GRADES OF MTS N 1 EAST LAMPUNG IN ACADEMIC
YEAR 2017/2018
By
VILDA AYU NURVITRIA SARI
STUDENT.ID. 13108687
Tarbiyah & Teacher Training Faculty
English Education Department
STATE ISLAMIC INSTITUTE OF METRO
1439 H / 2018 M
ii
Presented as a pertial fulfillment of requirement for the degree of Sarjana Pendidikan (S.Pd)
in English Education Department
By
VILDA AYU NURVITRIA SARI STUDENT.ID. 13108687
Tarbiyah and Teaching Training Program Faculty English Educatin Program
Sponsor : Drs. Kuryani Utih, M.Pd Co-Sponsor : Ahmad Subhan Roza, M.Pd
STATE ISLAMIC INSTITUTE OF METRO
vii
THE INFLUENCE OF USING GUESSING GAME TOWARD STUDENT VOCABULARY MASTERY AT SEVENTH EAST LAMPUNG IN
ACADEMIC YEAR 2017/2018
ABSTRACT
BY :
VILDA AYU NURVITRIA SARI
Vocabulary has an important role in all aspects of language skills that is important to study, because without enough vocabulary mastery, the ability to communicate cannot be established and the learners will find many difficulties if they are lack of vocabulary.
Guessing Game is one of the strategy that can help the students to mastery the vocabulary. The objectives of this research were to know whether Guessing Game influence the students’ vocabulary mastery at the seventh grade of MTs N 1 East Lampung. To collect the data the research used test, observasion and documentation, to got the students’ score the research used written test in multiple choice.
In this research, the research used Quantitative research. It aimed to find out whether by using Guessing Game could influence the students’ vocabulary mastery. This research involved students with given pre-test, treatment and post-test. The researcher used Chi-square and T-test formula to analyze the data.
Finally, the data indicated “X2
Observed” = 24,36 was higher than “X2Table” = 5,991 (5%), and 9,210 (1%) that tobserved = 10,947 was higher than ttable = 2.0452 (5%), and 2.462 (1%). It mean that Guessing Game can influence toward students’ vocabulary mastery at the seventh grade of MTs N 1 East Lampung.
viii
ENGARUH PENGGUNAAN GUESSING GAME TERHADAP PENGUASAAN KOSAKATA SISWA KELAS VII MTs N 1 LAMPUNG
TIMUR IN ACADEMIC YEAR 2017/2018
ABSTRACT
BY :
VILDA AYU NURVITRIA SARI
Kosakata memiliki peran penting dalam semua aspek keterampilan bahasa yang penting untuk dipelajari, karena tanpa penguasaan kosakata yang cukup, kemampuan untuk berkomunikasi tidak dapat dibentuk dan peserta didik akan menemukan banyak kesulitan jika mereka kekurangan kosakata.
Guessing Game adalah salah satu strategi yang dapat membantu siswa untuk memahami kosakata. Tujuan dari penelitian ini adalah untuk mengetahui apakah strategi Guessing Game mempengaruhi kemampuan kosakata siswa kelas tujuh di MTs N 1 Lampung Timur. Untuk mengumpulkan data, peneliti menggunakan tes, observasi dan documentasi, untuk memperoleh data siswa peniliti menggunakan tes tertulis dan bentuk pilihan ganda.
Dalam penelitian ini peneliti menggunakan jenis penelitian kuantitatif. Penelitian ini bertujuan untuk mempengaruhi apakah dengan menggunakan strategy Guessing Game dapat berpengaruh dalam kemampuan kosakata siswa. Penelitian ini melibatkan siswa dalam pre-test, tretment, dan post-test. Dalam penelitian ini, peneliti menggunakan rumus Chi-square dan T-test untuk menganalisis data.
Akhirnya data menunjukkan bahwa X2hitung = 24,36 lebih besar daripada ttable = 5,991 (5%), dan 9,210 (1%). Sedangkan thitung = = 10,947 lebih besar dari ttable 2.0452 (5%), and 2.462 (1%). Hal ini menunjukkan bahwa strategi Guessing Game mempunyai pengaruh terhadap kemampuan kosakata siswa kelas 7 di MTs N 1 Lampung Timur.
xi
MOTTO
ااناعام االله َّنِإ ْن ازْحات الَ
xii
DEDICATION PAGES
This undergraduate thesis would highly be dedicated to:
1. My beloved father (ALM. Ibnu hajar) and my beloved mother (Sri Iriyanti) who always prayer me, thanks for your support, meanwhile materiil and spiritual that was given as long as I live in this world.
2. My beloved brothers and sisters, Aditya Dwi Saputra, Silveria Eka Fitriyani
3. My beloved boy friend Gunawan Adi Prayitno that always be my support to finish my study.
xiii
ACKNOWLEDGEMENTS
In the name of Allah, the most gracious, the most merciful praise is to Allah, the worlds whom his mercy and blessings, none of these would be possible. The writer is very grateful for the chances be has given her to accomplish this a research proposal. The writer would like to extend her gratitude to the sponsor, Drs. Kuryanin Utih M.Pd and second sponsor Ahmad Subhan Roza, M.Pd Who has constantly given their endorsment, time, and guidance so that the researcher could finish the research proposal. Finally, I hopes thst this little piece of work can be useful for her and for all the readers and also this paper can contribute soothing to the betterment of English teaching and learning in general. It is Allah who bestows success and guides to the Right Path.
Metro, May 2017 The writer
Vilda Ayu N.S
xiv TABLE OF CONTENT COVER ... i TITLE ... ii ABSTRACT ... iii STATMENT OF ORIGINALITY ... v MOTTO ... vii
DEDICATION PAGE ... viii
ACKNOWLEDGEMENT ... ix
TABLE OF CONTENT ... x
LIST OF TABLES ... xiii
LIST OF FIGURE ... xiv
LIST OF APPENDICES ... xv CHAPTER I INTRODUCTION ... 1 A. Background of Study ... 1 B. Problem Identification ... 5 C. Problem Limitation ... 5 D. Problem Formulation ... 6
E. Objective Benefit of study ... 6
CHAPTER II THE REVIEW OF RELATED THEORY ... 7
A. The Concept Of Vocabullary Mastery ... 7
1. The Definition of Vocabulary Mastery ... 7
2. The Importance Of Vocabulary ... 7
3. The Importance of Learning Vocabulary ... 8
4. The Type of Vocabulary ... 9
B. The Concept Of Guessing Game ... 12
1. The Definition of Game ... 12
xv
3. How to Choose Game ... 13
4. The Concept of Guessing Game... 15
5. The Advantages and Disadvantages Teaching English with Guessing Game ... 18
6. Procedure of Teaching Vocabulary through Guessing Game ... 20
C. Theoretical Framework and Paradigm ... 21
1. Theoretical Framework ... 21
2. Paradigm ... 23
3. Research Hypothesis ... 23
CHAPTER III RESEARCH METODOLOGY ... 37
A. Research Design ... 37
B. Operational Definitions of Variables ... 38
1. Independent Variable ... 38
2. Dependent variable... 39
C. Population, Sample, and Sample Technique ... 40
1. Population ... 40
2. Sample ... 40
3. Sampling Technique... 41
D. Data Collecting Technique ... 41
1. Test ... 41
2. Observation ... 42
3. Documentation ... 43
E. Research Instrument ... 43
1. Item test blueprint ... 43
2. Documentation guidance ... 44
xvi
CHAPTER IV RESULT OF THE RESEARCH AND
INTERPRETATION ... 46
A. Result of The Research ... 46
B. Research Data Description ... 54
C. Interpretation ... 62
D. Discussion ... 67
E. Limitation ... 68
CHAPTER V CONCLUSION AND SUGGESTION ... 70
A. Conclusion ... 70
B. Suggestion ... 71
BIBLIOGRAPHIES APPENDICES
xvii
LIST OF TABLES
1. The students’ English score at the Seventh Graders of MTs N 1 Lampung Timur In the Academic Year of 2016/2017 3 ... 2. Result of the vocabulary mastery test 4
3. The Instrument Blueprint ... 43
4. The Condition of Teacher and Official Employees in MTS N 1 Lampung Timur. ... 48
5. Number of Students at MTs N 1 in the Academic Year of 2017/2018 ... 51
6. The Students’ Pre-test Result of Vocabulary Mastery ... 54
7. Percentage Students’ Mark of Pre-test of Vocabulary Mastery ... 57
8. The Students’ Post-test Result of Vocabulary Mastery ... 58
9. The table of frequncy distribution of pre-test score ... 60
10. The contingency table of the expected frequency at the result of students’ reading comprehension ability in pre-test and post-test ... 62
11. The testing of data ... 63
12. Table of critical valuue of Chi-square ... 64
13. The score pre-test and post-test result ... 65
xviii
LIST OF FIGURES
1. The example of guessing game ... 15
2. The Influence of Using Guessing Game toward English Vocabulary Mastery ... 23
3. Structure Organisation of MTs N East Lampung ... 51
4. The Map of MTS N 1 Lampung Timur ... 53
xix
LIST OF APPENDICES
1. Syllabus of Learning ... 74
2. Lesson Plan in pre-test ... 77
3. Lesson plan in post-test ... 80
4. Instrument Pre-test ... 82
5. Instrument Post-test ... 84
6. Students score at Pre-Test ... 85
7. Students Score at Post-test ... 86
8. Pictures: Activities in Pre-test ... 87
9. Pictures: Activities in post –test ... 88
10. The Letter of the research from MTs N 1 East Lampung year of 2016/2017 ... 89
11. Organization of MTs N 1 East Lampung year of 2016/2017 ... 90
1
A. Background of Study
Language has an important role for all countries to communicate one another. Nowadays, English has been established as international language. English is one of important languages in the world. It is usedd by many countries in the field of education, tourism, health, economic, politic, culture, etc. moreover, some countries have established English as second language such as Malaysia and India. However, English is a foreign language in Indonesia.
Teaching foreign language is different with teaching the native language. The difference is that the native language has been usedd to communicate in daily activity. However, in teaching foreign language, the language is only learned in teaching learning process. The first step for young learners who learn foreign language is learning about vocabulary, becaused it serving to give understanding about meaning.
In Indonesia, English is one of primarily subjects which are taught at every formal school, such as in kindergarten, elementary school, junior high school, senior high school, vocational school and university. Moreover, it becomes one of the primary subjects to examine in the national final examinations. Consequently, English has been highly implemented in Indonesia for the need of education.
English has been learned from young learner. The materials which are learned by young learner are simple enough than other level, such as colors, numbers, animals, vegetables etc. however, in teaching English for young learner teachers should have strategy so that they can be interested with it.
Young learners who learn a foreign language have many advantages. They can master foreign language as well as the native language. Furthermore, they would have knowledge background to master English including listening, speaking, reading and writing.
Vocabulary is one of the most immportant part in english language. So that, the learners who learned english should master vocabulary as many as possible. However, not all the people have lot of vocabulary, becaused english vocabulary there are difference between writng and reading it self. There for some people have difficulties in memorizing and remembering english vocabularies.
Based on the result pof pre survey data was conducted on April 06, 2017 in MTs N 1 Lampung Timur in Academic Year of 2016/2017. The researcher get the data of English score, as follows :
Table 1
The students’ English score at the Seventh Graders of MTs N 1 Lampung Timur
In the Academic Year of 2016/2017
NO Name English Learning Achievement
Score Category 1 AMS 70 Fair 2 ADP 65 Low 3 AA 50 Low 4 AKN 55 Low 5 AAS 70 Fair 6 AA 70 Fair 7 ARI 80 High 8 AJ 55 Low 9 AAR 50 Low 10 AAN 45 Low 11 ANP 60 Low 12 BTM 65 Low 13 BLA 45 Low 14 DYN 50 Low 15 FH 55 Low 16 FHT 55 Low 17 FNA 70 Fair 18 HA 45 Low 19 MNA 45 Low 20 MAA 70 Fair 21 MR 65 Low 22 NF 82 High 23 NSA 50 Low 24 NYX 55 Low 25 PN 65 Low 26 RH 55 Low 27 RA 50 Low 28 RAA 55 Low 29 RFP 60 Low 30 RBP 55 Low
Table 2
Result of the vocabulary mastery test
No Value Total Students Percentage 1 <70 23 76,70% 2 > 70 7 23,30% Total 30 100%
From the table above, it cvan be seen the level of students vocabulary mastery is low. The total subjects of research are 30 students, only 7 students with percentage 23,30% who pass of the test. The criterion of Minimum Mastery (KKM) of the students is 70.So, the researcher assummed that the lack of student vocabulary causedd by the learning medium used by the teacher was not interesting enough. However, the learning process not more interesting for the students. They frequently feel bored in following learning activities. In this case, the researcher would apply guessing word game as a medium in english learning process aspesially, in vocabulary material.
It can be inferred that the strategy to teach them is conventionally. The teacher should used interesting strategy such as game. One of games to teach English for young learners is guessing word game. By using game they can enjoy and interest during teaching learning process moreover they can reinforce their vocabulary. Teaching English with games can help the students to make language learning a positive and exciting experience, which would be important and motivating to the students. We would keep students motivating to the students. We would keep students motivated
and engaged in the lesson, the result can be incredible. Basically the children are having fun to do something. They do not have time to be bored or frustrated with it and would get more activity.
B. Problem Identification
Based on the background above, the researcher could identify the problem as followas:
1. Student are not interested in learning English.
2. The students are lazy to remember English vocabulary.
3. The medium which are usedd in the learning process are conventionally.
4. Most of the students have failed (not reach curriculum criteria mastery) in the midterm test.
5. The students’ has lack vocabulary.
C. Problem Limitation
Remembering to problem identification above the researcher limits the problem only to investigate the student lack of vocabulary and the medium which are usedd in the learning process. This research wants to know weather there is the influence of Guessing Word Game toward student vocabulary mastery at seventh grades of MTs N 1 East Lampung in academic year 2016/2017.
D. Problem Formulation
Based on the problem identifaction, most of the students have failed (not reach curriculum criteria Mastery) in the mid term test. So, the problem formulation in this research is “is there any positive and significant influence of the used of guessing word game toward student vocabulary mastery among the seventh grades of MTs N 1 East Lampung?”
E. Objective Benefit of study
a. The objectives of the study is to find out whether there is positive and significance influence of using Guessing Word Game toward student vocabulary mastery at seventh grades of MTs N 1 East Lampung in academic year 2016/2017.
b. The benefits of the study
1) For student as a stimully medium in learning english they can enjoy and practice in learning process.
2) For english teacher as an alternative medium in learning english vocabulary, to create fun learning environment, to extend english material is easier, and to make students study more active.
3) For headmaster as an consideration material to facilitate the learning process, espesially in mastering vocabulary.
7
1. The Definition of Vocabulary Mastery
Hornby mentions that English is the langguage which is usedd in the world and estabilished as a langguage of international communication.1 It means that English is the important language to communicate with other countries and it should be learned by students in the world. To measure how far the student mastery of English vocabulary, it can be seen by learning result.
Furthermore, Hornby explains that vocabulary is all the word in the particular language2. Moreover Hornby mentions that mastery is great knowledge about or understanding of a particular thing.3
Based on explanation above, English vocabulary mastery is a great knowledge about the English word. It means that English vocabulary mastery is a skill to improve other skill, becaused in speaking, writing and reading we need good vocabulary mastery.
2. The Importance Of Vocabulary
A lot of linguists have known that vocabulary knowledge is very important role in reading comprehension. Knowledge of words is necessary to understanding text. Many linguists also have demonstrated
1
Hornby, A.S Oxford advanced learner’s dictionary 7th Edition, (New York : Oxford
University Press, 2008), p.506
2Ibid, p.1707 3Ibid, p.944
that the reader must have a rich vocabulary enough to support their understanding of the text. Many researches also confirm that vocabulary knowledge is positively related to a students’ text comprehension becaused if the difficulty is increased the text understanding is dicreased. Although much remains to be learned, the relationship between word knowlege and comprehension is unequivocal.4
Based on the previous theory can be understood that vocabulary is very importance for students who learn english. Without sufficient vocabulary mastery , the english learner would face some difficulties.
3. The Importance of Learning Vocabulary
Vocabulary knowledge is often viewed as critical tool for second langguage learners beacaused a limited vocabulary in a second langguage impedes successful communication. Schmitt emphasizes that “lexical knowledge is central to communicative competence and to the acquisition of asecond language.5
Nation further describes the relationship between vocabulary knowledge andlanguage used as complementary: knowledge of vocabulary enables language used and,conversely, language used leads to an increase in vocabulary knowledge.6
4Ashley Bishop, et. All. Vocabularry instruction for academic succes, (hungtington: shell education, 2009),p.13-14
5Mofareh Alqahfani, The importance of vocabulary in teaching learning and how to be taugh, journal of teaching and education, vol III No.3 2015, p.21
Researchers such asLaufer and Nation, Maximo, Read ,Gu,Marion and Nation and others have realised that the acquisition of vocabularyis essential for successful second language used and plays an important role in the formationof complete spoken and written texts. In English as a second language (ESL) and Englishas a foreign language (EFL) learning vocabulary items plays a vital role in all language skills(i.e. listening, speaking, reading, and writing7 Nation,Rivers and Nunan,furthermore, argue that the acquisition of an adequate vocabulary is essential forsuccessful second language used becaused without an extensive vocabulary, we would beunable to used the structures and functions we may have learned for comprehensiblecommunication.
Based on the theorical experts above, can be concluded that the vocabulary has important role in learning english as foreign language. Therefore, the researcher assumes that vocabulary is the important part in mastering english.
4. The Type of Vocabulary
Vacca and Vacca in Gay Ivey and Douglas fishers’ book suggest that there are three types of vocabulary to consider when selecting words: general, specialized, and technical. General vocabulary includes words usedd in everyday language, usually with widely agreed-upon
meanings. These words rarely require specific instruction, but individual students may need help with the definitions of these words.
Specialized vocabulary includes words that have multiple meanings in different content areas. For example, in math the word set is much morespecific than setting a table, to set your mind on a problem, or to set a wedding date.
Finally, technical vocabulary words are specific to a field of study. Housed of Representativesin social studies, photosynthesis in science, and rhombus in mathematics are examples of technical vocabulary becaused they have a specific meaning associated with a content area.8
Based on theorical expert above, vacca and vacca can be included that there are three types of vocabulary general, spesialized, and technical. In this paper, the researcher would focus on general type of vocabulary.
a. Teaching English Vocabulary for Young Learner
In this research, the researchers focus to teach English vocabulary mastery for young learner. Furthermore Brewster maintains that in teaching vocabulary in a foreign language, the teacher need to bear in mind that children are still building up their the first language vocabulary and are still in the process of acquiring and organizing
8Gay Ivey and douglas fisher, creating literacy-rich schools for adolescents,(virginia:
concept.9 It means that the learning of vocabulary in a foreign language for young learner would complex matter.
Furthermore, environment and strategy in learning process would give high influence to learn langguage for young learner. Teachers of young learners should give good environment and strategy to make their students enjoy and fun to learn English, becaused young learner can easily get bored, so it is fundamental when teaching young learners.10 It can be concluded that teachers of young learners should create a good condition of the class in teaching language process so that young learners are not easy to get bored in teaching language process. To solve this problem, teacher can used some strategy to make children’s attentions in classroom.
From the statment above, it can be inferred that to teach young learners; the teacher should know how to create a good environment in the class and make learning process fun and interesting for them. It can be basic rule to teach them, so that the target of learning can be reached. It means that to teach vocabulary the teacher should using a strategy which is suitable for the students.
In teaching english vocabulary, the teacher can used some strategy to make students interesting to learn english. One of strategy to teach English vocabulary by using game.
9
Jean Brewster and Gail Ellis with Denis Girard, The Primary English Teacher’s Guide, (Englend : Penguin English , 2004), P.81
10Paula de nagy, “issues and context in teaching young learners, at
b. The Assesment of Vocabulary Mastery
One fairly crude measure is to used a dictionary and choose a random selection of words say every tenth word on every tenth page and incorporate these into a test. The test could take the form of multiple choice questions.
The proportion of words correctly known represent the proportion of whole dictionary. So, if the learner known thirty out of a hundred words randomly chosen, and there are 10,000 headwords in the dictionary, then a very rough estimate of the learner’s vocabulary size is 30 per cent of 10,000, or 3,000 words.
Another approach is to ask learners themselves to assess the number of words they know by giving them a representative sample of words in the form of a list and asking them to tick the words they are familiar with. A more sophisticated self-assessment test takes into account the fact that word knowledge involves varying degress of dept.11
B. The Concept Of Guessing Game
1. The Definition of Game
Khan argued that games is activity which be done based on certain role.12 According to wright explains that games are enjoyable and attractive activity. Commonly, its dispute, the learner’s plays are
11Scott Thornbury, how to teach vocabulary, (England: pearson Education Limited, 2002)
p. 137-138
active and interact.13 Furthermore, Martin explains that game is fun activity which is makes young learners the occasion to perform the foreign laguage in fun away.14 It is briefly explained that game is an acctivity which has certain purposes in which young learner can be fun and interactive to play it.
2. How to Choose Game
There are some tips to choose games which are suitable in langguage learning process according to Tyson as follow; (1) Game should be more than just fun; (2) Game should be a “friendly’ contest; (3) Game should involve the students and keep the students interest; (4) game should support young learners to focus on the used of langguage; (5) game should make students chaned learning, practicing or review specific langguage material.15
Based on statments above, it means that in teaching English through game, teachers should know how to choose game which are suitable in langguage learning process. It is usedd for the teacher to reach the goal of teaching and young learners can feel fun in teaching learning process. So in this strategy, there are two points of benefits.
13Andrew Wright et al, Games for language Learning Third Edition, (United States of
America: Cambridge University Press,2006)p.1
14Jean Brewster and Gail Ellis, The Primary English Teacher’s Guide New Edition
(England: Person Education Limited, 2004), P.172
15Yin Young Mei, “Using Games in an EFL Class for Children”, at
3. The Concept of Guessing Game
The guessing-game strategy is a tendency not to tell students what the central idea is or even to provide them with any substantive clues. The guessing game really is like a form of 20 questions, in which the teacher holds a secret and students must try to guess what it is without any hints.
Notice that Ms. Jibson was not afraid to give students negative evaluations when they guessed wrong. But neither did she offer any guidance on the central mathematical idea that controlled the entire set of strips. Students had rightly deduced that each successive strip was cut into smaller sections than its predecessor was, but they hadn’t noticed that each successive segmentation was exactly half of its predecessor. The mathematical idea was not discussed. Jibson may have envisioned a Q&A sequence in which, after cutting up the first three strips, students would see that each strip was cut into twice as many sections as its predecessor. But they didn’t see that. All they saw was that the strips were getting successively shorter. Becaused she hadn’t anticipated their response, she hadn’t prepared any clues or hints to offer students to help them see the mathematical pattern she was working on.
The arbitrariness of the “guessing game” version of the Q&A rou- tines reduces student access to the content being taught becaused thecontent itself is not actually discussed. If Ms. Jibson had introduced
the cutting exercise by saying that each successive strip of paper would be cut into twice as many pieces as its predecessors, or even that there was a common mathematical relationship between the length of each strip and that of its predecessor, students would have had an opportunity to think about the relationships among fractions when they tried to predict what sizes of strips would come next.16
The example of guessing game :
w . b e s t o f t h e r e a d e r . c
16Mary m. Kennedy,Inside Teaching How Classroom Life Undermines Reform, (London;
4. The Advantages and Disadvantages Teaching English with
Guessing Game
Lee maintains that be advantages of using game in learning process; it can solve the boring situation in the langguage class. Games are alsso can motivate and challenge the young learner in learning. It helps young learners to make and sustain the attempt of learning. Games can be a media to practice the young leraners in various skills they are listening, speaking, reading, and writing. Games persuade the young learners to work together and communicate one another. Games make meaningful context for communication.17
Based on explanation above, there are some of advantages in teaching langguage by using game both of teacher and young learner. Teachers of young learners can reach the goals of learning process and young learner can develop their skill in foreign langguage such as listening, speaking, reading and writing through fun learning.
It can be inferred that teaching English through game, can make young learners increase their skill to practice what they are learned. Besudes, they can accustom to communicate with their friend using English. Morever, teacher can solve the boredom time of young learners.
17Lee Su kim, “ Creative Game for Langguage Class” , at
Lee states that most langguage game invites create young learners to used the target langguage in the field of instead of thingking about learning the true forms.18 Furthermore, Silvers states that many teachers are interisted about using games as “ a teaching device’, but they often feel game as simple time-fillers, “a break from the monotony of drilling” or pirposeless playful activities.19
To put it more simply teaching through games give some purposes to increase langguage skills of young learners. However, teachers should know how to choose a game which is suitable with the material of learning as strategye to teach them.
The advantages in theaching English through guessing game provides a format for scheduling and rating pleasant activities in a fun and engaging manner. For children who are sometimes reluctant to make the schedule, “scheduling pleasant activities” can be the first item on the Guessing Game Worksheet. In the far left column, children draw or write the event or activity (e.g., birthday party, swim lessons, playing a board game). Children then mark the level of fun they guess they would have during the event in the middle column. After the event is completed, children mark the level of fun they actually experienced. This worksheet then provides a visual record of predicted and actual feelings to assist with modifying future guesses and increasing wouldingness to engage in activities.The Guessing
18Agneiszka Uberman, “ The Use of Games for Vocabulary Presentasion and Revision” at
http://www.tefl games.com, Vol. 36 No 1, Year 1998, p.20
Game can also be helpful when completing systematic desensitization. Rather than ranking pleasant activities, children could rate anxiety regarding various items on the fear hierarchy.20
Despitefully, there are some disadvantages of this game, such as the condition of the class so noisy becaused the students strives for active to play this game, and using extra energy teachers’becaused the role of teachers as the instructor who is giving clues, then these game make students are tired becaused they should be active to join and play this game.
5. Teaching Vocabulary Through Guessing Game
Teaching vocabulary is a hard work becaused it connect with the students situations as Ersoz state that “Language learning is a hard task which can sometimes be frustrating”. In this case Lynne Cameron states that “Vocabulary teaching can be focusedd to help learners build up a knowledge of words in ways that would enable them to used the language efficiently and successfully”.21 This statement is stress toward how the importance of teaching vocabulary for the learners, becaused the building of vocabulary would help them to used the language efficiently and successfully.
From the some tips above the researcher assumes that teaching vocabulary can be meaningful if the teacher can conduct the teaching
20
Robert D.friedberg, et. Al cognitive Therapy Techniques for Children and Adolescents, (New York: The Guilford Press, 2009), p. 99
21Lynne Cameron, Teaching Languages to Young Learners, Cambridge University Press,
process by combining the available strategy of teaching and hopes that a good strategy would 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 strategy that he would used to come to his goal.
Teaching vocabulary through guessing games is possible to be applied since this game can be usedd individual or in groups, however it is not an easy task to introduce guessing games into the classroom and many factors have to be taken into account. We need to consider the learners’ age, 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 woulding to take part in the activity.
Invite students playing while learning to give many benefits both of the parties (teacher and students):
For the teacher :
1) with the used of game, the teacher can create various contexts in which students have to used the langguage to communicate.
2) to implement games in english class, teachers should consider numerous factors.
For the students:
Student’s interest in the class and often also help them absorb and retain more information than if they are simply studying to pass test or complete an assignment.22
In line with those ideas, it is clear that guessing games can be usedd as a teaching strategy in order to make the lesson more enjoyable, interesting and motivating. It can be usedd in much different times.
6. Procedure of Teaching Vocabulary through Guessing Game
These are the procedure of teaching:
1. The teacher greets the students. E.g. How is your life?
The teacher attracts their attention by asking some questions related to school life. E.g. How many kinds of subject do you know? Which one is your favorite? Who is the teacher?
2. The researcher tells them that they are going to play a game about school life. The researcher divides them into group of five.
The researcher tells the rules (They have to work in group, they have to thinking and guessing words that already exist in the column).
3. The reseachers give an example of researchers (researchers have shaped table of word games and have a clue of the animals he would stand in front of the class and said, “this is a kind of the
22Maryam Rohani, Behzab, the effect of games on learning vocabulary, journal of applied
subejct”. Then he asked the students to ask her to guess the word. The question is no more than 20 question. If some of them know the answer, they can raise their hands and guess the word.
4. The researchers asked them to play games. It would start from the first group Chairman. A representative of the first group had to come to the front of the class and takea clue that there is on the teacher. and they must work on the draw he can based on the clue and guess vocabulary hidden in letters that are on the table. 5. At the end of the game, the computed value. The group with the
highest point she becomes the winner.
6. Researcher reviews target vocabulary by asking them the meaning of the words they have learned in the game. For example, what is the meaning of the library?
7. Researchers would ask them at random to make instructions or a verbal sentence. for example, opening your book!. He went to the library. He borrowed books from the library.
8. Researchers ask students to discuss the wording, which is the noun, the verb or adjective
C. Theoretical Framework and Paradigm
1. Theoretical Framework
They are two variables in this research. They are independent variables (X) and dependent (Y). The independent variable (X) is
guessing game and dependent variable (Y) is English vocabulary mastery.
Langguage is a system of communication which is usedd by people of a particular country or area. In indonesia, English is a foreign langguage. It means that people Indonesia should learn English to communicate with other people from other country. Teaching English as aforeign langguage of course is not easy like teaching Indonesia langguage as our mother tongue. Teachers should teach their students from introducing word, how to spell, and translate in Indonesia language. It is a reason for each stage of education to give their student English subject. In Indonesia, English has given from elementary school of course they learn from basic.
Students’ elementary school is including young learners in aspect of teaching and beginner level in aspect proficiency. There are some suggestions to teach young learners, they have general characteristics, and teachers should know what they are like and dislike. The important things of all, teacher should know the suitable strategy to teach them so that the goal of learning process can be reached.
Game is one of teach young learners. One of the suitable games for young learners at beginner level is guessing game. To teach English by using game, teacher should know how to choose game which is suitable with material of learning. It means that, teacher can convey their
material with game, and students can learn English with fun by using game.
Based on above explanation, it can be formulated the theoretical framework are if guessing game as a strategy usedd properly in teaching and learning English process so that English vocabulary mastery would be good, if Guessing game as a strategy not usedd properly in teaching and learning English process so that English vocabulary mastery would be bad.
2. Paradigm
Paradigm is simple schame, but contain with main elment of the research that point out of the research indication and the relationship each other. Based on the theorical framework above the research describes the paradigm as follows:
Figure 1
The Influence of Using Guessing Game toward English Vocabulary Mastery
3. Research Hypothesis
a. Hypothesis Formulation
Ha: there is a positive and significant of using guessing game toward students vocabulary mastery.
Vocabulary Mastery High Fair Low H Y P O T H E S I S Guessing game
Ho: there is no a positive and significant of using guessing game toward students vocabulary mastery.
b. Statistical Hypothesis
IF : Fo>Ft, Ha is accepted and Ho is rejected. IF : Fo<Ft, Ha is rejected and Ho isaccepted.
37
CHAPTER III
RESEARCH METODOLOGY
A. Research Design
This research is an experimental research in the form of descriptive quantitative. Quantitative research is a research which is used the deductive verification approach.23
This research is the quantitative research “Quantitative research is explaining phenomena by collecting numerical data that are analysed using mathematically based methods (inparticular statistics).24 It means that quantitative research useds numeric data which calculated by using mathematics method or it is called by statistics method.
This research is intended to investigate whether there is the influence of using guessing game toward the students’ vocabulary mastery. The researcher useds one class, as an experimental class that received the special treatment that is teaching by using guessing game and would give pre-test and post-test which is done before and after treatment to compare the influence of treatment.
This research is correlational research to discribe the influence of using guessing game toward students’ vocabulary mastery that would be conducted at the seventh graders of MTs N 1 Lampung Timur in academic year 2016/2017.
23
Buku pedoman penulisan karya ilmiyah skripsi, (Metro : STAIN Jurai Siwo Metro, 2016), p.36
24Daniel Muijs, Doing Quantitative Research in Education, (SAGE Publications Ltd,
B. Operational Definitions of Variables
1. Independent Variable
The independen variable is a stimulus variable or input operates either within a person or within environment to effect his behavior.25 Independent variable is a variable which functions to influnce the other variable. There are two variables in this research, those are independent variable is Guessing Game and dependent variable is Students’ Vocabulary Mastery.
Independent variable of this research is using Guessing Game is a variation on an coffeepot games that can be defines as game in which the learner have some kind of information such as a word, a phrase, a title, or the location of an object in which the others have to guess by asking the question. This strategy can be usedd to ask the students how to master vocabulary in right context and enrich their vocabulary.
In measuring this variable, the researcher would used test sheet to observe the using Guessing Game by the teacher. As the indicator of succes in using Guessing Game can be seen as follow:
1. The student pay attention by asking question to the teacher 2. The student can enjoy the game
3. The student are thinking and guessing words that already exist in the column
25Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics, (New Age
4. The student can answer the teacher question by guessing the word
5. The student can guess the word after given clue by the teacher
2. Dependent variable
The dependent variable is response variable or output. It is an observed aspect of the behavior of an organism that has been stimulated.26Dependent variable of this research is students’ vocabulary mastery is the totals numbers of words consists of 1000-1500 words that are noun, verb and adjective. Can be understood clearly include the meaning, the form and the function by the learner. Make up a language or all the words in a language, where the vocabulary commonly seen, done and felt by students or more accurately in accordance with the fact that they usually experienced.
In measuring this variable the researcher would used test as tool to measure the student vocabulary mastery. The test consist of 20 question in objective test formula, which is the score of 5 for each item. So the maximal score is 100 and the meaning score is 0. The indicator of student vocabulary mastery is follow:
1. The student can master 100 vocabularies 2. The student can guess the hiden word
3. The student complete the sentences correctly
26Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics, (New Age
4. The student can answer 80% of the questions 5. The student can to remember the word correctly.
C. Population, Sample, and Sample Strategy
1. Population
According to Donald Ary population is defined as all members of any well-defined class of people, events, or objects.27 It means that the population is all subject which would be presumed in this research. The population of this research is the students of MTs N 1 Lampung Timur. The researcher would investigate the seventh grade in the academic year 2016/2017.The total of seventh graders at MTs N 1 Lampung Timur is 240 students.
2. Sample
Donald Ary defined sample is a portion of a population.28 It mean that small unit from large group (population) which would be observed. The researcher would be used cluster purposive sampling to make the sample. The sample of this research is one of the seventhgrade at MTs N 1 Lampung Timur. The number of students for this class is 30students. So the number of sample in the research is 30 students.
27Donald Ary, Introduction to Research in Education 8th edition, (Canada: Wadsworth,
2010), p. 148
28
3. Sampling Strategy
In this case, the cluester random Sampling strategy is usedd. Cluster sampling can be usedd in situations where it would be impratical or impossible to obtain a complete list of all the elements in the population. Cluster sampling involves an initial stage where in sampling is done from groups of elements that are a called clusters. A simple, systemaatic, or startified random sample of clusters is selected from a total list of such groups.29
The sampling strategy would be usedd by the researcher in this research is purposive cluster sampling. The researcher chose class 7B as a sample in this research. The researcher chose this class becaused most of students have still low in vocabulary mastery, and students’ motivation in learning English are still low too.
D. Data Collecting Strategy
1. Test
In this research, test would be usedd as data collection method to measure both variables. The researcher would using guessing game toward student’s vocabulary mastery. Futhermore, the researcher usedd test to collect data to measure of the students’vocabulary mastery. The test consist of two kind of test, they are pre-test and post-test:
29 Paul S. Gray and John B. Wiliamsom, The Research Imagination: An Introduction to
a. Pre-test
The pre-test would be administred in the first meeting before doing treatments in order to know the students vocabulary mastery before using guessing game. In this research, the researcher usedd written test for the pre-test. The test consists of complete simple sentences.
b. Post-test
The post-test would be administred in the last meeting after doing treatments to find out whether the treatments gave any influence of using guessing game toward the students vocabulary mastery. In this research, the researcher usedd written test for the post test. The test consist of essay questions.
2. Observation
Another strategy to collect the data is observation. Observation is the most commonly usedd method especially in studies relating to behavioral sciences.30 The researcher usedd this strategy to get data information about the using of guessing game by the teacher, and the condition of teachers, imployees, students learningfacilities, and location sketch of the school.
30C.R. Kothari, Research Methodology: Methods & Techniques, (New Age International
3. Documentation
Another method to collect the data is documentation. The researcher usedd this strategy to get data information about history of school, the student grammar understanding after using of guessing game by the teacher, and the documentation of students learning activity while the implementation of guessing game in learning process.
E. Research Instrument
In this research, the instrument would be designed and compiled by the researcher. There are 2 kinds of instrument they are item test and documentation guidance. Farther more, the instrument blueprint for 2 kinds of instrument can be explained as a follow:
1. Item test blueprint
Table 3: The Instrument Blueprint No Indicator Types of test The
number of questions
Score Number of item test 1 The student can
master 100 vocabularies Multiple choice 5 25 1, 4, 5, 7, 12
2 The student can guess the hiden word
Multiple choice
4 20 2, 3, 9, 15
3 The student complete the sentences correctly
Multiple choice
3 15 6, 10, 14
4 The student can answer 80% of the questions Multiple choice 4 20 8, 11, 16, 20 5 The student can spell
the word correctly
Multiple Choice
4 20 13, 14, 17,
19
2. Documentation guidance
a. The history of the school
b. The condition of teachers and official employee c. The condition of students
d. Learning facilities
e. Organization structure and
f. Location sketch of MTs N 1 Lampung Timur.
F. Data Analysis Strategy
In applying experimental research to find out the differences between two samples is utilized Chi-Square formulation. Chi-Square is an important non-parametric test and as such no rigit assumptions are necessary in respect of the type of population.31 The formula of Chi-Square was usedd to find out the differences of significant between the frequencies which usedd to observe and the frequencies in hope. The researcher analyzes the data by using Chi-Square.
The formulation of Chi-Square:
𝜒2 = 𝐹𝑜 − 𝐹𝑒 2 𝐹𝑒 Note: 𝜒2 = 𝑣𝑎𝑙𝑢𝑒𝑜𝑓𝑐ℎ𝑖𝑠𝑞𝑢𝑎𝑟𝑒 Fo = observed frequency Fe = expected frequency 31 Ibid, p.233
To investigate whether there is any influence of using guessing game toward vocabulary mastery the seventh grade of Junior High School MTs N 1 Lamoung Timur in Academic Year 2016/2017. The researcher analyzed the result of pre-test and post-test by using T-test. The formula for T-test is in the following way.
𝑡 = D
D2 − D 2 Notes:
N : total of subject
∑d : total of students score before and after using guessing game (X2 – X1)
∑d2
: the square total of students score before and after using guessing game (X2 – X1)2
46
CHAPTER IV
RESULT OF THE RESEARCH AND INTERPRETATION
A. Result of The Research
1. Research Setting
a. The History of MTS N 1 Lampung Timur
MTS N 1 Lampung Timur is located on Street Lembayung Banjarrejo Lampung Timur. In the beginning, MTS N 1 Lampung Timur was established on April 19, 1983.
Since MTS N 1 Lampung timur was established, this school has been led by the following principals:
1) Syaiful Parjono 1978-1980 2) Maijab, BA 1980-1988 3) Mulyadi 1988-1998 4) Drs. Kamaludin 1998-2004 5) Yahya Sulaiman 2004-2005 6) Drs. Mufasir 2005-2010 7) M. Nurdin, S.Ag 2010-2015
8) Hj. Lenny Darnisah, S.Pd, M.M 2015-now b. Vission and Mission of MTs N 1 East Lampung.
1) Vision
"Delivering a Successful, Intelligent and Skilled Successor
Cadre of the Nation."
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.
Table 4
2. The Condition of Teacher and Official Employees in MTS N 1 Lampung Timur.
No Name Sex Occupation
1 Hj. Lenny Danisah, S.Pd, M.M Female Principal
2 M. Ali S, A.Md Male Islamic Teacher
3 Dra. Hj.Sri Budi Utami Famale Arabic Teacher
4 Abdurrohim, Ba Male Arabic Teacher
5 Laili Masithoh, S.Pd.I Female Islamic Teacher
6 Dra. Chandrawati Female Mathematics Teacher
7 Dra. Rulia Female Counselor
8 SejoWinarno, Ba Male Indonesian Teacher
9 Abdul Rohman Ps, S.Ag Male Vice principal
10 Drs. Akhmad Zazuli Male Islamic Teacher
11 Dra. Wiwik Darwati Female Indonesian Teacher 12 Dra. Hj.Siti Tsaniyah Female Counselor
13 Fatmah, S.Ag Female Drum band Coach
14 Dra. Sri Hermawati Female Mathematics Teacher 15 Desi Handayani, S.Pd Female English Teacher
16 Eni Yunanti Utami, S.Pd Female Science Laboran
17 Mardliyati, S.Ps.I Female Art Teacher
18 Hj. Samsiah, S.Pd.I Female Islamic Teacher
19 Rosita, S.Ag Female Indonesian Teacher
20 Dra. Marliza Female Civic Teacher
21 Dra. Eka Marlita Female Civic Teacher
22 Ma’sum, S.Ag, M.Pd.I Male Vice Principal
23 Sukesih, S.Pd.I Female Science Teacher
24 Asih Subagyo, Ba Male Indonesian Laboran
25 Hj. Nasyiatun Budiarti, S.Ag Female Islamic Teacher 26 Taufik Hidayat, S.Pd., M.M Male Sport Teacher
27 Yuli Setyono, S.Pd Male Vice principal
28 Eko Susilo Hadi Male Sport Teacher
29 Masriyah, S.Ag Female Computer Laboran
30 Drs. Abdul Sukur Male Vice Principal
31 Muhammad Nurdin, S.Pd Male Science Principal
32 Magdalena, S.Pd Female English Teacher
33 Novi Diana Mandawasa, S.Ag Female English Teacher 34 Zaki Mubarok, S.ag., M.Pd.I Male Arabic Teacher
35 Lathifah Yan, S.Ag Female Science Teacher
36 Aswandi, S.Ag Male Social Teacher
38 Bara Sabarati, S.Psi., M.Pd.I Female Counselor
39 Siti Nurhayati, S.Pd. M.Pd.I Female Mathematics Teacher 40 Atik Setyawati, S.Si Female Computer Teacher
41 Drs. A. Fauzi Male Social Teacher
42 Baktiono, S.Sn Male Computer Teacher
43 Octi Humairoh Female Counselor
44 Prini Mardiyanti, S.Pd Female English Teacher 45 Endang Puji Lestari, S.Pd Female Social Teacher
46 Yusti Apriani, S.Pd Female English Teacher
47 Farida, S.Pd.I Female Mathematics Teacher
48 Budi Jamaluddin Fa’ri, St Male Computer Teacher 49 Putri Dwi Pravitasari,S.Pd.I Female Lampungnese Teacher 50 M. Ikhsan Nawawi, S.Ag Male Administration Staff
51 Tajuddin Muslih, S.E Male Lampungnese Teacher
52 Uzu Nuhir Female Administration Staff
53 Ema Dewi Arif Female Administration Staff
54 Rosada Niliyani, S.Ag Female Administration Staff
55 Abdul Hanan Male Security
56 Ponidi Male Administration Staff
57 M. Insan Jaya, S.Pd.I Male Administration Staff
58 Andika Irawan Male Administration Staff
59 Sarno Male Security
3. Data of Students at MTs N 1 East Lampung
MTs N 1 East Lampung has 666 students, and about 30 students each class, it divided into some classes that could identify as follow:
Table 5
Number of Students at MTs N 1 in the Academic Year of 2017/2018
NO CLASS SEX TOTAL
MALE FEMALE
1. Class VII 108 110 218
2. Class VIII 108 121 229
3. Class IX 88 131 219
TOTAL 304 362 666
4. Structure Organisation of MTs N East Lampung
Kepala Sekolah
Hj. Lenny Darnisah S.Pd, M.M
Kepala Tata Usaha Darwis Brangai Wakil Kepala Kurikulum Yuli Setiono, S.Pd Wakil Kepala Kesiswaan Rahman Ps, S. Ag Wakil Ketua Hubungan Sosial Ma’sum, S.Ag. M.pd Wakil Kepala Sarana dan Prasarana Drs. Abdul Sukur Guru Siswa TU dan Konseling Siswa Wali Kelas Siswa
5. Facilities and Infrastructure of the School
The condition of Learning Facilities in MTS N 1 l Lampung Timur was under renovation. The data confirms that MTS N 1 has 30 rooms which consists of 18 Classrooms, 1 Principal’s room, 1 Living room, 2 Teacher’s room, 1 School health service room, 1 Library, 1 Ceremony yard, 1 mosque, 1 computer room, 2 physical laboratorial, 1 Cooperation, 1 administration room. And there are several Extracurricular activities: Troopflag raisersheritage (Paskib), KIR, Spiritual (Rohis), Scout (Pramuka). School Activities Sports nuance: Basketball, Football, Badminton, Volleyball, Futsal.
6. The Map of MTS N 1 Lampung Timur
Figure 2. The Map of MTS N 1 Lampung Timur
nnk N
Ruang Lab. IPA
B. Research Data Description
1. The students pre-test result
To measure the students’ vocabulary mastery the researcher usedd the pre-test before giving the treatment. The students was given 20 items of essay questions that must be answered. It was consist of vocabulary mastery text. They were given 40 minutes to finish the test. The result of pre-test can be shown as bellow:
Table 6
The Students’ Pre-test Result of Vocabulary Mastery
No Name Score 1 AMS 60 2 ADP 70 3 AA 60 4 AKN 20 5 AAS 70 6 AA 60 7 ARI 45 8 AJ 75 9 AAR 55 10 AAN 60 11 ANP 80 12 BTM 60 13 BLA 75 14 DYN 45 15 FH 65 16 FHT 50 17 FNA 55 18 HA 60 19 MNA 55
20 MAA 60 21 MR 50 22 NF 35 23 NSA 30 24 NYX 45 25 PN 50 26 RH 35 27 RA 50 28 RAA 60 29 RFP 50 30 RBP 65 Total 1650 Average 55 High Score 80 Low Score 30
Source: The result of Pre-test on Oktober 23th 2017
Based on the data above, it can be found that the highest score was 80 and the lowest score was 20. Based on the data, the researcher then the class interval by using the formula as followed:
K = 1 + 3,3 log n K = 1 + 3,3 log 30 K = 1 + 4,87 K = 5,87 = 6
R = highest score – lowest score + 12 R = 80-20+1
P = 𝑅 𝐾 P = 61 6 P = 10,16 = 10 Note :
R = A distance fromm score maximum and score minimum K = The number of interval class
P = The leght of interval class
The total of class interval of this result pre-test research was 11. After knowing the class interval above was put on the table frequency distribution, as followed:
Table 7
Percentage Students’ Mark of Pre-test of Vocabulary Mastery
No Interval Frequency Percentage
1 75 – 85 3 10 2 64 – 74 4 13.2 3 53 – 63 11 36.7 4 42 - 52 8 26.7 5 31 - 41 2 6.7 6 20 – 30 2 6.7 Total 30 100 % Source: The result of Pre-test on Oktober 23th 2017
Based on the table frequency distribution above, it can be inferreed that 20 students as the research sample can be devided: 1) For the class interval of 20-30, there were 2 students or 6,7% 2) For the class interval of 31-41, there were 2 students or 6,7% 3) For the class interval of 42-52, there were 8 students or 26,7% 4) For the class interval of 53-63, there were 11 students or 36,7% 5) For the class interval of 64-74, there were 4 students or 13,2%
0 2 4 6 8 10 12 20 - 30 31 - 41 42 - 52 53 -63 64 - 74 75 - 85
figure 1
Frequency6) For the class interval of 75-85, there were 3 students or 10% Based on the table above, it can be seen that the students who passed the test was the students got score more than 70. There were 5 students who got it. Then, the students who failed the test was the students got score under 70 and there were 25 students got it.
2. The students post test result
A post-test was to measure the students’ vocabulary mastery ability after being giving a treatment. The types of pre-test and post-test were similar. This post-test was followed by 30 students. The result of post-test can be shown as followed:
Table 8
The Students’ Post-test Result of Vocabulary Mastery
No Name Score 1 AMS 80 2 ADP 75 3 AA 65 4 AKN 50 5 AAS 75 6 AA 70 7 ARI 65 8 AJ 85 9 AAR 60 10 AAN 75 11 ANP 90 12 BTM 70 13 BLA 85 14 DYN 75 15 FH 75
16 FHT 75 17 FNA 60 18 HA 95 19 MNA 95 20 MAA 80 21 MR 85 22 NF 60 23 NSA 60 24 NYX 75 25 PN 75 26 RH 60 27 RA 70 28 RAA 70 29 RFP 75 30 RBP 85 Total 2215 Average 73.8 High Score 95 Low Score 50
Source: The result of Pre-test on Oktober 23th 2017
Based on the data above, it can be found that the highest score was 80 and the lowest score was 30. Based on the data, the researcher then the class interval by using the formula as followed:
K = 1 + 3,3 log n K = 1 + 3,3 log 30 K = 1 + 4,87 K = 5,87 = 6
R = 95-55+1 R = 41 P = 𝑅𝐾 P = 41 6 P = 8,2 = 8 Note :
R = A distance fromm score maximum and score minimum K = The number of interval class
P = The leght of interval class
The total of class interval of this result pre-test research was 9. After knowing the class interval above was put on the table frequency distribution, as followed:
No Interval Frequency Percentage
1 90 - 97 3 10 2 82 – 89 3 10 3 74 – 81 11 43,3 4 64 - 74 4 16,7 5 58 - 65 7 16,7 6 50 - 57 1 3,3 Total 30 100 %
Based on the table frequency distribution above, it can be inferreed that 20 students as the research sample can be devided:
1) For the class interval of 50-57, there were 1 students or 3,3% 2) For the class interval of 58-65, there were 5 students or 16,7% 3) For the class interval of 66-73, there were 5 students or 16,7% 4) For the class interval of 74-81, there were 13 students or
43,3%
5) For the class interval of 82-89, there were 3 students or 10% 6) For the class interval of 90-97, there were 3 students or 10% Based on the table above, it can be seen that there are 24 students or (80%) who passed the test and there were 6 students or 20% who failed the test.
0 2 4 6 8 10 12 14 50 - 57 58 - 65 66 - 73 74 - 81 82 - 89 90 - 97
figure 2
frequencyC. Hypothesis Testing
After applying the test and getting the documentation, the researcher analyzed the data by using analysis chi-square and t-test in order to prove whether there is the influence of guessing game toward the students’ vocabulary mastery at the seventh grade of MTs N 1 East Lampung, as followed:
1. Putting the data into the formula Chi-Square (X2)
After administering the written test method, the researcher analyzed the data by using of Chi-Square (X2) with two variables in order to prove whether there is a positive and significant influence of using Guessing game toward the student vocabulary mastery at the seventh grade of MTs N 1 East Lampung, as followed:
𝜒 2 = 𝐹𝑜 − 𝐹𝑒 2
𝐹𝑒
Table 9
The Contingency Table of the expected Frequency at the Result of Students Vocabulary Mastery in Pre-test and Post-test
Variables
Category
Total
Good Fair Low
Pre-test
1 4 25 N = 30
Post-test
9 15 6 N = 30
Total Cn = 10 Cn = 19 Cn = 31 N = 30
Table 10 The Testing of Data
Cell: f0 fe = 𝐶𝑛 𝑥 𝑅𝑛 𝑛 f0-fe (f0-fe) 2 (𝑓 0 − 𝑓𝑒 )2 𝑓𝑒 1 1 10 𝑥 30 60 = 5 -4 16 3,2 2 4 19 𝑥 30 60 = 9,5 - 5,5 30,25 3,18 3 25 31𝑥 30 40 = 15,5 9,5 90,25 5,8 4 9 10 𝑥 30 60 = 5 -4 16 3,2 5 15 19 𝑥 30 60 = 9,5 -5,5 30,25 3,18 6 6 31𝑥 30 40 = 15,5 -9,5 90,25 5,8 Total Fe = 60 0 - 24,36
From table above, the value of Chi-square was 24,36. Then, to know critical value of Chi-square, the reseacher firstly counted df. It was degree of freedom. The formulation of df, as followed:
Df = (c-1) (r-1) = (3-1) (2-1)
