAME TO IMPROVE

VOCABULARY MASTERY OF THE SEVENTH-GRADE

STUDENTS OF SMPN 3 BATU

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

By :

Nova Arianti

NIM : 201110100311082

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

v

MOTTO AND DEDICATIONS

ُ ﺴ ﺴﻜﺴﺴﻳ

ْﻦﺴ ِ

ﺴﻰﺒْﻘُﻌ

ﺔﺴ ﺴﺪﺴﻨﺴﻓ

ِﻓ ﺴﻏ

ُﻚﺴ

ﺴ ﺴ

ْ ﺴ ْﻜﺴ

ﺴ

ﺪﺴ ْﺟِ

(

Bersungguh-sungguhlah dan jangan bermala-malasan dan

jangan pula lengah, karena penyesalan itu bagi orang yang

bermalas-malasan)

“Formulas

of a success are hard work, pray hard, and never

give up “

This thesis dedicated for

My beloved father Supir Gianto,

my beloved mother Sri Rianti R,

and my beloved littlesister Dinda.

All of my family,

Thank you for everything

vi

All praise to Allah SWT for giving a great blessing and guidance to the

writer, so that she can finish this thesis.

The researcher would like to express her deepest gratitude to the first

advisor, Dr. Sudiran, M.Hum for his time to help, advice, suggestion, and guide in

the process of writing this thesis. Then, the researcher also expresses her great

thanks to the second advisor, Santi Prastiyowati, M.Pd, for her patient in giving

correction, explanations, suggestions, and guide the writer to finish this thesis.

The deepest gratitude is also express to the headmaster of SMPN 3 Batu,

Djihad, M.Kpd and the teacher, Edy Winaryanto, S.Pd Who gave her opportunity

to conduct the research.

Furthermore, the special thanks to researcher’s family especially to

mother, Sri Rianti Rahajeng, father Supir Gianto, and beloved little sister Dinda

Fitri Melania for the greatest affection, pray, care, and support her to finish this

thesis.

Then, for the researcher’s roomate Wiwit Rahmawati who like a sister

and family thank you for your patient, support and accompanied her from first till

the end of our study in this university.

The researcher thanks to all of her friends in B class English Department,

vii

from first semester. Thanks to my boarding mate “kost merah” Pita, Ayu, Hasbi,

Diah, Titin for your support, kindness, friendship, and always being there.

May Allah bless them all for their help and contribution. Finally, the

researcher realizes this research is still far from being prefect, so the researcher

hopes the critics and suggestions to improve it to be better.

Writer,

viii

COVER ... i

APPROVAL PAGE BEFORE DEFENSE ... ii

APPROVAL PAGE AFTER DEFENSE ... iii

STATEMENT OF WORK’S ORIGINALITY ... iv

MOTTO AND DEDICATION ... v

ABSTRACT ... vi

1.2 Statement of Problem ... 4

1.3 Hypothesis ... 4

1.4 Purpose of Study ... 4

1.5 Significance of Study ... 4

1.6 Scope and Limitation ... 5

1.7 Definition of Key Term ... 5

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching and Learning English ... 7

2.2 Teaching Vocabulary ... 8

2.3 Technique of Teaching Vocabulary ... 9

2.4 Games ... 13

2.5 The Advantage of Games ... 15

ix

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design ... 18

3.2 Population and Sample ... 19

3.3 Data Collection ... 20

3.3.1 Research Instrument ... 20

3.3.2 Procedure of the Data Collection ... 21

3.4 Data Analysis ... 21

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 23

4.1.1 The Result of Pre-test ... 23

4.1.2 The Result of Post-test ... 24

4.1.3 The Result of Normality Testing ... 25

4.1.4 The Result of Homogeneous Testing ... 26

4.1.5 The Result of Dependent T-test ... 27

4.1.6 The Result of Hypothesis Testing ... 28

4.2 Discussion ... 30

CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 34

5.2 Suggestions ... 35

REFERENCES ... 37

x

Table 4.1 The Result of Pre-test ... 24

Table 4.2 The Result of Post-test ... 25

Table 4.3 The Result of Normality Testing of Control Group and Experimental Group ... 26

Table 4.4 The Result of Homogeneous Testing ... 27

Table 4.5 The Result of Dependent Test of Experimental Class ... 27

Table 4.6 The Result of Dependent Test of Control Class ... 28

xi

LIST OF FIGURE

2.1 Example of Word Card ... 11

2.2 Examples of the Picture and Jumbled-Letters... 16

2.3 Example of the Alphabet ... 17

xii

Ary. et al. 2010. Introduction to Research in Education. Wadsworth: Wadsworth Engage Learning.

A’yun, Qurrota. 2012. Improving Vocabulary Mastery Using Beberan Board

Game for Grade 8 Students in SMPN Plus Hidayatul Mubtadia’in

Singosari Malang. Malang: Unpublished Thesis UMM

Brown, Douglas. 2000. Principle of Language Learning and Teaching. San Fransisco: Longman.

Cameron, Lynne. 2003. Teaching Language to Young Learners. Cambridge: Cambridge University Press.

Deesri, Angkana. 2002. Games in the ESL and EFL class. The Interenet TESL

Journal, 8(9). Retrieved from

http://iteslj.org/Techniques/Deesri-Games.html. Accessed on July 22nd, 2015

Fambudi, Angga and Wicaksono, Bayu. 2014. A Study on the Teaching Method of Speaking English by Using Debate as Used by Debate Coach at ILF of the University Muhammadiyah Malang. CELTIC, 1(1), 22. Malang: UMM Press.

Fajriyah, Annnahdhi and Wahyuni, Erly. 2014. The Discovery Learning Activities

of “Science is Fun” Program of Kompas TV to Teach English for Young

Learners. A Journal of CELTIC, 1(1), 48. Malang: UMM Press.

Hadfield, Jill. 2001. Intermediate Vocabulary Games. England: Longman.

Harmer, Jeremy. 2009. The Practice of English Language Teaching. Cambridge: Longman.

Hiebert, Elfrieda and Kamil, Michael. 2005. Teaching and Learning Vocabulary. London: Lawrence Erlbaum Associates.

Huyen, Nguyen T T and Nga, Khuat T T. 2003. “The Effectiveness of Learning

Vocabulary Through Games”. Asian EFL Journal. (Online)

(http://www.asian-efl-journal.com/dec_03_vn.pdf). Accessed on January 2th, 2015

xiii

Mukoroli, Joseph. 2011. “Effective Vocabulary Teaching Strategies for the English for Academic Purposes Esl Classroom”. MA TESOL Collection. (Online) (http://digitalcollections.sit.edu/ipp_collection/501/). Accessed on February 16th, 2015

Muyasaroh. 2007. Increasing the Students’ Vocabulary Mastery Through Games

at the Third Year of Madrasah Tsanawiyah Negeri Genteng Banyuwangi.

Malang: Unpublished Thesis UNISMA

Sari, Ghada. 2003. “Using Games in Teaching Vocabulary”. (Online) (http://opimetodikaiigodina.pbworks.com/f/teaching+vocabulary+using+g ames.pdf). Accessed on January 2th, 2015

Sudijono, Anas. 2010. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo Persada.