THE EFFECTIVENESS OF AFTER READING CARD GAMEIN TEACHING VOCABULARY VIEWED FROM STUDENTSâ INTEREST (An Experimental Study at the Third Grade Students of SD Muhammadiyah PalurSukoharjo in the Academic Year of 2012/2013).

(1)

THE EFFECTIVENESS OF AFTER READING CARD GAMEIN TEACHING VOCABULARY VIEWED FROM STUDENTS’ INTEREST

(An Experimental Study at the Third Grade Students of SD Muhammadiyah PalurSukoharjo in the Academic Year of 2012/2013)

THESIS

CHAPTER I

By ENI RAHAYU NIM S891108044

Submitted to Graduate School of Sebelas Maret University

as a Partial Fulfillment for Getting Graduate Degree in English Education

ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL

SEBELAS MARET UNIVERSITY SURAKARTA

2013

(2)

ii APPROVAL

THE EFFECTIVENESS OF AFTER READING CARD GAME_IN

TEACHING VOCABULARY VIEWED FROM STUDENTS’ INTEREST (An Experimental Study at the Third Grade Students of SD Muhammadiyah

Palur Sukoharjo in the Academic Year of 2012/ 2013)

By: Eni Rahayu NIM. S891108044

This thesis has been approved by the Consultants of English Education Department of Graduate School Sebelas Maret University

Surakarta onJune , 2013

Approved By,

The Head of English Education Department of Graduate School Sebelas Maret U

Approved By

The Head of English Education Department of Graduate School Sebelas Maret University

Consultant I

Dra. Dewi Rochsantiningsih,M.Ed., Ph.D NIP. 19600918 198702 2001

Consultant II

Dr. Abdul Asib, M.Pd NIP. 19520307 198003 1005

(3)

iii

LEGITIMATION FROM THE BOARD OF EXAMINERS

THE EFFECTIVENESS OF AFTER READING CARD GAME_IN

TEACHING VOCABULARY VIEWED FROM STUDENTS’ INTEREST

(An Experimental Study at the Third Grade Students of SD Muhammadiyah Palur in the Academic Year of 2012/2013)

By: ENI RAHAYU NIM S891108044

This thesis has been examined by the Board of Thesis Examiners of English Education Department of Graduate School of Sebelas Maret University on July

31th, 2013

Board of Examiners Signatures

Chairman : Dr. Ngadiso, M.Pd ... NIP. 19621231 198803 1 009

Secretary : Dr. Sumardi, M. Hum ... NIP. 19740608 199903 1 002

Examiners 1 : Dra. Dewi Rochsantiningsih, M.Ed., Ph. D ... NIP. 19600918 198702 2 001

Examiners 2 : Dr. Abdul Asib, M. Pd ... NIP. 19520307 198003 1 005

The Director of Graduate School of Sebelas Maret University,

Prof. Dr. Ir. Ahmad Yunus, M.S NIP. 196107171986011001

The Head of English Language Education Department of Graduate School of Sebelas Maret Uninversity,

Dr. Abdul Asib, M. Pd

NIP. 19520307 198003 1 005

(4)

iv ABSTRACT

Eni Rahayu. S891108044.The Effectiveness of After Reading Card Game

in Teaching Vocabulary Viewed from Students’ Interest(An Experimental Study in the Third Grade of SD Muhammadiyah Palur Sukoharjo in the Academic Year of 2012/2013).First Consultant: Dra.Dewi Rochsantiningsih,M.Ed, Ph.D; Second Consultant: Dr. Abdul Asib, M.Pd. Thesis. English Education Department, Graduate School of Sebelas Maret University, Surakarta. 2013.

The objectives of this research are: (1) to reveal whether After Reading Card Game is more effective in teaching vocabulary than Draw it-Pictionary Game for the third grade students at SD Muhammadiyah Palur; (2) To showthat students with high interest have better achievement in mastering vocabulary than students who have low interest; (3) to investigate whether there is an interaction between the techniques and students’ interest.

This experimental studywas conducted in SD Muhammadiyah Palur Sukoharjo.The population was the third grade students of this schoolin the academic year of 2012/2013. To select the sample, the researcher used total sampling. The total number of the sample were 52 students. Each class consists of 26 students. One class became an experimental group and the other class became a control group. The instruments of this research were vocabulary test and students’ interest questionnaire. The data were analyzed by using normality and homogeneity test to investigate the normality and the homogeneity of the data. Afterwards, ANOVA and TUKEY test were used to analyze the significant differences between the techniques.

The research findings show that: (1) After Reading Card Game is more effective than Draw It-Pictionary Gamein teaching vocabulary; (2) the students having high interest have better vocabulary mastery than the students having low interest; and (3) there is an interaction between teaching techniques and students’ interestin teaching vocabulary.

Based on the research findings, it can be concluded that After Reading Card Game is an effective technique to teach vocabulary for the third grade students of SD Muhammadiyah Palur Sukoharjo. The English teachersare suggested to apply this card gamein teaching vocabulary in order the students gain better vocabulary mastery. However, teachers are also suggested to improve the students’ interest because After Reading Card Game is effective to students with high interest.

Key words: After Reading Card Game, Draw It-Pictionary Game, experimental study, students’interest, young learner, Vocabulary.

(5)

v MOTTO

Life has many ways of testing a person, will

either by having nothing happen at all or by

having everything happen all at one.

(Paolo Coelho)

(6)

vi

DEDICATION

This thesis is dedicated to:

 my beloved father and mother, and

 my beloved brother

(7)

vii

PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “The Effectiveness

of After Reading Card Game in Teaching Vocabulary Viewed from Students’

Interest: An Experimental Study at the Third Grade Students of SD

Muhammadiyah Palur Sukoharjo in the Academic Year of 2012/ 2013. It is not

plagiarism or made by others. Anything related to others’ work is written in

quotation, the source of which is listed on the bibliography.

If then this pronouncement proves wrong, I am ready to accept any

academic punishment, including the withdrawal or cancellation of my academic

degree.

Surakarta, July 2013

Eni Rahayu

(8)

viii

ACKNOWLEDGEMENT

All praisesis dedicated to Allah SWT, the Most Almighty and Most

Merciful for his blessings. Without that, it is impossible for the researcher to

finish this thesis. Sholawat and salam will always be dedicated to the beloved holy

prophet Muhammad SAW. Furthermore, the accomplishment of this thesis does

not run well without ideas, attention, advice, help, contribution, and suggestion

from others.Therefore,the reseacher would like to express her deepest gratitude

and appreciation to:

1. The Director of Graduate School of Sebelas Maret University for the

permission to write the thesis.

2. The Head of the English Education Department of Graduate School of Sebelas

Maret University for providing the facilities to complete the thesis writing.

3. Dra. Dewi Rochsantiningsih,M.Ed, Ph.D, the first advisor, forhersupport,

advice, guidance, suggestion and feedback.

4. Dr. Abdul Asib, M.Pd, the second advisor,forhissupport, advice, guidance,

suggestion and feedback.

5. Dra. Sri Kusdwilastuti, S.Ag, MSI,the Principal of SD Muhammadiyah

PalurSukoharjo, for the permission to conduct the research.

6. Sumarman, S.Pd, the Principal of SD Muhammadiyah BekonangSukoharjo,

for the permission to do tryout test for the research.

7. Wahyuti, S.S, the English teacher of SD Muhammadiyah palur, for her advice,

guidance, and cooperation during the research.

8. The third grade students of SD Muhammadiyah in the academic year of

2012/2013, especially for, III-A and III-B, for their cooperation during the

research.

Finally, the researcher sincerely hopes that this thesis bringscontributionto

other researchers, teachers, and students and she expects suggestions and

comments from the readers in order to gain more improvement.

Surakarta,July2013

Eni Rahayu

(9)

ix

TABLE OF CONTENT

TITLE ... i

APPROVAL ... ii

LEGITIMATION ... iii

ABSTRACT ... iv

MOTTO ... v

DEDICATION ... vi

PRONOUNCEMENT ... vii

ACKNOWLEDGEMENT ... viii

TABLE OF CONTENT ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I INTRODUCTION A. The Background of the Study ... 1

B. Problem Identification ... 6

C. Limitation of the Problem ... 6

D. Problem Statement ... 6

E. The Purpose of the Study ... 7

F. The Benefits of the Study ... 7

CHAPTER II THEORETICAL REVIEW A. Teaching English to Young Learner ... 9

B. Vocabulary ... 13

1. The definition of Vocabulary………… ... 13

2. The components of Vocabulary mastery ... 14

3. Strategies in Vocabulary Building ... 16

4. Teaching Vocabulary ... 17

5. Testing Vocabulary ... 20

C. The Importance of Gamesin teaching and learning process .. 22

D. After Card Reading Game ... 25

1. Definition of After Reading Card Game ... 25

2. Steps of After Reading Card Game ... 27

3. The Strenghts of After Reading Card Game ... 30

4. The Weaknesses of After Reading Card Game ... 32

E. Draw It-Pictionary Game ... 33

1. Definition of Draw It-Pictionary Game ... 33

2. Steps of Draw It-Pictionary Game ... 35

3. The strenghts of Draw It-Pictionary Game ... 37

4. The Weaknesses of Draw It-Pictionary Game ... 39

F. Teaching Vocabulary Using After Reading Card Games Compared to Draw-Pictionary Game. ... 41

(10)

x

1. General Comparison between After Reading Card Game and

Draw It-Pictionary ... 41

2. The Differences of Teaching Steps between After Reading Card Game and Draw It-Pictionary ... 43

G. Students’ Interest ... 45

1. Definition of Interest ... 45

2. The Components of Interest ... 47

3. The Benefits of Interest in Learning Process ... 49

4. Arousing Students’ Interest ... 50

H. Review of Related research . ... 52

I. Rationale ……… ... 58

J. Hypothesis ……… ... 61

CHAPTER III RESEARCH METHODOLOGY A. Research Setting ... 62

1. Place and Time of the Research ... 62

2. Profile of Vocabulary Class ... 63

B. Research Method ... 64

C. Population, Sample, and Sampling ... 64

1. Population ... 64

2. Sample ... 65

3. Sampling ... 65

D. Techniques of Data Collection ... 66

E. Techniques of Data Analysis ... 70

F. Statistical Hypothesis . ... 76

CHAPTER IV RESEARCH FINDINGS A. The Implementation of the Research ... 78

B. Data Description ... 80

1. The Data of Vocabulary Test of Experiment Class that WereTaught by Using After Reading Card Game (A1)... 81

2. The Data of Vocabulary Test of Experiment Class that WereTaught by Using Draw it-Pictionary (A2) ... 82

3. The Data of Vocabulary Test of the Students Having High Interest (B1) ... 83

4. The Data of Vocabulary Test of the Students Having Low Interest (B2) ... 84

5. The Data of Vocabulary Test of the Students Having High Interest Who Were Taught by Using After Reading Card Game (A1B1) ... 85

6. The Data of Vocabulary Test of the Students Having High Interest Who Were Taught by Using Draw it-Pictionary (A2B1) ... 86 7. The Data of Vocabulary Test of the Students Having Low

(11)

xi

Game (A1B2) ... 87

8. The Data of Vocabulary Test of the Students Having Low Interest Who Were Taught by Using Draw it-Pictionary (A2B2) ... 88

C. Normality and Homogeneity Test ... 89

1. Normality Test ... 90

2. Homogeneity Test ... 93

D. Hypothesis Test ... 94

1. Summary of Mean Score of the Test ... 94

2. Summary of 2 x 2 Multifactor Analysis of Variance ... 95

3. Summary of Tukey Test ... 96

E. Discussion of the Result of the Study ... 98

1. Using After Reading Card Game is More Effective than Draw it-Pictionary Game ... 98

2. The Students Who Have High Interest Have Better Vocabulary Mastery than the Students Who Have Low Interest ... 100

3. There is an Interaction between Teaching Techniques and Students’ Interest in Teaching Vocabulary ... 101

CHAPTER VCONCLUSION, IMPLICATIONAND SUGGESTION A. Conclusion ... 104

B. Implication and Suggestion ... 105

BIBLIOGRAPHY ... 107

APPENDICES ... 112

(12)

xii

LIST OF TABLES

Table 2.1. General Comparison between After Reading CardGame and

Draw it-Pictionary Game ... 43

Table 2.2. The Differences of Teaching Steps between After Reading Card Game and Draw it-Pictionary Game ... 44

Table 3.1. Time schedule in conducting the research ... 63

Table 3.2.The Reliability Criterion... 69

Table 3.3. Table of Anova or Simple Factorial Design ... 72

Table 4.1. The Implementation of The Research ... 78

Table 4.2. Frequency Distribution of Data A1 ... 82

Table 4.4. Frequency Distribution of Data B1 ... 84

Table 4.6. Frequency Distribution of Data A1B1 ... 86

Table 4.10. Normality Test ... 90

Table 4.11. Homogeneity Test ... 93

Table 4.12. Mean Scoresof the Cells ... 94

Table 4.13. Multifactor Analysis of Variance ... 95

Table 4.14. Tukey Test ... 96

(13)

xiii

LIST OF FIGURES

(14)

xiv

LIST OF APPENDICES

Appendix 1. Lesson Plans of Experimental Class ... 112

Appendix 2. Lesson Plans of Control Class ... 144

Appendix 3. Blue Print and Instrument of Interest Questionnaire (try out) .. 172

Appendix 4. The Result of Validity of Students’Interest Questionnaire (after try out) ... 176

Appendix 5. The Result of Reliability ofStudents’ Interest Questionnaire .... 192

Appendix 6. Blue print and Instrument of Students’ Interest Questionnaire (after tryout) ... 208

Appendix 7. Scoring of Vocabulary Test ... 211

Appendix 8. Blue print and Instrument of Vocabulary Test ... 212

Appendix 9. The Result of Validity of Vocabulary Test ... . 220

Appendix 10. The Result of Reliability of Vocabulary Test ... ... 231

Appendix 11. Blue print and Instrument of Vocabulary Test (Post Test).. .... 241

Appendix 12. Tabulation of Interest and VocabularyScore Taught by After ReadingCard Game ... 247

Appendix 13. Tabulation of Interest and Vocabulary Score Taught by Draw It-Pictionary ... 248

Appendix 14. Descriptive Analysis... 249

Appendix 15. Normality ... 267

Appendix 16.Data Homogeneity ... 275

Appendix 17. ANOVA ... 277

Appendix 18. Tukey Test ... 281

THE EFFECTIVENESS OF AFTER READING CARD GAMEIN TEACHING VOCABULARY VIEWED FROM STUDENTSâ INTEREST (An Experimental Study at the Third Grade Students of SD Muhammadiyah PalurSukoharjo in the Academic Year of 2012/2013).