THE EFFECTIVENESS OF GUESSING GAME FOR TEACHING VOCABULARY
(An Experimental Study of the Second Grade Students at SMP Muhammadiyah 3 Purwokerto in Academic Year 2015/2016)
Tiara Aya Putri
University Muhammadiyah of Purwokerto ABSTRACT
The aim of this research was to find out the effectiveness of guessing game to teach vocabulary. This research used quasi experimental, the subject of the research were class VIII C with 27 students as experimental group and VIII D with 27 students as control group. Guessing game was applied in experimental group while control group was not taught using guessing game. Test was used for collecting the data, namely pre-test and post-pre-test, and the instrument was tried out to part of the second grade students of SMP Muhammadiyah 3 Purwokerto which aimed to know the validity, reability, and item difficulty of the instrument. The test consisted of multiple choice item and matching. After getting the data, it was analyzed by using test formula. The result of t-test computation was higher than t-table. It was 3.337 and the result of t-table at significant level 0.05 with the degree of freedom 52 = 1,674. It could be concluded that t-obtained was higher that t-table (3.337 > 1.674). It could be concluded that the hypothesis of the research that guessing game was effective for teaching vocabulary was accepted.
A. INTRODUCTION
Vocabulary is one of the most important element in a language. It is one element that links there are four skills of speaking, listening, reading, and writing. 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.
English vocabulary becomes one of the major problems faced by the students to learn English as a foreign language. The students are confused in mastering the spelling and understanding the meaning of words. It is caused by the unfamiliar word for them. The students are also difficult to spell and write the letters in long words.
In learning English, 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. 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.
This research focuses only on vocabulary. In this research, the treatment is teaching vocabulary by using guessing games while the control group was taught by using lecturing technique and giving exercises.
The explanation above implies that using guessing game in teaching helps students to get a better achievement on their English Study. Based on the explanation above, the researcher decide to conduct a research with the title “The Effectiveness of Guessing Game for Teaching Vocabulary (An Experiment Study of the Second Grade Students at SMP Muhammadiyah 3 Purwokerto)”
B. METHOD
In conducting this research, the writer applied an experimental research. This research used experiment research. There were two groups in this research, the first research is control groups and the second research is experimental groups. The treatments were given by using guessing game in teaching learning process. This research used quasi experiment. There were two groups, and each group was given pre-test and post-test. The instrument in pre test and post test used multiple choices and matching, in which the number of it would be consisted of 20 items. There were 10 items of multiple choices and 10 items of matching test. This research was conducted in February 2016. The research was done at the eighth grade of SMP Muhammadiyah 3 Purwokerto, in academic year 2015/2016. the populations were all eighth grade students of SMP Muhammadiyah 3 Purwokerto, particularly in academic year 2015/2016. The numbers of population was 312 students from 4 different classes. Two classes were chosen as subjects of the research. Class VIII C that has 27 students was chosen as the experimental group, while VIII D which has 27 students was selected as control group.
Test is used to collect the data. Test is a set of questions and use to measure skill, knowledge, intelligence and ability of an individual. The test here had aim to find out the vocabulary mastery in the research. The writer used two kinds of test. They were pre-test and post-test:
1. Pre – test: This test was used to know the students’ ability of each group. This first test was given before the writer applies the teaching vocabulary by guessing game. The numbers of the test items was 20 items consist of 10 items of multiple choice and 10 items of matching test.
following formula. The numbers of the test items was 20 items consist of 10 items of multiple choice and 10 items of matching test.
After conducting pre-test and post-test, the researcher analyzed the data. It was used to know whether there is an increasing of students’ vocabulary mastery after being taught through flashcard. The researchers examine the students’ score by using percentage, mean, and t-test.
a. Percentage
In percentage, the researcher would know the frequency of the correct answer in the class. The formula was P = F/N.
P = percentage of the correct answer F = the frequency of the correct answer N = the total number of students
So, the researcher would classified the frequency of the correct answer into five categories, such as: 81-100% was very good, 61-80% was good, 41-60% was fair, 21-40% was bad and 0-20% was very bad.
b. Mean
Mean is used to know the level of vocabulary mastery after the students were given treatment. The percentage scores of class found by the quotient of total deviation and number of students in the class. There are two classes mean values which should be calculated:
1. Means of Control Class
To find out the mean of deviation of control class (My):
- The Pre-test score decreases the post-test score of each student. - Then the writer counts the total of deviation (∑y)
- Finally, the writer counts the total of the students in control class is divided in to the number of students in that class
My =
2. Means of Experimental Class
To find out the mean of deviation of experiment class (Mx)
- The pre-test scores decrease the post-test score of each student. - The writer counts the total of deviation (residual) (∑x)
- Finally, the writer counts the total of the students in experiment class that is divided in to the number of the students in that class.
Where:
Mx : the mean of the score to experiment class
My : the mean of the score to control class
X : residual of the score the control class
Y : residual of the score the experiment class
N : total number of students
c. Calculating the sum of squared deviation of each group
a. Experimental Class
∑x2 = ∑X2 –
b. Control Class
∑y2 = ∑Y2 –
Where:
∑x2: the sum of square deviation in experimental class
∑Y2: the sum of square deviation in control class
c. T-test
T-test was used to analyze the data. This technique was used to find out whether using flashcard for teaching vocabulary is effective. According to Arikunto, (2010: 354).This research used the t-table formula as follows:
Mx = the mean of experimental class
My = the mean of control class
x2 = the square deviation of experimental class
y2 = the square deviation of control class
Nx = the total number of students of experimental class
Ny = the total number of students of control class
And after that, calculating degree of freedom (d.f) by using the following formula:
d.f = ( Nx Ny – 2 ) where:
Nx = number of experimental class students Ny = number of control class students
After getting the T-test, it will be consulted into t-table of a certain significant level. If the T-test is higher than T-table, it means that there is a positive effect of guessing game for teaching vocabulary, so hypothesis is accepted.
C. RESULT AND DISCUSSION
The objective of this research was to find out whether or not guessing game can be effective for students’ vocabulary mastery. The population the populations were all eighth grade students of SMP Muhammadiyah 3 Purwokerto, particularly in academic year 2015/2016. The researcher was conducted in 5 meetings every class. For the first, the researcher administered pre-test, to know the students’ ability of each groups. For the second, third, and fourth meeting, the researcher conducted the treatment by using flash cards. For the fifth meeting, the researcher administered post-test, to measure the effect of certain treatment.
55.55. After giving pre test, the researcher conducted the treatments. The treatments of experimental class were done in three meeting. But in control class, there was no a treatments. In the control class. The students did a post test in order to know the student’s vocabulary mastery after being taught by using guessing game. The mean of post test in control class was 63.33 and for experimental class was 75,.18.
In experimental class, the percentage of bad category was none. The percentage of fair category decreased 44.45% (62.96% to 18.51%), the percentage of good category increased 37.04% (18.51 to 55.55%) and the percentage of very good category increased 22.22% (3.70% to 25.92%) and none of students who got in a very bad category. In control class, the percentage of bad category increased 3.70% ( 0 to 3.70%), the percentage of fair category decreased 51.85% (74.07% to 22.22%) and good category increased 48.15% (18.51% to 66.66%) and the percentage of very good category increased 3.70% (0% to 3.70%) and none of students who got in a very bad category. After the data of the research have been collected, it should be analyzed to find out the result of t-test computation. The T-test was computed by the formula that was mentioned in the research of methodology. The result of experimental class and control class were 3.337 with the degree of freedom were 52. After the result was found, it was compared with t-table, the value of t-table = 1.674 with the level of significant = 0,05. So that, 3.337 > 1.674, it meant that the use of guessing game was effective. From data above, we can conclude that the hypothesis was accepted. Guessing game was effective for enhancing students’ vocabulary mastery.
D. CONCLUSION AND SUGGESTION
Based on the result of the data analysis, it was found that students’ achievment in experimental group was better than control group. The result of t-test computation was 3.337 while the t-table with the significant level 0.05 in degree of freedom 52 was 1.674. The result of t-test was higher than t-table value (3.337 > 1.674). It was found that students who were taught by guessing game got better score than students who were taught by lecturing teaching. Therefore, it could be concluded that the hypothesis of the research that guessing game was effective for teaching vocabulary was accepted.
Having conducted the research, the researcher gave some suggestions that are proposed for the teachers and the students. The suggestions are as follows :
1. For the teacher
2. For the students
Guessing game can make students easy in comprehending vocabulary and comprehending the spelling.
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