i
OF SMP PGRI 1 BATANGHARI EAST LAMPUNG
By :
LIFTIN KHARISMA STUDENT ID: 13107567
Tarbiyah and Teacher Training Faculty English Education Departement
STATE ISLAMIC INSTITUTE OF METRO 1439 H / 2017 M
ii
THE INFLUENCE OF USING SCRABBLE GAME ON THE STUDENTS’ VOCABULARY MASTERY AT EIGHT GRADE OF SMP PGRI 1
BATANGHARI EAST LAMPUNG
Presented as a Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd)
in English Education Department
By: Liftin Kharisma STUDENT. ID. 13107567
Tarbiyah and Teaching Training Faculty English Education Department
Sponsor : Dr. Widhiya Ninsiana, M. Hum Co-Sponsor :Trisna Dinillah Harya, M. Pd
STATE ISLAMIC INSTITUTE OF METRO 1439 H / 2017 M
iii
THE INFLUENCE OF USING SCRABBLE GAME ON THE STUDENTS’ VOCABULARY MASTERY AT THE EIGHT GRADE OF SMP PGRI 1 BATANGHARI
EAST LAMPUNG ABSTRACT
By:
LIFTIN KHARISMA
The aim of this research was to determine whether there is any positive and significant influence of using scrabble game toward students’vocabulary mastery.
The problem that faced by the students is the students have difficulties to remember vocabulary. They have low motivation. This research is carried out to discuss how scrabble game influences toward students’ vocabulary mastery.
This research is quantitative research. The research used observation, documentation and test to collect the data. This research used purposive clusters sampling as sampling technique. The researcher gave one pre-test before treatment and one post-test after treatment. This research used VIII.2 class as subject of research. The researcher analyzed the data by using Chi Square and t-test formulation to prove whether hypothesis is accepted or rejected.
Based on the result and the discussion of this research, it can be said that critical value " X2observed" is 10,7 and "X2table" = 5% (5,9914) and 1% (9,2103). The data confirmed that "X2observed" is higher than "X2table". Moreover, the data confirmed that t = observed 6,59 is higher than t = table 1,729 in 5% and 2,860 in 1%. Therefore, it can be concluded that Ha is accepted and Ho is rejected. This shows that there is any positive and significant influence of using scrabble game toward students’ vocabulary mastery at the eigth grade of SMP PGRI 1 Batanghari East Lampung.
iv
PENGARUH PENGGUNAAN PERMAINAN SCRABBLE TERHADAP PENGUASAAN KOSAKATA SISWA KELAS VIII
DI SMP PGRI 1 BATANGHARI LAMPUNG TIMUR
ABSTRAK oleh:
LIFTIN KHARISMA
Tujuan penelitian ini adalah untuk mengetahui pengaruh positif dan signifikan penggunaan permainan scrabble terhadap penguasaan kosakata siswa. Masalah yang dihadapi siswa yaitu kesulitan dalam mengingat kosakata. Mereka memiliki motivasi yang rendah. Penelitian ini diadakan untuk mendiskusikan bagaimana pengaruh permainan scrabble terhadap penguasaan kosakata siswa.
Penelitian ini merupakan penelitian kuantitatif. Metode yang digunakan dalam mengumpulkan data ialah observasi,dokumentasi dan tes. Teknik pengambilan sampel yang digunakan adalah purposive clustering sampling. Dalam penelitian ini siswa diberikan satu kali pre-tes sebelum perlakuan khusus dan satu kali post-test setelah perlakuan khusus. Subjek penelitian ini ialah kelasVIII.2 SMP PGRI 1 Batanghari.Penelitian ini menggunakan rumus Chi Square dan t-test untuk menganalisa data.
Berdasarkan hasil dan pembahasan penelitian ini diperoleh nilai chi-square“X2hitung” yaitu 10,7dan “X2table” = 5% (5,99146) dan 1% (9,2103) yang menunjukkan “X2hitung” lebih tinggi daripada “X2table”. Kemudian nilai t-test menunjukkan thitung = 6,59 lebih tinggi dari pada ttable = 1,729 di 5% dan 2,860di 1%. Dapat disimpulkan bahwa Hi diterima dan Ho ditolak. Hal ini menunjukkan bahwasannya penggunaan permainan scrabble berpengaruh positif dan signifikan terhadap penguasaan kosakata siswa di kelas VIII SMP PGRI 1 Batanghari.
ix
STATEMENT OF RESEARCH ORIGINALITY
The undersigned:
Name : Liftin Kharisma
NPM : 13107567
Study Program : English Education Study Program Faculty : Tarbiyah and Teacher Training
States that this undergraduate thesis is originally the result of the writer’s research, in exception of certain parts which are excerpted from the bibliographies mentioned.
Metro, October 2017 The writer,
Liftin Kharisma
x
ORISINILITAS PENELITIAN
Yang bertanda tangan dibawah ini: Nama : Liftin Kharisma NPM : 13107567
Jurusan : Tadris Bahasa Inggris (TBI) Fakultas : Tarbiyah dan Ilmu Keguruan
Menyatakan bahwa skripsi ini secara keseluruhan adalah asli hasil penelitian saya kecuali bagian-bagian tertentu yang dirujuk dari sumbernya dan disebutkan dalam daftar pustaka.
Metro, Oktober 2017 Penulis
Liftin Kharisma
xi MOTTO
…
ۗ َنوُمَلْعَي َلَ َنيِذَّلا َو َنوُمَلْعَي َنيِذَّلا يِوَتْسَي ْلَه ْلُق
﴿ ِباَبْلَ ْلْا وُلوُأ ُرَّكَذَتَي اَمَّنِإ
٩
﴾
…Say: "Are those equal, those who know and those who do not know? It is those who are endued with understanding that receive admonition.
xii
DEDICATION PAGE
I highly dedicate this undergraduate thesis to my beloved parents (Mr.
Warli Tjasmita and Mrs. Siti Fatimah, Sp, also my beloved brother and sister
(Denni Bharliandy Sastra and Azmya Sabiya Nasira Raesha). Then, to my beloved
partner (Yoga Pratama) and to my friends (Candra ,Lulus, Putri, Novia, Mugi,
Tara) thanks for your loving, caring, praying, and greating support to finish this
xiii
ACKNOWLEDGEMENT
In the name of Allah, the Compassionate, the Merciful.
The glory be to Allah who has been the inspiration of her life and who has been giving the writer mercies and blessing so that the writer can complete this undergraduate thesis. It is entitled The Influence of Using Scrabble Game toward Students' Vocabulary Mastery at The Eight Graders of SMP PGRI 1 Batanghari East Lampung. Peace be upon our prophet Muhammad SAW, the great leader of moral awakening in the world who has been leading us from the darkness to the lightness.
Realizing that this undergraduate thesis will not be able to be accomplished without any helps and supports from many helpful individuals. In this lovely chance, the writer would like to sincerely acknowledgement her gratitude.
First and foremost the writer wishes to express her heartfelt gratitude and appreciation to her supervisors, Dr.Widhiya Ninsiana, M.Hum and Trisna Dinillah Harya, M.Pd for their constant guidance and support throughout the time she has been working on and compiling this undergraduate thesis.
Words are not enough to describe her indebtedness to her parents who have always impressed upon her the importance of acquiring knowledge and also for their endless love and patience. Their sacrifice and encouragement are greatly appreciated and will always be in my memory. The special thanks also go to all her friends who are in common with her to give big motivation and a huge care in the process of writing and counseling this undergraduate thesis.
xiv
Last but not least, nobody is perfect. The writer do apologizes for all mistakes she has made in writing and presentation items. The writer hopes that this undergraduate thesis have contribute to the treatment of English teaching and learning in general especially in learning vocabulary.
Metro, October 23rd 2017 The writer,
Liftin Kharisma St. N. 13107567
xv
TABLE OF CONTENTS
COVER ... i
TITLE ... ii
APPROVAL PAGE ... iii
NOTIFICATION LETTER ... iv
RATIFICATION PAGE ... vi
ABSTRACT ... vii
STATEMENT OF RESEARCH ORIGINALITY ... ix
MOTTO ... xi
DEDICATION PAGE ... xii
ACKNOWLEDGEMENT ... xiii
TABLE OF CONTENTS ... xv
LIST OF TABLES ... xvii
LIST OF FIGURES ... xviii
LIST OF APPENDICES ... xix
CHAPTER I INTRODUCTION ... 1
A. Background of the Research ... 1
B. Problem Identification ... 5
C. Problem Limitation ... 5
D. Problem Formulation ... 5
E. Objective of the Research ... 6
F. Benefit of the Research ... 6
CHAPTER II REVIEW OF THE RELATED THEORIES ... 7
A. THEORETICAL REVIEW ... 7
1. Vocabulary ... 7
a. The Concept of Vocabulary ... 7
b. Kinds of Vocabulary ... 9
c. The Concept of Teaching Vocabulary ... 13
2. Game ... 18
a. The Concept of Game ... 18
b. Kinds of Games in Language Teaching and Learning ... 19
c. Characteristic of Games in Language Teaching and Learning ... 23
3. Scrabble Game ... 25
a. The Concept of Scrabble Game ... 25
b. The Advantages of Using Scrabble Game... 25
c. Teaching Vocabulary through Scrabble Game... 26
xvi
B. Theoretical Framework and Paradigm ... 28
C. Hypothesis Formulation ... 30
D. Statistical Hypotesis ... 30
CHAPTER III RESEARCH METHODOLOGY ... 32
A. Research Design ... 32
B. The Operational Definition of Variables ... 32
C. Population, Sample and Sampling Technique ... 34
D. Data Collecting Technique ... 35
E. Research Instrument ... 37
F. Data Analysis Technique ... 39
CHAPTER IV RESULT AND DISCUSSION ... 41
A. Description of Data ... 41 1. Research Setting ... 41 2. Research Data ... 45 B. Hypothesis Testing ... 53 C. Interpretation ... 59 D. Discussion ... 60 E. Limitations ... 61
CHAPTER V CONCLUSION AND SUGGESTION ... 62
A. Conclusion ... 62
B. Suggestion ... 63
BIBLIOGRAPHY APPENDICES
xvii
LIST OF TABLES
Table 1 The Result Data of Students’ Score Test of SMP PGRI 1 Batanghari 3 Table 2 The Percentage of Student’s Vocabulary Mastery ... 4 Table 3 The Criteria of Tests ... 38 Table 4 Number of Students at SMP PGRI 1 Batanghari in academic
years 2016/2017 ... 43 Table 5 The Result of Pre-test of Students’ Vocabulary Mastery at the eigth
grader
of SMP PGRI 1 Batanghari East Lampung ... 45 Table 6 The Table of Frequency Distribution of Pre-test Score ... 47 Table 7 The Result of Post-test of Students Vocabulary Mastery at the eight
grader of SMP PGRI 1 Batanghari East Lampung ... 49 Table 8 Table of Frequency Distribution of Post-test Score ... 51 Table 9 The Contingency Table of the expected Frequency at the Result of
Students Vocabulary Mastery in Pre-test and Post-test ... 54 Table 10 The Testing of Data... 54 Table 11 Table of Critical Value of Chi-square ... 55 Table 12 The Score Pre-test and Post-test result of the Students
Vocabulary Mastery ... 56 Table 13 Descriptive Statistic ... 58 Table 14 Table of Critical Value of t-test ... 59
xviii
LIST OF FIGURES
Figure 1 The Scheme of Paradigm ... 29 Figure 2 Structure Organization of SMP PGRI 1 Batanghari ... 44 Figure 3 The Chart of Frequency of Students Vocabulary Mastery
Score in Pre Test ... 48 Figure 4 Chart of Frequency of Students Vocabulary Mastery
xix
LIST OF APPENDICES
Appendix 1. Syllabus of Learning Appendix 2. Lesson Plan in Pre Test Appendix 3. Lesson Plan in Post Test Appendix 4. Instrument of Pre Test Appendix 5. Instrument of Post Test
Appendix 6. Students Score in Pre Test and Post Test Appendix 7. Documentation
1
A. Background of the Research
The human who was born has a language, the language is used to communicate to each other. Language is a system of arbitrary, vocal symbols which permits all people in a given culture or other people who have learned the system of that culture, to communicate or to interact. Every language has its own arbitrary symbols or words to express the meaning of an object or an idea. The words to communicate and interact as used in the definition signify to understand and to speak; to be able to hear and to respond or react (by carrying out directions, for example) to the spoken word.
English is an international language which is learned by many people to catch up with the development of the world, especially in education, science, and technology. Therefore, it is very important to master it in order to be able to perform smooth communication with other people from other countries. Realizing the importance of English, the government of Indonesia has declared English as the first foreign language which is taught in Indonesia, starting from elementary school until university levels.
English as foreign language is to enable the students to use the languagein communication in oral, in learning English. English has four skills include listening, speaking, reading and writing. The four skills are the basic components to master a language that must be supported by a mastery of vocabulary.
Therefore the quality of the language skills students depends of the quantity and quality of on their vocabulary.
Vocabulary refers to the collection of a particular person, group of people, socioeconomic group, profession, and so on,knows and uses.Vocabulary mastery is a thing that can be refused in learning a language. Mastering vocabulary is important for learners since vocabulary mastery, as one of the basic components, plays an important role in the four language skills. In fact, the student still low in vocabulary mastery.
One of the important things to master a language is vocabulary. Without good vocabulary mastery, the students cannot master a language well. Vocabulary can help the students to have good listening, speaking, reading and writing ability. The students who have enough vocabulary, they do not difficult to understand the meaning of words. In fact, the student do not have motivation to learn English. So they have getting difficulties to understand and remember the meaning of vocabularies, and they consider that English is one of the difficult subject.
Based on the pre survey had done on October 31th, 2016 at SMP PGRI 1 Batanghari, it shown that the most students of the eight grade have difficulties in vocabulary mastery. Almost of the students get low scores in their test. It influence of their achievement in vocabulary mastery.
Table 1
The Result Data of Students’ Score Test of SMP PGRI 1 Batanghari
No Name of Student Score
1 AP 40 2 AW 38 3 AS 38 4 AR 40 5 AA 36 6 BS 38 7 DA 40 8 EF 40 9 FA 42 10 FR 40 11 FK 52 12 FH 40 13 HL 38 14 KK 50 15 LP 50 16 MA 48 17 ND 42 18 PL 45 19 RS 38 20 RD 50
Table 2
The Percentage of Student’s Vocabulary Mastery
No Score Category Frequency Percentage
1 >70 Pass 0 0%
2 <70 Fail 22 100 %
Total 22 100%
Source: Taken on Pre-survey on October, 31th, 2016
From the table above, it can be seen that they are low. It is still far from the minimum standart criteria (MSC). The minimum standart criteria (MSC) for English subject is 70. The researcher assumes that it caused students’ vocabulary mastery is still poor and they feel English was difficult lesson. The teaching learning process which emphasizes only on memorizing the list of vocabulary. The lack of students’ vocabulary is also caused by the lack of strategy to arouse their attention and motivation to study, so they are bored in English.
Based on the fact above, the researcher assumes an alternative way of teaching vocabulary is scrabble game. The researcher realizes that scrabble game is an interesting way will encourage students to learn vocabulary more easily and funny activity.
In this research, the researcher choose scrabble game as a media in teaching vocabulary.Scrabble is a game board and put words, it can be played by 2 or 4 people. By playing scrabble, the students can remember vocabulary will be longer, and as well as effectively help to achieve the learning objectives. Then by scrabble, it help the students to get new vocabulary. Through scrabble, it can improve socialisation between students because the playing model is group.
B. Problem Identification
Based on the background above, some problems are identifying as follows: 1. The students’ vocabulary is still low.
2. The students are not interested in the English learning process. 3. The students have low motivation in vocabulary.
4. The students can not remember vocabulary well.
C. Problem Limitation
In this research,the researcher limits the problem only to the students can not remember vocabulary well. The researcher focussed on “The influence of using scrabble game on the students’ vocabulary mastery at eight grade of SMP PGRI 1 Batanghari East Lampung”.
D. Problem Formulation
Based on the problem limitation above the researcher formulated the problem of the research as follows: is there any influence of using scrabble game on the students’ vocabulary mastery at the eight grade of SMP PGRI 1 Batanghari East Lampung?
E. Objective of the Research
Concerned with the background of research and problem identification above, the objective of the research is to find out whether scrabble game can influence the students’ vocabulary mastery.
F. Benefits of the Research
Hopefully this research can be used: 1. For the students
Scrabble game can make the students feel enjoy and interest in English learning process and improve the students’ vocabulary mastery.
2. For the English teacher
This research can be used as information, especially about the process of teaching vocabulary through scrabble game.
3. For the Institution :
The result of this research can be used as the information material and gives a real contribution of knowledge in learning English especially in Vocabulary.
7
A. Theoretical Review 1. Vocabulary
a. Concept of Vocabulary
Vocabulary is one of the language elements which should be learned if one wants to master a language. Vocabulary has role, which parallel with phonology and grammar to help the learner mastering four language skills.
According to Martin H. Manser in Walter T. Petty and Julie M. Jansen, vocabulary is number of words in language; vocabulary is word known to a person; vocabulary is list of words with their meaning.1 From the statements above, the writer infers that vocabulary refers to some words in a language and having meaning.
Vocabulary is the important thing in learning language, without vocabulary we cannot communicate both spoken and written. Vocabulary instruction is used to help students learn new words and to help them acquire a deeper understanding of the words they know.2 It means that vocabulary is important aspects in language. According Caroline, vocabulary is the colection of words that an individual
1
Walter T. Petty and Julie M. Jansen, Developing Children’s Language (USA,1980), P. 285.p
2Andrew p. Johnson. Teaching Reading And Writing : “A Guidebook For Tutoring And
knows.3 It means that vocabulary is group of word that has meaning. It would be impossible in English learning process without mastering vocabulary. People will do nothing in communication if they do not know the word or vocabulary of the language. So, vocabulary mastery can help the students have good speaking, reading, and writing ability. Kamil and hielbert stated vocabulary is knowledge of words and word meanings.4 There is no language without word. As we know that vocabulary performance is very important in learning the language. If we have vocabulary well, we can understand what words meaning in the sentence or text. So, we can use to communication or expression. Beside that, Nation and Crabbe stated:
“a slightly larger survival list of 120 items also includes vocabulary for everyday activities such as buying and bargaining, reading signs, and ordering food. Based on quatation above, vocabulary is very important for us. We always use it everyday to do something especially speaking and writing. Therefore, vocabulary performance may help learning skill activity run well because without vocabulary, nothing be conveyed”.5
Based some opinions above it shows vocabulary is a list of words with their meanings that accompanies a text book in a foreign language. So, it is important to teach vocabulary first to the students. Vocabulary plays a significant role in supporting the mastery of language skills such as listening, reading, speaking, and writing which
3Caroline T. Linse. Practical English Language Teaching:Young Learners. (Newyork: Mcgraw-Hill Companies, Inc. 2005). P. 121
4
Fran lehr, Jean Osborn, & elfrida H. Hielbert. A Focus On Vocabulary. (United states: PREL.2004) P.5
5 Nortbert Schmitt. Vocabulary in Language Teaching. (United States: Cambridge University Press. 2000)P. 142
are called by four skills of language. In order to communicate well in language, students should acquire an adequate number of words and should know how to use them accurately.
b. Kinds of Vocabulary
There are many kinds of vocabulary in English language as follows : a) Nouns
Like many grammatical terms, the word ‘noun’ is derived from the Latin. The Latin word ‘nomen’ means ‘name’. Nouns name things, persons, places and abstractions (qualities, feelings, passions, attributes, and ideas).
1) Things: table, freeway, coat, plant, mountain;
2) Persons: Jonathan, student, accountant, Einstein, actor; 3) Places: Sydney, Kalgoorlie, bedroom, cinema, casino;
4) Qualities, feelings, attributes: redness, tenderness, superiority; 5) Ideas: civilization, cynicism, post-Modernism, idealism, infinity.
Names of people and places are called proper nouns. It usually begin with a capital letter, for instance: Jack Moore, Sharon, Australia, Cairns, Hong Kong. Most nouns have a singular form and a plural form. These are called count nouns. Some nouns have only one form. These are called non-count nouns information, equipment,
technology, furniture, applause, leisure, clothing, homework, luggage.6
b) Pronouns
‘Pro’ is a Latin word that means ‘for’, and a pronoun is a word that can replace a noun. It can stand in for a noun. Pronouns are sometimes referred to as noun equivalents. These are many kinds of pronoun likes:
1) Personal pronouns
Personal pronouns are used to identify persons or things without using their names. They are usually classified in the following way.
2) Possessive pronouns
Possessive pronouns indicate possession or ownership. 3) Indefinite pronouns
Indenfinite pronouns always refer to the quantity of people or things, without identifying any specific person or thing.
4) Demonstrative pronouns
Demonstrative pronouns indicate physical or temporal proximity. ‘This’ and ‘these’ indicate nearness. ‘That’ and ‘these’ indicate nearness. “That ‘and ‘those’ indicate distance.7
c) Adjectives
6 Winifred belmont and Michael Sharkey. The easy writer formal writing for academic
purposes. 3rd edition. (Pearson australia, 2011). P 16
Adjectives give more information about noun. An adjective modifies a noun. Most adjectives have three forms such as positive, comparative and superlative.
positive comparative superlative
safe safer safest
strong stronger strongest
easy easier easiest
thick thicker thickest
warm warmer warmest8
d) Conjunctions
Conjunctions are used to combine two sentences into one a compound sentence. Some conjunctions have an adverbial usage, but here you will encounter them as they are used in everyday language: as words that combine two phrases or sentences into one. If the combined sentences each have a subject and a verb, separate the sentences with a comma:
John is a doctor, and Mary is a lawyer. John is a doctor and works in Chicago.
Following are some commonly used conjunctions: and, because, but, for, however, if, since, therefore. Interrogative pronouns, which ask a question, can also be used as conjunctions. They are not true conjunctions, but they can still be used to combine two sentences into
8 Ibid. P23
one. These are interrogative pronouns: how, what, when, where, why. Look at these examples:
I don’t know why you have to go so early. Can you tell me how I can find Green Street?
When John came into the room, she began to blush.9
e) Verb Tenses
Study the following examples, which show how verbs change in the various tenses. Some tenses require a form of to be and a present participle. Present participles have an -ing ending: is going, were
singing. Other tenses require a past participle. Regular verbs form the
past tense and past participle in the same way just add -ed: worked, have
worked. Use Appendix A of irregular verbs in the past tense and past
participle to see how they are formed. The perfect tenses of both regular and irregular verbs are a combination of a form of to have plus a past participle: I have worked. She has seen. You had broken. Tom will have
discovered.10
Here, the writer limits kinds of vocabulary only on noun, verb, and adjective to conduct the research, because noun, verb, and adjective of vocabulary often found by the students in learning activities, especially in English.
c. The Concept of Teaching Vocabulary
9 Ibid. P.38-39
10 ED Swick. Writing better english for ESL learners. (New york: The McGraw-Hill Companies, Inc.2009). Second edition.P.2
There is no language without word, vocabulary is part of language system. It is clear that vocabulary is the essential part in learning English, because we use the language for communication, whether it is spoken or written is made up of vocabulary. Without vocabulary the learners can not communicate approximately.
Teaching vocabulary is a complex task because it includes the meaning of the words. A good teacher should use appropriate techniques and enough practice for certain words, so that the objectives will be achieved. Concerning the appropriate techniques, a teacher must choose suitable method to teach vocabulary. The teacher has to teach not only the meaning of the words but also has to use appropriate method for each other aspect of language.
David Wilkins in Scott Thornbury said that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words. However, vocabulary teaching has not always been very responsive to such problems, and teachers have not fully recognized the tremendous communicative advantage in developing an extensive vocabulary.11
In line with the theories above, it is clear that learning vocabulary plays an important contribution in learning a language which must be considered by the teacher in order to be careful in selecting the vocabulary that will be teach. Teacher must decide which words will teach since there are many kinds of words that belong to types of vocabulary.
In teaching vocabulary the teacher has to identify which vocabulary to teach or which vocabulary the students need to learn before it. It is obvious that can not teach all of words and expressions in the target language the same time and not all of them may be urgent to teach to student of a certain level. The teacher can use the proper technique and can use the media. By using technique and media, the student will interest in learning and understand the subject clearly and can increase their ability in mastery the vocabularies.
According to MarrianneCelce Murcia and Elite Olshtain teaching vocabulary can do by using informative texts, using cartoons, using interactive role plays, using problem-solving tasks, use of dictionaries, using cognates and avoiding false cognates, and remarks on acquisition and attrition.12 Teaching vocabulary is what the most teachers take for granted since it was said that essential area of language is the lexicon or vocabulary of the language vocabulary teaching should regular basis. Lack of vocabulary or limited
12MarrianeCelceMucia and Elite Olshtain.Discourse and Context in Language
vocabulary inhibits the development at the work. Simple vocabulary can be used to convey ideas skillfully; however the work can become uninteresting quickly and loses the readers attention.
Hatch and brown describe there are five essential steps of learning vocabulary which has recited by Cameron:
a. Having source for encountering new words. b. Getting a clear image for the form of new words. c. Learning the meaning of new words
d. Making a strong memory connection between the form and the meaning of the words
e. Using the words.13
Based on some steps above, it can conclude that teacher has to use performance to teach vocabulary to them. In this level, teacher can use media in learning process. It can help the teacher to teach and show the material about vocabulary. It will make the students remembering new words easily.
In teaching to children, teacher has to use performance to teach vocabulary to them, because the children in literacy level are performance, it means children learn language with accompanying action / scaffolding. In this level, teacher can use media, according to Nation in recited by Cameron is listed basic technique of explaining the meaning of new words.
By demonstration picture: 1) Using an object
2) Using a cut-out picture 3) Using gesture
13 Lynne Cameron, Teaching Languages to Young Learners, Cambridge University Press, Cambridge, 2001,p. 84
4) Performance action 5) Photographs
6) Drawing and or diagram on the board 7) Picture from books, TV, Video or Computer By verbal explanation:
1) Analytical definition 2) Putting in a context 3) Translating14
Based on some techniques above we can see there are so many techniques can we use to teach vocabulary. Beside that, good dictionary can tell you a lot more about a word than just its meaning, including (among other things): synonym, antonyms, collocations, pronunciation, word stress, usage, whether a word is used for people and or thing.15 From the explanation above can be assumption that teaching vocabulary is not only introducing new words to the students but also how can vocabulary be received by students in the mastery of vocabulary.
Most junior high school students (at the age of 12-15) have been learning English since elementary school, so they have already got some basic knowledge of English. They have master 300-500 words before they enter the junior high school. But in junior high School is much different from that in the elementary school. Students are required to learn 1500 words and in senior high school they have master 4000 words.16
14 Ibid, p. 85
15Michael McCarty and Felicity O’Dell. English vocabulary in use. (New York: Cambridge university press. 1994). p. 10
16 Gairns, R & Redman, S. Working with Words-A guide to Teaching and Learning
However, Swan and Walter wrote that “vocabulary acquisition is the largest and most important task facing the language learner”.17
As statements Hock in Scott Tombury: “If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words!”.18
From the statements above it can be concluded that if the students want to improve English, so they should learn more vocabulary and of course the role of teacher in this case very required in supporting study process concerning vocabulary.
According to Paul Davies and Eric Pearse there are five types of vocabulary practice activity:
a) Brainstorming
Get the learner to think of as many words as possible related to a specific topic.
b) Labeling
This similar to brainstorming but with a chart or picture to add the learners.
c) Miming and guessing word
Give a learner from one team a piece of paper with an activity written on it (for example sail a boat eat an ice cream, fly a small
17 Ibid. Scott Thornbury, p. 14 18 Ibid, p. 13
plane). That learner has to mime the activity so that the other team members can guess it.
d) Oral Fill-in
Select an appropriate story. Leave out words that the learners should be able to guess from the context help from your miming. e) Classification
Write words related to two or more. Topic mixed together on the board. Ask the learners to identify the topics and then to decide which words is associated with which topic.19
The importance of scrabble game encourages researcher to choose the subject of attention in this study. By scrabble game students is required to devote his attention to create the vocabulary word so that they will stay longer in his memory.
2. Game
a. The Concept of Game
Game is one of the media to develop students’ abilities in speaking, writing, listening, and reading. With games, students have more motivation to engage the class. Often, students are involved in playing the games do not realize that they are practicing language.
Uberman stated that “ Games encourage,entertain, teach and promote fluency. If not for any reason, they should be used just
19 Paul Davies with Eric Pearse, Success in English Teaching, New York, Oxford University Press, 2002, p. 67-68
because they help students see beauty in a foreign language and not just problems that at times seem overwhelming”. 20
The games that are used in this study are “got it game” and back to the board”. Both games are appropriate to be used with collections of vocabullary items. The both games are the kind of guessing wihich often include in vocabulary games.21
Games is also defined as an “activity with rules, a goal, and an element of fun.” 22
Its means that games is extremely effective way of motivating students in a classroom and can be used to all of the level because games are fun.
b. Kinds of Games in Language Teaching and Learning
Lee classifies games into ten kinds: structure games, vocabulary games, spelling games, pronunciation games, number games, listen-and-do games, read-listen-and-do games, games and writing, miming and role-play, and discussion game.23 However, McCallum categorizes games for language learning into seven kinds: vocabulary games, number games, structure games, spelling games, conversation games, writing games, and role-play and dramatics.24
20
Uberman, 2013.Erfan Efendi, The use of Games to Improve Vocabulary Mastery, JP3, Volume 1, No.12
21 Jeremy Harmer, English Language Teaching, England, Pearson Longman, 2007, p.238
22 Hadfield, 2012, Luu Trong Tuan, Vocabulary Recolletion Through Game, Theory and Practice in Language Studies, Vol 2, No.2
23 W.R, Lee, Language teaching games and context. Oxford: Oxford University Press.2000. p. 65
From these two opinion above, we have five main kinds of games: vocabulary games, structure games, writing games, reading games, and games for developing speaking and listening skills. Each kind of game focuses on a language component or a skill, so when choosing games, one of the factors that teachers have to consider is the aim of the lesson. As mentioned above, the language games chosen in this study must serve the purpose of helping the learners recall vocabulary; therefore, vocabulary games were chosen in this study.
Hadfield explains two ways of classifying language games. First, language games into two types: linguistic games and communicative games. Linguistic games focus on accuracy, such as supplying the correct antonym. On the other hand, communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are similar to one another but not exactly alike. Correct language usage, though still important, is secondary to achieving the communicative goal.
The second taxonomy that Hadfield uses to classify language games has many more categories. As with the classification of games as linguistic games or communicative games, some games will contain elements of more than one type.25
25 Ibid,p. 256
1. Sorting, ordering, or arranging games. For example, students have a set of cards with different products on them, and they sort the cards into products found at a grocery store and products found at a department store.
2. Information gap games. In such games, one or more people have information that other people need to complete a task. For instance, one person might have a drawing and their partner needs to create a similar drawing by listening to the information given by the person with the drawing. Information gap games can involve a one-way information gap, such as the drawing game just described, or a two-way information gap, in which each person has unique information, such as in a Spot-the-Difference task, where each person has a slightly different picture, and the task is to identify the differences.
3. Guessing games. These are a variation on information gap games. One of the best known examples of a guessing game is 20 Questions, in which one person thinks of a famous person, place, or thing. The other participants can ask 20 Yes/No questions to find clues in order to guess who or what the person is thinking of. 4. Search games. These games are yet another variant on two-way
information gap games, with everyone giving and seeking information. Find Someone Who is a well known example. Students are given a grid. The task is to fill in all the cells in the
grid with the name of a classmate who fits that cell, e.g., someone who is a vegetarian. Students circulate, asking and answering questions to complete their own grid and help classmates complete theirs.
5. Matching games. As the name implies, participants need to find a match for a word, picture, or card. For example, students place 30 word cards, composed of 15 pairs, face down in random order. Each person turns over two cards at a time, with the goal of turning over a matching pair, by using their memory. This is also known as the Pelmanism principle, after Christopher Louis Pelman, a British psychologist of the first half of the 20th century.
6. Labeling games. These are a form of matching, in that participants match labels and pictures.
7. Exchanging games. In these games, students barter cards, other objects, or ideas. Similar are exchanging and collecting games. Many card games fall into this category, such as the children’s card game..
8. Board games. Scrabble is one of the most popular board games that specifically highlights language.
9. Role play games. The terms role play, drama, and simulation are sometimes used interchangeably but can be differentiated (Kodotchigova, 2002). Role play can involve students playing roles that they do not play in real life, such as dentist, while
simulations can involve students performing roles that they already play in real life or might be likely to play, such as customer at a restaurant. Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful.
These games above can be played in pairs, groups, or with the whole class. They can be card games, board games, puzzles, and role-play according to the size of the class or the excitement of the games. Games are diverse and techniques used to carry them are various. The researcher chooses scrabble game as a medium in teaching vocabulary. The researcher assumes that it was appropriate to use in teaching vocabulary.
c. Characteristics of Games In Language Teaching and Learning
According to Bradley games have some characteristics that are advantages to language learners as follows:
First, games engage all students in the learning process. When students play games in pairs or groups, they have the opportunity to recognize and appreciate the contributions of others and use team-building skills. Some classroom games focus on individuals working to win against all other peers in the class.This type of game works well with students who are highly motivated and competitive.
Second, games provide an opportunity for collaboration and/or cooperation. Classroom games provide an opportunity for students to collaborate and cooperate with each other, while working towards a common goal - winning. In some games, students are paired or grouped, which may lead to peer tutoring and the use of cooperative skills in order to win. They may not realize that they are actually learning, but they are working together towards a common goal.
Third, games provide an enjoyable learning experience. Creating a fun and enjoyable learning environment is a large first step toward motivating students.26 Research indicates that classroom games are effective strategies that facilitate learning.
There are many advantages of using game in the classroom, game can create relax atmosphere in the classroom so the students will more enjoy. But it must be remembered, that game like any other activity can bored when we use too much. Therefore, the teacher should choose the game by considering about the student’s need and interests. Game are highly motivating providing they are amusing and at the same time challenging.
3. Scrabble Game
a. The Concept of Scrabble Game
Scrabble is a word game in which two to four players score points by placing tiles, each bearing a single letter, into a gameboard
which is divided into a 15×15 grid of squares. Each player has eight letters. The tiles must form words which, in crossword fashion, flow left to right in rows or downwards in columns. 27 Scrabble is thought of as a game in which luck plays a significant part in determining whether you have good or bad letters on your track.28 The researcher assumes that Scrabble increases a student’s creative ability to create new words from the letters provided to them. Student will find the game fun and engaging while they attempt to create different words than the ones already used on the board. The excitement student experience while playing the game increases when they start to score more points and win multiple games. This competitiveness encourages student to think faster than their competitors. Some student can increase their strategic prowess by placing their tiles on a specific area on the board to score more points.
b. The Advantages Using Scrabble Game
A typical Scrabble game should not last more than two hours and the amount of arm movements is limited to the placing of letter pieces on the board and collecting new letters from among the unused letters. The game is playable by anyone with literacy and spelling skills. Consequently, it is a good game to develop vocabulary among children
27
John D Jr.Edley, Joe with Williams, Everything Scrabble, New York, a Divison Simo and Schuster.Inc, p.16
and enhance vocabulary among adults. For persons who enjoy language and words, scrabble is a classic choice.
Hebblethwaite mention the positive things that Scrabble can offer its players. These include intense mental activity that hones cognitive skills, practice in applying economic principles, and the activization of language learning in classrooms. Hebblethwaite also points out that Scrabble on the other hand, can only be played in a community, which is of most importance in maintaining a struggling language.29 It means that scrabble is a media that can expand the vocabulary and the strengthen the language ability.
c. Teaching Vocabulary Through Scrabble Game
Teaching vocabulary is a hard work because it connect with the students situations. In this case Lynne Cameron states that “Vocabulary teaching can be focused to help learners build up a knowledge of words in ways that will enable them to use the language efficiently and successfully”.30
This statement is how the importance of teaching vocabulary for the learners, because the building of vocabulary will help them to use the language efficiently and successfully.
The researcher assumes that teaching vocabulary can be meaningful if the teacher can conduct the teaching process by combining
29 Hebblethwaite, 2010, Vitaly Voinov, Words should be fun: Scrabble as a tool for
language preservation in Tuvan and other local languages, The University of Texas at Arlington,
vol.4 pp (213-230)
the available medium of teaching and hopes that a good medium will be more enjoyable, interesting and motivating so that the students would not be bored in teaching learning process. It would help them to get the materials stay longer. It means that the teacher has to be aware with the kinds of teaching techniques that he would use to come to his goal.
Teaching vocabulary through scrabble game is possible to be applied since this game can be used individual or in groups, however it is not an easy task to introduce scrabble game into the classroom and many factors have to be taken into account. We need to consider the number of students in the class, their ability to cooperate in a term, their language ability and the language level they present and first and foremost the simple fact if they are willing to take part in the activity.
d. Procedure of Teaching Vocabulary through Scrabble Game
The procedures in teaching vocabulary using scrabble game as follows: a) Preparing the class. The teacher tries to attract their attention by
asking some question. It is the way to stimulate students’ background of knowledge about vocabulary.
b) The teacher tells the students that they are going to study about the vocabulary using scrabble game.
c) The teacher divides them into 4 groups randomly . Each group has eight letters.
d) The teacher explains the rules of the activity and gives the example. Students should collect vocabularies to the board. For example
student mentions 1 word (run) and put the letter on the board. Then the next group will find word and connect with the “run” word. e) The teacher commands the students to begin the game. The students
try to find new word and translate the words found
f) The teacher calculates the score and announces the winner which has the highest points after finishing their scrabble game using their words given
g) At the end, the teacher gives the evaluation.
B. Theoretical Framework and Paradigm 1. Theoretical Framework
“Theoretical framework is the conceptualization how to correlate between theory and factors which are identified as important problem”.31 There are two variable in this research. They are independent variable (X) and dependent variable (Y). The independent variable is scrabble game and the dependent variable is vocabulary mastery.
2. Paradigm
Research paradigm is the draft that shows thinking pattern of the researcher, and the correlation between variables which are researcher. Based on the theoretical framework above, the writer describes the paradigm as following:
Figure 1
The Scheme of Paradigm
Based on the scheme of paradigm above, the writer assumes that if scrabble game is good and the student vocabulary mastery is good, so there is a positive and significant the influence of scrabble game.However, if scrabble game is bad and the students vocabulary mastery is bad, so there is no a positive and significant the influence of scrabble game. Therefore, the writer assumes that certainly the students teach through scrabble game will influence their vocabulary mastery.
C. Hypotheses Formulation
John said that hypotheses are the tentative statement of the relationship of variables.32 Based on the theoretical framework and paradigm above, the writes formulates the hypotheses as follows :
1. Alternative hypotheses (Ha)
There is a significant influence of using scrabble game on students’ vocabulary mastery at eighth grade of SMP PGRI 1 Batanghari East Lampung.
32 John creswell, Research Design Qualitative, Quantitative, and Mixed Method
Approaches, (Lincoln: SAGE Publications,2002). P. 108
Student Vocabulary Mastery Good Fair Bad P O T H E S I S Scrabble Game
2. Null hypotheses (Ho)
There is not any a significant influence of using scrabble game on students’ vocabulary mastery at eighth grade of SMP PGRI 1 Batanghari East Lampung.
Based on the problems, theories and theoretical assumption above, the hypothesis of this research is formulates as follows: Alternative hypothesis (Ha): There is a significant influence of using scrabble game on students’ vocabulary mastery at eighth grade of SMP PGRI 1 Batanghari East Lampung.
D. Statistical Hypotesis
Related to the concept of statistical hypothesis that a hypothesis may be stated in the null from which is an assertion that no relationship or no difference exists between or among the variables. This form null hypothesis is a statistical hypothesis which is testable within the framework of probability theory. It is also a non-directional form of hypothesis. This hypothesis is considered as an assumption about a population parameter.
The Formulation of statistical hypothesis in this research are: a. If, to > ttable = Ha is accepted, Ho is Rejected.
31
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research the researcher used the quantitative research. According to Creswell, quantitative research is one in which the investigator primarily uses post positives claims for developing knowledge (i.e cause and effect thinking, reduction to specific variables and hypotheses questions use of measurement and observation and the test of theories).62 Such as Daniel Muijs said that quantitative research is explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics).63
This research was intended to investigate whether there is a positive and significant influence of using scrabble games on the students’ vocabulary mastery. This research contain two variables, the independent variable that is using scrabble game (X) and the dependent variable that is students vocabulary mastery (Y).
B. The Operational Definition of Variables
A variable is a characteristic or attribute of an individual or an organization that researchers can measure or observe and varies among
62
John W. Creswell, Research Design: Qualitative, Quantitative and Mixed Method
Approaches second edition, California: Sape Publication, 2003, p.21.
63 Daniel Muijs, Doing Research in Education, New Delhi: London Thousand Oaks, 2004,p.1
individuals or organizations studied.64 There are two variables in this research, while the operational definition of variables as follows:
1. Independent Variable
An independent variable is an attribute or characteristic that influences or affects an outcome or dependent variable.65 Independent variable of this research is scrabble game. It is a variation on an crossword games that can be defines as game in which the learner can increases their creative ability to create new words from the letters provided to them.
The reseacher measured independent variable by used writen test. The researcher tested the students by giving them some question in arrangement the word design. The researcher giving score from their precision in arrange the word and their ability.
Moreover, indicator of this variable as follow : a. The students are able to arrange the word.
b. The students are able to easier to understanding the word. c. The students area able to more interest in the English Learning.
2. Dependent Variable
A dependent variable is an attribute or characteristic that is dependent on or influenced by the independent variable.66 Dependent variable of this research is students’ vocabulary mastery. It can be defined as to gain the total
64
John W. Creswell, Educational research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, fourth edition, (New York: Pearson, 2012), P. 112
65 Ibid, P.116 66 Ibid, P.115
number of words mastered that know and understood by the students. It is very important to support English learning process in listening, speaking, reading, and writing. The vocabulary commonly seen, done and felt by students or more accurately in accordance with the fact that they usually experienced.
The researcher measured the students’ vocabulary mastery by use test. There is 20 multiple choice. Each item consists of four options, A,B,C, and D. The score each question is 5, so the lowest score is 0 and the biggest one is 100.
Moreover, indicator of this variable as follow:
a. The students are able to know and understand the vocabulary. b. The students are able to remember the vocabulary.
C. Population, Sample and Sampling Technique
1. Population
According to Paul, population is the term used to describe all the possible cases of interest.67 The population of this research was the students at the eighth grade of SMP PGRI 1 Batanghari which consist of 104 students that divided in five classes. SMP PGRI 1 Batanghari has five classes, these are:
a. VIII.1 = 20 students b. VIII.2 = 20 students
67 Paul S. Gray and John B. Wiliamson, etc, The research imagination: an introduction
c. VIII.3 = 20 students d. VIII.4 = 22 students e. VIII.5 = 22 students
Total = 104 students 2. Sample
A sample is made up of some but not all instances, or cases, of some general category of people, things, or events.68 A sample is a small subgroup chosen from the larger population. The reseacher has chosen one of the eighth grade at SMP PGRI 1 Batanghari as a sample. So, the reseacher took from VIII.2 about 20 students as the sample.
3. Sampling Technique
Donal Ary defined sample is a portion of population.69 In this case, the researcher used cluster purposive sampling because the sample selection based on specific purpose.
D. Data Collecting Technique
In this research, the reseacher used an objective test to know students’ vocabulary mastery. To collect the data, the reseacher used some method such as:
68 Ibid.P. 103.
1. Observation
Observation is the process of gathering open-ended, firsthand information by observing people and places at a research site.70 This method used to got detail information and the process of events while the research at SMP PGRI 1 Batanghari.
2. Documentation
Documentation consist of public and private records that obtain about a site or participants in a study, and they can include newspapers, minutes of meetings, personal journals, and letters.71 The researcher used this method to got the data about school history, the profile, the total of the students and teachers of SMP PGRI 1 Batanghari.
3. Test
The valid data can be reached through several techniques of data collection method, one of them is test. Test is a means of measuring the knowledge, skill, feeling, intelligence, or aptitude of an individual or group.72 The researcher used test as data collecting technique to measure both of the variable. The test consist of two kinds such as:
70 Ibid, John W. Creswell, P. 112 71 Ibid, P. 223
a. Pre-test
The pre-test was given to the students in the first meeting in order to find out student’s ability in the beginning before using scrabble game on vocabulary mastery.
b. Post test
The post test was given in the last meeting after treatment. The reseacher used post test to know the students’ vocabulary mastery after using scrabble game.
In this research the reseacher used written test to collect the data. The written test is as the main technique to collect the data that would be used to get data about the students’ vocabulary mastery. This method was used to measure students’ vocabulary mastery.
E. Research Instrument
Instrument is a tool of the research which is used in each method. Forms of data collection all involve using an instrument.
1. Blueprint
a. The instrument which was used in observation method was observation guidance, as follow:
1) Observation the location sketch of SMP PGRI 1 Batanghari. 2) Observation the establishment of SMP PGRI 1 Batanghari. 3) Observation about building of SMP PGRI 1 Batanghari.
b. The instrument which was used in documentation method was documentation guidance, as follow:
1) Documentation about condition of the teachers and officials in the SMP PGRI 1 Batanghari.
2) Documentation about the students of SMP PGRI 1 Batanghari. 3) Documentation about the organization structure of SMP PGRI 1
Batanghari.
c. The instrument which was used in tests was vocabulary test. The instrument was used for pre-test and post-test. Pre-test was conduct before implementation the treatments. Post-test was used to get data of the students’ vocabulary mastery after give the treatments. The test (pre-test and post-test) consisted of 20 multiple choice questions and each item had 4 options of answer.The test was multiple choices test with criteria:
Table 3
The Criteria of Tests
Aspect Category Items Total
Vocabulary of School Life Noun 2, 3, 5, 9, 11, 13, 14, 17, 18 9 Verb 1, 4, 6, 7, 8, 16, 19 7 Adjective 10,12, 15, 20 4 Total 20 2. Instrument Calibration
Instrument calibration is the scale of measurement which will be used to decide the instrument standard which will be used. The researcher used the instrument with using the pre-test and post-test. The pre-test used to get the score before the treatment conducted. The writer used objective tests.
F. Data Analysis Technique
To find out the differences of significant between pre-test and post test samples was used Chi-Square formulation. Chi-square many parametric models, possessing different characteristics, shapes, and properties, have been proposed in the literature.73 It was purposed to find out the differences significant of using scrabble game on the students’ vocabulary mastery at the eigth grader of SMP PGRI 1 Batanghari. Test given by the formula of chi-square : 𝜒2 = 𝐹𝑜 − 𝐹𝑒 2 𝐹𝑒 Explanation: X2 = value of chi-square Fo = observed frequency Fe = expected frequency
Then, the researcher analyzed data to investigate the influence of using scrabble game toward students’ vocabulary mastery at the eight grade of SMP PGRI 1 Batangari by using t-test formulation:
t = 𝐷 ∑𝐷 2 − ∑𝐷 2𝑁
𝑁 𝑁−1
73 Vassilly Vainov, chi-squared goodness of fit test with aplication, (USA: AP Press,2013) P.1
Notes :
t = t value for correlation sample
D = (differences), differences between pre-test score with post-test score.
D2= square of D
40
CHAPTER IV
RESULT AND DISCUSSION
A. Description of the Data 1. Research Setting
a. The History of SMP PGRI 1 BATANGHARI
Junior high school (SMP) PGRI 1 Batanghari East Lampung regency is located in Banarjoyo village 46 districts batanghari. SMP PGRI 1 Batanghari, is one of the institutions established by PGRI Foundation which addressed at Jln Drs. WarsitoTelukBetung Bandar Lampung. SMP PGRI 1 Batanghari was established in 1976 and started operation in 1976.
The school was established at the request of the community who wanted his son to continue his education to junior high school. The demand is due to heavy parents if they have to send their daughter to Metro City, especially the cost of transportation. The supported and participated of the community leaders at that time, in 1976/1977 SMP PGRI 1 Batanghari start running. Since 2001 the Head of School was held by Bpk. Eko Tri Waluyo, S.Pd. MM. Until now.
b. Vision, Mission, and Purpose of SMP PGRI 1 BATANGHARI 1) Vision
"Delivering a Successful, Intelligent and Skilled Successor of the Nation."
The Indicators are follows:
1. The realization of a religious school atmosphere
2. The realization of the school atmosphere with a harmonious sense of kinship
3. The fulfillment of graduates who can become pioneers and develop dynamically.
4. Improving the effectiveness of learning is supported by the application of high discipline.
5. Support the creativity and understanding in the field knowledge of technology, information and communication. 6. Giving Basic Skills as a provision in the life of the day. 2) Mission
"Providing Knowledge, Skills, and Technology Supplies, Invest a Culture of Discipline Based on Faith amd Religion.
The Indicators are follows:
1. Implement the learning based on religious awareness.
2. Implement the habit of giving salm and shaking hands between pupils and students, students with teachers, and teachers with teachers at every opportunity.
3. Encourage and realize graduates in order to continue the school to a higher level in the schools of pharmacy.
4. Improving the quality of learning and providing an understanding of the discipline in complying with school regulations.
5. Implementing practical activities by utilizing supporting facilities that is sains laboratory and computer.
6. Implement skills development activities in extracurricular activities.
c. The student’s quantity of SMP PGRI 1 BATANGHARI in the academic year of 2016/2017 is that can be identified as follows:
Table 4
Number of Students at SMP PGRI 1 Batanghari in the Academic Year of 2016/2017
NO CLASS SEX TOTAL
MALE FEMALE
1. Class VII 45 25 70
2. Class VIII 63 41 104
3. Class IX 47 25 61
d. Structure Organization of SMP PGRI 1 Batanghari Figure 2
Structure Organization of SMP PGRI 1 Batanghari
2. Research Data
a. The students pre-test result
The purpose of pre-test is to know the students vocabulary mastery. The test was used by the reseacher in pre-test before giving
Patron Leader of YPPLP
Headmaster
Eko Tri Waluyo, S.P.d. MM
Treasurer Murtiningrum Committee of School Sukamto Vice of Headmaster Yaeni,S.P.d Teachers Students
experimental treatments by using Scrabble game. The result of pre-test can be identified in the table, as followed:
Table 5
The Result of Pre-test of Students’ Vocabulary Mastery at the eigth grades of SMP PGRI 1 Batanghari East
Lampung. No Name Score 1 AA 40 2 AR 40 3 AS 45 4 BD 45 5 BS 20 6 DE 65 7 DS 20 8 HS 65 9 IS 65 10 JS 65 11 LI 50 12 MA 30 13 MB 70 14 RP 60 15 SA 30 16 SN 50 17 SW 30 18 VA 60 19 VR 80 20 VV 40 Total (ƩX) 960 Maximal Score 80 Minimal Score 20 Average 48
Taken on August 23th, 2017
Based on the data above, it can be found that the highest score was 80 and the lowest score was 20. So, the researcher measured the class interval (P) by using the formula as followed:
R = The highest score ˗˗ The lowest score R = 80 ˗˗ 20 R = 60 K = 1 + 3,3 log n K = 1 + 3,3 log 20 K = 1 + 3,3 x 1,30 K = 1 + 4,29 K = 5, 29 5 P = 𝑅 𝐾 P = 60 5 P = 12 Note:
R = A distance from score maximum and score minimum K = The number of interval class
P = The length of interval class
The total of class interval of this result pre-test research was 5. After knowing the class interval, the data taken from interval above was put on the table of frequency distribution, as followed:
