THE EFFECT OF JUMBLE LETTERS STRATEGY ON
STUDENTS
’
VOCABULARY ACHIEVEMENT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
SITI HAMIDAH
Registration Number: 209121041
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
ABSTRACT
Hamidah, Siti. The Effect of Jumble Letters Strategy on Students’ Vocabulary Achievement. A Thesis: English Department, Faculty of Languages and Arts, State University of Medan. 2014.
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Almighty, Allah Subhanahu
Wata’ala for His blessings so the writer is able to accomplish her thesis as a
partial fulfillment of the requirement for the degree of Sarjana Pendidikan at the
English and Literature Department, Faculty of Languages and Arts (FBS), State
University of Medan (UNIMED).
During the process of writing, the writer realizes that she cannot
accomplish without support from many people. The writer would like to express
her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M. Si as the Rector of State University of Medan
Dr. Isda Pramuniati, M. Hum as the Dean of Faculty of Languages and Arts
Prof. Dr. Hj. Sumarsih, M. Pd as the Head of English Department as well as the Writer’s Thesis Reviewer for the precious time on giving advices and correcting this thesis.
Rika, S. Pd, M. Hum as the Secretary of English Department
Dra. Masitowarni Siregar, M. Ed as the Head of Educational Program of English Department as well as the Writer’s Thesis Reviewer for her advices.
Dra. Sortha Silitonga, M. Pd as the Writer’s Thesis Advisor who has consciously guided her in the entire process of the thesis writing with all of the constructive comments, which helped the writer made the thesis well.
Dr. Anni Holila Pulungan, M. Hum and Drs. Bachtiar, M. Pd as the Writer’s Thesis Reviewers who have guided and have given contructive comments so the writer knew how to revise her thesis well.
Beloved father, (Alm) Sugiri and lovely mother, Armilati, the deepest gratitude for their greatest supports, caring and loves to the writer. Thanks and love to the writer’s sister and brother, Sri Lestari and Ardiansyah, for they are the reason why the writer keeps on struggling.
Writer’s beloved friend Guntar cs, Christian and Rini , and the amazing class B – Reg Dik’09 (especially for Rahma, Ika, Efri, Eryca Ona, Orli , Ellis, Yani, Manja, Nila de Vamp-pie, Dayfreeri and Bernard) for every single help, support and love that mean a lot to the writer.
Writer’s beloved friend, Abi Ichan and Mas Andre for his supports. Sri Wardhani Rambe, S. Pd as the Writer’s Mentor in her Teaching
Experience Program and the Students of SDN 104214 Delitua at the year of 2012/2013
Siti Yohani, S.Pd as the Headmaster of SDN 104214 Delitua, for the responsibility in supporting the writer while doing her research in the school.
Last but not least, the writer extends gratitude for those who cannot be mentioned here, that give contribution on the writer’s life. The writer realizes that the content of this thesis is still far from perfect, but she warmly accept any
constructive suggestions that will improve the quality of this thesis. She hopes it
would be useful for those who are interested in this field of study.
Medan, January 2014
The Writer
Siti Hamidah
TABLE OF CONTENTS
e. The Principles of Teaching Vocabulary... ... 17
f. The Students’ Achievement in Vocabulary Learning... .... 19
Pages
D. The Technique of Collecting Data ... 26
1. Pre-test ... 27
2. Treatment ... 27
a. Treatment in Experimental Group ... 27
b. Treatment in Control Group ... 29
G. The Technique of Analyzing Data... 33
CHAPTER IV THE DATA AND RESEARCH FINDINGS ... 34
A. The Data ... 34
B. Data Analysis ... 35
1.Testing the Reliability of the Test ... 35
2.Pre-test and Post-test Score Analysis ... . 35
3.Analyzing the Data Using T- test Formula ... 37
C. Testing the Hypothesis ... 38
D. Research Findings ... 38
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 40
A. Conclusions ... 40
B. Suggestions ... 40
REFERENCES ... 41
LIST OF TABLES
Pages
Table 1.1 Fifth Grade (V) Students’ Score of Vocabulary. ... 2
Table 3.1 Research Design ... 24
Table 3.2 The Population ... 25
Table 3.3 Treatment in Experimental Group ... 27
Table 3.4 Treatment in Control Group ... 29
Table 4.1 Descriptive Statistics of Pre-test ... 35
Table 4.2 Descriptive Statistics of Post-test ... 36
LIST OF APPENDICES
Pages
APPENDIX A. The Score of the Pre-Test and Post-Test of
the Experimental Group ... 43
APPENDIX B. The Score of the Pre-Test and Post-Test of the Control Group ... 44
APPENDIX C. The Reliability of the Test ... 45
APPENDIX D. The Calculation of the T-Test ... 48
APPENDIX E. Table of Distribution T ... 51
APPENDIX F. Lesson Plan ... 52
APPENDIX G. Pre- test and Post- test ... 76
APPENDIX H. Answer Key ... 78
REFERENCES
Anderson. 2013. Jumble Definition, Anagram, and Relations. Jakarta: Jakarta Post.
Arikunto, S. 2006. Prosedure Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Ariyani, O. 2013. Using Jumble Letter Technique to Improve the Writing Skill of the Seventh Grade of SMPN 4 Magelang in the School Year 2012/2013..Unpublished Thesis. Magelang: UTM University.
Ary, D. et al. 2005. Introduction to Research in Education 6th Edition. USA: Wadsworth.
Basbas, Leonora. Learning and Living in the 21th Century 6 Teacher’s Manual 1st Edition.2007. Manila: Inc. Coorporation.
Best, J. W., and Khan, J. V. 2002. Research in Education 7th. New Delhi: Prentice Hall.
Bromley, K. 2007. Nine Things Every Teacher Should Know About Words and Vocabulary Instruction. International Reading Association Journal. 50, 528-537.
Brown, H.D . 2003.Language Assesssment Principles and Classroom Practices. San Francisco : Longman.
Chitravelu, N., Sithamparam, S. & Choon, T. S. 2005. ELT Methodology Principles and Practice 2nd Edition.Selangor: Fajar Bakti
Djiwandono, S. 2011.Tes Bahasa Pegangan Bagi Pengajar Bahasa. Jakarta: Indeks.
Herbet, H. C., and Eve V. C. 1977. Psychology and Language An Inttroduction to Psycholinguistics. New York: Harcourt Brace Jovanovich, Inc.
Hielbert, E. H., and Kamil, M. L. 2005.Teaching and Learning Vocabulary Bringing Research to Practice. New Jersey: Lowrence Erlbaum Associates.
Laolyza, Ade. 2010.The Effect of Alphabet Games in Learning Vocabulary to the Primary Students of 2009/2010. Unpublished Thesis. Medan:Languages and Arts Faculty, State University of Medan.
Lopez, K. K. 2009. Teaching Vocabulary EDCL 424 Materials and Methods for Teaching Reading.
Mimmarqadina. 2010. Improving Students’ Vocabulary Mastery by Using Authentics Materials for Elementary Students Grade IV. Unpublished Thesis. Medan: Languages and Arts Faculty, State University of Medan.
Park, Hyungsung. 2012.Relationship between Motivation and Student’s Activity on Educational Game. International Journal of Grid and Distributed Computing , 5, 101-114
Stahl, K.A.D., and Bravo, M. A. 2010. Contemporary Classroom Vocabulary Assessment for Content Areas. Journal of The Reading Teacher. 63 (7): 566-578
Silberman, M. 1996. Active Learning 101 Strategi Pembelajaran Aktif. Translated by Sarjuli, et al. 2009. Yogyakarta: Insan Madani.
Sugiono. 2010. Pendekatan Penelitian Kualitatif dan Kuantitatif. Jakarta: Indeks.
Surviati, D.R. 2008. Smile 5 (Smart English Learning) for Elemantary School 3rd Edition. Jakarta: Sinergi.
Susi, T. E. 2011.The Use of Jumbled Letter Game to Improve the Students English Vocabulary. Unpublished Thesis. Tegal: Panca Sakti University.
Suyanto, Kasihani. 2008. English for Young Learners. Jakarta: Bumi Aksara.
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a system of communication in written and spoken form. It has
essential function in human life to express the idea, feeling and desire even
spoken and written individually, normally and universally. The basic function of
language is to communicate between people in the world. One of world language
is English.
As a Foreign Language in Indonesia, English is not only taught from
elementary up to university level but also introduced in kindergarten. The purpose
of Learning English in Indonesia curriculum is to make the students master
communication. The last curriculum in national curriculum is the educational unit
curriculum (KTSP) states that students must be able to communicate well in
English. It means they have to have communication ability. Kitao says that
communication ability is ability to use language appropriately, both receptively
and productively, in real situations (Djiwandono, 2011:28).
To realize that situation, students have to master a number of vocabularies.
It is about 2000 words; this is around the number of words that most native
Vocabulary is one of the basic elements in achieving language skills beside
grammar, pronunciation and spelling. A linguist, David Wilkins says that
vocabulary learning is very important. ‘Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed’ (Thornburry, 2002:13)
But, based on the observation in SDN 104214 Delitua it is indicated that
many students failed in reading, writing and the others skill because they are weak
in mastering vocabulary. Most of the students get the score below Minimal
Completeness Criteria (KKM) of English lesson for Elementary School. The score
of vocabulary test from the students can be seen in table 1.1.
Table 1.1 Fifth Grade (V) Students’ Score of Vocabulary Test
Semesters Score Students Percentage
1st Semester 2012/2013 <65 10 33.33
≥65 20 66.67
2nd Semester 2012/2013 <65 7 23.33
≥65 23 76.67
The Minimal Completeness Criteria (KKM) applied for the fifth grade (V)
by school is 65. From the data above, it can be fulfilled that the students’ ability in
vocabulary in that class is still low. It can be seen from the mean of the students’
score where the mean is still under the Minimal Completeness Criteria.
Similarly, based on the observation during gave free course for elementary
students there, it is found that many students especially for grade IV and V can’t
write and read a lot of words well. They can’t pronounce and spelling the words
English as a foreign language in classroom brings some problems include
mastering vocabulary. Many students fail in mastery vocabulary. This condition
can be caused the method that use in the teaching process. Actually, the teacher
gives them new words that are frequently used in their reading text, such as
“book”, and then the teacher translates the word in Bahasa “buku”. In fact, it is
not effective way in teaching vocabulary because students still deal with many
difficulties when they use their vocabulary in their communication.
In other hand, most of Indonesian teachers teach vocabulary by ordering the
students to open their dictionary when they face new words that they don’t know
the meaning of its. Sometimes the teacher gives the meaning of the words without
explanation what are the functions and how to use the words in communication. It
makes them boring.
Teachers must do more effort to improve their students’ vocabulary through
many methods and activities. But, this effort sometimes is not really satisfied.
Teacher should use the appropriate strategies in the classroom considering the
objectives of teaching, the students’ level acquisition, and the time allocation.
Nowadays, teachers try to apply attractive ways in teaching process to get
students’ attention to learn. One of them is game; a game can stimulate and
entertain the students. Game also helps the teacher to create the situation in which
language is useful and meaningful. Silberman (2010: 21) says that use fun activity
There are several games can be used in teaching vocabulary for students,
such as jumble letters, missing letter games, and vocabulary jeopardy. But this
study tries to find out the effect one part of games, that is jumble letters in
teaching vocabulary. Anderson (2013:1) says that jumble is the type of word play
where rearrange the letters of the word to be new word. Students can practice to
from another word the given clues, match words, with definition, provide spelling
practice, show the students how the letters of many words can be manipulated to
other words, and emphasize the importance of letter position in relation to word
meaning. This study hope that creating activities by using jumble letters can help
students to improve their vocabulary achievement.
B. The Problem of the Study
Related to the background of the study, the problem of the study is
formulated as follows:
“Is students’ vocabulary achievement significantly effected through jumble
letters?”
C. The Objective of the Study
In relation to the problem, the objective of the study is to find out the
D. The Scope of the Study
The scope of this study is focused on the effect of applying of jumble letters
on students’ vocabulary achievement for grade five in reading a text which is
taken from English Elementary School Textbook.
E. The Significance of the Study
There are some significances from the results of this study which are
expected to be useful and relevant to the theoretically and practically.
1. Theoretically, the results of this study are expected to be useful for:
a. To enrich the literature of teaching vocabulary by applying Jumble
Letters Strategy.
b. To give a better understanding and alternative strategy in teaching
vocabulary by applying Jumble Letters Strategy.
c. Give some valuable contribution to other researchers.
2. Practically, the results of this study are expected to be useful for teachers,
students, and other researches. It is expected that it would give the
contribution to:
a. English teacher, to improve the quality of English teaching in
learning process.
b. The students, to improve their knowledge on vocabulary and to
interest make them more active.
c. The readers, to apply jumble letters game strategy to improve
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research findings, the researcher concludes that there is a
significant effect of applying Jumble Letters Strategy on elementary students’
vocabulary achievement since the students’ achievement in vocabulary by
applying Jumble Letters Strategy is higher than taught without applying Jumble
Letters Strategy. Therefore, the alternative hypothesis is accepted and null
hypothesis is rejected. It was proven statistically with t- observed > t-table 2.548 >
2.002; df = 58, α = 0.05)
B. Suggestions
Based on the conclusions above, the results of the findings contribute
some valuable suggestions for those who are interested in teaching vocabulary as
follows:
1. The English teachers should improve their strategies in teaching
vocabulary by applying Jumble Letters Strategy so that the students can
improve their vocabulary and comprehend on what they had read.
2. Students should apply Jumble letters Strategy when they encounter reading
activity so that they can increase their vocabulary achievement and
comprehend a text easily.
3. Other researchers should try to apply Jumble Letters Strategy on the
different level students to prove the effectiveness of Jumble Letters
