(A Case Study at the Early English Education ( EEE) Private English Course)
T H E S I S
Submitted to Board of Examiner in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan ( S.Pd.I)
in the English and Education Department
By:
Muhammad Hendro. S NIM. 113 01 051
STATE ISLAMIC STUDIES INSTITUTE ( STAIN)
SALATIGA
(STAIN) SALATIGA
J l Stadion 03 Phone. 0298 323706 Salatiga 50721
Website : www.stainsalatiea.ac.id E -m ail: administrasi@stainsalatiga.ac.id
Dra. Woro Retnaningsih, M.Pd The Lecturer of Educational Faculty State Islamic Studies Institute of Salatiga
ATTENTIVE COUNSELOR’S NOTE Salatiga. September 14th 2007 Case : M. Hendro S's Thesis
Dear
The Head of State Islamic Studies Institute of Salatiga
Assalamualaikum, Wr. Wb.
After reading and correcting M. Hendro S's thesis entitled
“THE USE OF GAMES IN TEACHING VOCABULARY AND
IT’S IMPLICATIONS TO STUDENT’S ACHIEVEMENT IN
ENGLISH (A Case Study at the
Early English Education ( EEE )
Private English Course)”.
I have decided and would like to propose that if it could be accepted by educational faculty, I hope it would be examined as soon as possible.Wassalamu ’alaikum, Wr. Wb.
Consultant,
Life is struggle
,
life of choice
I would like to dedicate this thesis for them who have always been in my heart, they are:
• To the God Allah SWT
• To the Prophet Muhammad PBUH and his ahlul-bayth.
• My highly valued parents, my mom (Safinatun) and my father (Mukminin).
• My beloved sister (Lilik Rohmawati), my younger brother (Saiful Bahri), my old brother (Bambang Rianto) thanks greatly for your support and motivation.
• Mr. Yedi Efriadi thanks greatly for your support, help and motivation.
• My friend Muhamad Yusuf Khoirudin, Zulkamain, Syafi'i, Aswin, Ibnu Zabil, Dwi Apriyanto, Primo, Reza, Kremil, A1 Rahman, Tonklong, Nasir, Dot comp families, thanks greatly for your support, help and motivation.
• All my patners (SMC, FPPI, Mitapasa and Getar) we are a great teams.
In the name of Allah The Most Grecious and The Most Merciful. Thanks to Him for His blessing so the writer can finish this graduating paper. Blesses and praises also go to Prophet Muhammad PBUH and his family.
This thesis antitied "The use o f Games in Teaching vocabulary and It's Implication to Student's Achievement in English (a case study at (EEE) Early
English Education)" is presented as partial fulfillment of requirement for the Saijana Degree at English Department Of the Salatiga State Islamic Studies
Institute (STAIN). In writing this thesis the writer was guidanced and supported
by several people so it can be finished, although there are still many mistakes. Hence the writer would like to thank to:
1. Drs. Imam Sutomo, M.Ag, as the head of Salatiga State Islamic Institute (STAIN).
2. Ruwandi, S.Pd., M.A as the head of English Department.
3. Dra. Woro Retnoningsih, M.Pd as the counselor in writing this thesis. 4. All lectures and staff of Salatiga State Islamic Studies Institute (STAIN).
Finally, I realize that this thesis lack of many things, therefore, I hope criticism and suggestions for its perfection. I hope this thesis would be useful for
the readers. Amin.
TITLE PAGE... i
ATTENTIVE COUNSELOR NOTE... ii
STATEMEN OF CERTIFICATION... iii
MOTTO... iv
DEDICATION... v
ACKNOWLEDGEMENT... vi
TABLE OF CONTENTS... vii
CHAPTER I INTRODUCTION A. Background of the Study... 1
B. Statement of the Problem... 4
C. The Objective of the Study... 5
D. The Benefits of the Study... 5
E. The Literature Review... 6
F. Clarification of Key Term... 7
G. The Research Methodology... 8
H. Thesis Organization... 11
CHAPTER II REVIEW OF RELATED LITERATURE A. Definition of the Game... 12
B. Limitation of Game... 13
C. Types of Game... 13
F. Aspect of Learning Vocabulary... 19
G. Vocabulary Test... 29
H. Definition of Achievement... 29
I. Vocabulary Game Technique... 31
CHAPTER III THE GENERAL DESCRIPTION A. The General Description of E E E... 35
1. The Situation of EEE... 35
2. Structure Organization... 36
3. Teaching Staff... 36
4. Student's Condition... 36
5. The Material English Learning... 37
6. Game Technique... 38
B. Type of The Research... 39
C. Subject of The Research... 39
1. Population... 39
2. Sample... 40
D. Variable of Investigation... 42
E. Method of Collecting Data... 42
1. Questionnaire... 42
2. Vocabulary Test... 43
F. The Procedure of Collecting D ata... 43
INTRODUCTION
In this chapter, the writer want to discuss about background of the study, statement of the problems, the objective o f study, benefit of the study, previous of a related research, clarification of key terms, research methodology and thesis organization.
A. Background of the Study
The development of Indonesia education was doing progress. The various efforts were do, for repair education system in order to get the
effective result. In the enactment of Indonesia regulation number 20/2003 about national education system, the national education purpose is to actualize
education system as social institution that strong and authoritative to increase Indonesia in order to develop quality of people. Therefore, they are able and proactive to answer challenges that always change.1 It is mean; education is one of effort of government to increase Indonesian safety.
Lately, in Indonesia has developed some institutions that introduce ways of education at small child. Some reason suggested about how needed
potential of child has to push not only intelligence aspect but also emotional and spiritual aspect. The various institutions, for example: Kindergarten, Alternative school, playgroup, home stay and etc, repeatedly offer methods and technique in teaching learning process. 1
1 http://www.papuaweb.org/goi/uu-dll/uu2003-20.html
One of technique in teaching learning process is game. Game
technique often used in teaching strategy by a teacher. According to Plato, “The children easier to study arithmetic with divide apple to children, and with
give toys, miniature beam to child who attains the age of 3 years old. So at last, they can be architects.2 Aristoteles argues as follow: “the children have to motivate to play about what will they want be at adult age.”3
Play is part of child character. Play identical with laugh, fun, freedom, happiness, aggressive. Most of parents have opinions that play make student be lazy, useless, and just spending time.
Playing is right of all children in this world. In section of the
convention of child (1990) it’s mentioned,” The right of child to take rest and
relax, play and participate in recreation activities that appropriate with their age, and participate in culture freely, life and art.4
The children get benefit from game, such as in development of physical aspect, intelligence and social emotional.5 Friederich will Helm
Freebel said Kindergarten education need adapt to child character. Game regarded as a method of education and ways o f child to imitate adult live with natural.6
2 Myke S. Tedja Saputra, Bermain, Mainan, Permainan, Jakarta: Grasindo, 2001, page 1 3 Ibid, page 1
4 Elizabeth B. Hurlock, Child Development, Singapore: Me grow-Hill Book Company, 1978, page 290
5 Soemiarti Patmonodewo, Pendidikan Anak Prasekolah, Jakarta: Rineka Cipta, 2000, page 120
Game is bridge of child from study as formal or informal.7 In the
development of child, language as communication tool has to teach. So, they able to explore their selves in the words form. Since child come 2 year old. They have high motivation to list name of many materials. That motivation will continue and increase, so it will add enrich of vocabulary.8 With words as
mention of material symbol, child can explained an incident, and help to child
to make communication to other people. With language, receiver o f news will understand about what the speaker meaning.
One of language that learns at school is English. In Indonesia, English is as foreign language. It needs serious handling to teach English. In English
teaching learning process, the teacher has to choose special technique to teach it, in which students will be easier learn English and practice the subject. That is not only cognitive but also affective and psychomotor aspect. So, the
students will be active and the teacher only is as facilitator.
Teaching vocabulary is the foundation to mastery English. As the
foreign language, it has many vocabularies that known by learners. Those will facilitate them to mastery English if they know many vocabularies. Based on the River’s, the acquisition of an adequate vocabulary is essential for
successful second language use. That is become, whit out an extensive vocabulary. We will be unable to use the structure and function we may have learned for comprehensible communication.9 Several strategies used to teach
7 Myke S. Tedja Saputra, op.cit, page xvii s Soemiarti Patmonodewo, op.cit, page 29
vocabulary to students. One of using game technique, they can use picture, toys, song, puzzle, beam, and their body to introduce vocabulary to students.
EEE (Early English Education) is one of private English course
institution that takes care toward national education system, especially for Kindergarten and Elementary school education at Salatiga. It has purpose to introduce and teaching English since pre-age. EEE (Early English Education)
has English teaching program in language skill, consist of: vocabulary, speaking, listening, and singing. The specially teaching techniques are game
technique, singing technique, drill technique, total phisical respon. English teaching progaram that fun and adaptif for children necessary is characteristic
of EEE (Early English Education) as their strategy in English imtroducing, for
example game, singing, drawing, and playing.
From many opinions above, play-game is activities that involve interesting of children without punishment. It could correlate with teaching learning English process, game is as technique to practice and introduce new words. According that theory, the writer has assumption that game is as a
technique that most effective to teach English.
B. Statement of the Problem
By conducting this research, the researcher formulates the problem as follows:
2. How far the students English vocabulary achievement in Early English Education (EEE)1
3. How far the correlation between using game and not using game technique
on student’s vocabulary achievement of student of Early English Education (EEE)"?
C. Objective of the Study
Considering the problems that formulated above the objectives of research can be specified as follows:
1. To describe types of games used in teaching learning process of Early English Education (EEE)
2. To describe the students vocabulary achievement of Early English Education (EEE).
3. To know the correlation between using game and not using game
technique on student’s vocabulary achievement of student of Early English Education (EEE).
D. Benefit of the Study
The benefits of the study are as follows: 1. Theoretically
The result of this study may strengthen the knowledge of the
theory of English vocabulary using game technique toward vocabulary achievement in teaching learning process. This means that better using game technique correlate with student’s vocabulary achievement. Students
bored. So, they can accept the materials given by a teacher easily and can improve their English vocabulary better than before.
2. Practically
The research expected to give in put for Early English Education
(EEE) to get more progress. It is supposed to be the orienting in using game technique the process of teaching and learning English at Early
English Education (EEE) in order to be better, and it is also supposed to be
able to solve the problem of the teaching learning English in Early English Education (EEE).
3. For the writer, she should know the importance of game for successful teaching learning process. This will improve knowledge about using game technique.
E. Literature Review
Among other literary studies of research, of vocabulary are research by Nuzulimah, “The Influence o f Teaching Vocabulary by Using Picture (Study Comparative the Second Year Students o f SLTP Muhammadiyah Simo
Boyolali In The Academic Year 2005/2006) ”.10
The result of her research, she had closure that picture help the teacher create situations out side the classroom, helping teacher introduce the students to the unfamiliar culture aspect helping teacher expose reality to what might
be misunderstood verbally by the students. These are significant different
10 Nuzulimah, “The Influence o f Teaching Vocabulary by Using Picture (Study Comparative the Second Year Students o f SLTP Muhammadiyah Simo Boyolali In The Academic
between be misunderstood verbally by the students. These are significant different between the students who are taught by using picture in teaching vocabulary, their achievement improved after the treatment.
Yun Dhiyaul Farichah, The Influence O f Using Films In Teaching Learning Process on Vocabulary Mastery O f Fourth Grade Students o f SD
Tambakboyo 2 Batang In The School Year 2005/2006. 11
Regarding the result of the research, the researcher thinks that it is better for the English teacher use film in teaching vocabulary. Teaching vocabulary using films is more effective than teaching vocabulary using picture.
F. Clarification of Key Terms
To avoid misunderstanding, the writer gives explanation or definition of some key terms used in the study.
1. Game
Game is form of play, especially with rules for example tennis, football an card.11 12
2. Technique
Technique is the way in which technical details are treated, the ability to use such methods effectively, method, way, manner.13
11 The Influence O f Using Films In Teaching Learning Process on Vocabulary Mastery O f Fourth Grade Students o f SD Tambakboyo 2 Batang In The School Year 2005/2006,SalatigarSTAIN Salatiga,2006
12 Hornby, As, Oxford Advances Learner Dictionary o f Current English, Great Britain: Hazell Watson and Virey Lmited, Aylesbury, Buck, 1974, P.353.
3. Vocabulary
Vocabulary is all the words know to a particular person, the special
set of words used in the particular kind of work, business, a list of words, usually in the alphabetical order and with explanation of their meaning14 4. Achievement
Achievement is realization of potential abilities or capacity that is possessed by someone.15
Achievement is something done with effort and skill successfully.16
G. Methodology 1. Population
Population is the whole subjects investigated.17 In this research
population is the student of Early English Education (EEE). In the academic year 2006/2007, there are 150 students of Elementary class of
Early English Education (EEE).
2. Sample
A sample is part of population that represents the whole population.18 If population is less than 100, it can be taken 10% - 20% of
14 Longman Group, Longman Dictionary o f Contemporary English, Great Britainboth: The Pitman Press, 1981, P. 1229.
15 Nana Syaodih Sukmadinata, Landasan Psikologi Proses Pendidikan, Bandung: PT. Rosdakarya, 2003, p.102.
16 Ibid.
17 Suharsimi Arikunto, Prosedur Penelitian ; Suatu Pendekatan Praktek, Jakarta: Rineka Cipta, 1993, p. 115.
total population, if it more than 100, it can be taken 20%-25% or more.19 In this research, the writer take 33,3 % from total population (210 students). There are 70 students elementary class of Early English
Education (EEE) in the academic year 2006/2007. The student will be
divided into two categories. There are 35 students who are taught in English learning process by game as group A, the other 35 students who are taught in English learning by using without games as group B.
Students in group A have been studying at Early English Education
(EEE) since one years ago, and student in group B just now join with
Early English Education (EEE) as student. They are both in fourth grade
students of Elementary school. 3. The Method of Collecting Data
a. Questionnaire method
Questionnaire is list of question or statement about using games technique which is given for the students. By using this method, the writer can devise the data from the students by asking the question
which is answered by students, and then the data is related to the sample. The researcher gives questionnaire to the students is that the researcher wants to know about the correlation using game technique toward students’ vocabulary achievement.
b. Test
Test is utilized as in instrument of collecting data. Test method is a way of obtaining the data giving a number of items to be done by
the test. Students axe asked to answers the questions. This is used to
know the correlation using game technique toward students’ vocabulary achievement,
c. Data analysis
In order to conduct a good arrangement the writer uses a
statistic formula; further this formula is used to find out the correlative study of using game technique in teaching learning process on vocabulary achievement. The writer analysis the research data as follows:
Explanation:
% : Correlation coefficient o f variable x and y.
Xx y : The sum o f the product multiplying the vocabulary test score
r N
and the questionnaire’s scores
Xx : The sum of using game questionnaire Xy : The sums of vocabulary test scores.
Xx2 : The sum of questionnaire test scores Xy2 : The sums o f square vocabulary test scores.
H. Thesis Organization
This thesis result o f the study is reported in a research paper out lined as below:
Chapter I presents introduction. It contains background of the study,
statement of the problems, the objective of study, benefit o f the study, previous of a related research, clarification of key terms, research
methodology and thesis organization.
Chapter II presents review of related literature. It contains definition of vocabulary, types of vocabulary, aspect of learning vocabulary, definition of achievement, definition o f game, types of game, vocabulary game technique, and vocabulary test.
Chapter III presents research methodology. It contains the general description of, Early English Education (EEE), type of the research, subject of
the research, variable o f investigation, method of collecting data, data analysis, and data presentation.
Chapter IV presents discussion result and implication of the result.
REVIEW OF RELATED LITERATURE
In this chapter, the writer want to discuss about definition of game, Limitation of game, types of games, definition of vocabulary, types of vocabulary, aspect of learning vocabulary, vocabulary test, definition of achievement,
vocabulary game method.
A. Definition of Game
Everyone likes playing games. They make relaxed and happy. There many definition of game by some opinion such as follow:
1. According Spranger (Germany) said that game is happiness.1 2. Game is to play for stake (as with cards, dice, or billiards).1 2 3
3. Charlotte Buhler, game is “Functi onlust” (= happy feeling and satisfied that obtained by doing something. In the game there are seriousness, and happyness.
4. Another opinion by A.H Francke, game is as instrument to study. The game situation is very good for children to accept the lesson.4
1 Abu Ahmadi Zul Afdi Ardian, Ilmu Jiwa Anak, Bandung: CV. Armico, 1989, p. 75. 2 Merriam-webster inc. Webster’s third New International Dictionary and Seven Language Dictionary, United States o f America: 1981, P. 933
3 Ibid, 75. 4 Ibid, p. 81.
Schwartsman (1978) mention the limitation of game as follow: Game isn’t work; game is pretend; game isn’t productive activity, and etc. work can
mined a game. While some time game can do as work; likewise child was playing can form their world. So often, that is as in real live, as serious, productve, and like as true lives.5
According reached that was doing Smith et al; Garvey; Rubin; Feir and Vandenberg (in John son et al. 1999) the character of game as follow:6
1. It do base on intrinsic motivation, from private motivation and for private desire.
2. The feeling people who join in game activity identified with positive emotion. If it was not appearing, game still has value to children.
3. Flexibility, the activity can replace from an activity to other.
4. It is more important activity process than last result of game.
5. It is free to select and this is a most important element in child game concept.
Game has pretend quality. It has characters that as live. These characters prevail to all game activity for example drama game, puzzle, arrange Lego, etc.
B. Limitation of Game
5 Mayke S. Tedjasaputra, Bermain, Mainan dan Permainan, Jakarta: Grasindo, 2001, p. 16.
Game divides two kinds. There are active and passive games.7 1. Active Game
Active game is game in which the enjoyment comes from what the
children themselves do. In the following are kinds of active game, they are: a. Spontaneous Game
Spontaneous game is an active form of play in which children does what they want, when they want and how they want. There are no rules and regulations.
b. Dramatic Game
Dramatic game often called “make-believe play”- is a form of active game in which children, through overt behavior and language, deal with materials or situations as if they had attributes other than
those they actually have. Dramatic game has contributes for children’s personal and social adjustment. From practice in role - taking, children learn what the group consider appropriate for a role. This helps them to develop social.
c. Constructive Game
Constructive game is game in which children use material to make things not for utilitarian purposes but rather for the enjoyment
they derive from making them. At first, most constructive game is reproductive. Children reproduce in their constructions objects they see 1
1 Ibid,p. 52
in everyday life or in the mass media, books, or on the television
screen. Constructive can stimulates creativity for children. d. Collecting
Collecting is a common game activity of children from all racial, religious, and socioeconomic backgrounds. For example: collecting stamp, picture and etc.
Collecting contributes to children’s personal and social adjustments. It makes them self- sufficient in their play and it encourages the development of such social skills as fair play, sharing, cooperation, and competition. It also helps children to learn new
meanings and become orderly. e. Exploring
This game usually includes of friends or group. Exploring make
many contribution to children’s personal and social adjustment. Exploring can increase children’s knowledge, encourages them to seek information to supplement the knowledge they gain from their own exploration and it I aid to socialization. For example: camping.
f. Game and Sport
Sports are always physical contest such as basketball, football, tennis, while games may be either physical or mental such as guessing game, puzzle, and etc.
g. Music
Music is an art that gives priority to beauty sound. It is produce
by instrument tools, man voice (vocal) and sign from greatness of God, such as water flowing, bird whistling and etc.
Music may be active or passive play depending on how it is used. If children procedure music by singing or dancing, it is active play. On
the other hand enjoyment comes from listening to the music procedures by others. It is passive form.
h. Daydreaming
Daydreaming is a form active game in which the activity is mental rather than physical like dramatic play. The rules children adopt in their daydreams are dramatic, heroic, fanciful and remote from daily life.
Daydream can give stimulate children imaginations and encourages creativity.
i. Computer Game
Amusements are forms of passive game in which children derive
enjoyment with minimum effort from the activities of the others. There many kinds of passive game in the following:
a. Reading
Psychologically, reading is one of the healthiest forms of game. Reading can help children for look for information, amusement, and
knowledge. It gives motivations to read and introduce of vocabulary. b. Looking at comics
Comics are cartoon stories in which the story element is less
important than the picture. They may be in book form, in comic strips in
newspaper or magazines. For the most part, children can understand the story told by comics with a minimum amount of reading
c. Radio Listening.
The favorable effects of radio listening have been listed as
follows: it offers children a form of entertainment within the home and thus keeps them with the family; it increases children’s knowledge about history, geography, current events, literature, and other subjects
and it supplement their knowledge of subjects they have heard over the air.
d. Listening to the Music.
enjoyment when they are alone; it relaxes them when they are tired. This activity does not use more concentration. It can used for learn vocabulary. English song may be easier for introduce and learn by heart of English words, and it is easier remembered,
e. Television Watching
Television watching has many contributes for children. They can get information, amusement and etc.
D. Definition of Vocabulary
Vocabulary is the total number of words, which makes up the
language. It can be defined, caught, as the words used in teaching of foreign language.8
Based on the Glorier International Dictionary, vocabulary is a list of words and often phrases, usually arranged alphabetically and defined or
translated is lexicon or glossary; all the words of language; the sum of words used by, understood by, or at the command o f particular person, social group, a profession, trade or the like.9
While based on Longman Dictionary of Contemporary English, vocabulary is all the words know to a particular kind of work, business, and a
8 Hornby, Oxford Advanced Learners Dictionary O f Current English, London: Oxford ■ "iversuy, iv s5 , p.959.
list of words, usually in alphabetical order and with explanation of their meaning.10
Based on the explanation above, it can be summarized that vocabulary
is the total number of words and often phrases, which make up the language. They are learned to achieve of language, and the communication of meaning.
E. Types of Vocabulary
The types of vocabulary are divided into two types; there are passive
and active vocabularies. The writer will explain them in the following: 1. Passive Vocabulary
Passive vocabulary means that the words are needed merely to
comprehend especially, in their reading. The speaker in this situation will not reproduce some sentences but they are asked to be receiver of the message by comprehending the passage or listening from the speaker.
Students can avoid the weakness of mastering vocabulary by using words that they have mastered in conducting communication.
2. Active Vocabulary
Active vocabulary means the words that used in speech and writing. The speaker may have to master some limit of vocabulary of this active vocabulary in communication. For example: discussion, teaching
process and other meeting. It has to respond the speech of the person who speaks with other.
In learning teaching process, to teach vocabulary, the teacher must know
of types of vocabulary that will be appropriate with goals and conditions. The teacher can decide which s/he should teach on the basis of how frequently the speaker uses them. The words, which are most commonly used, are the ones s/he should teach first.
F. Aspect of Learning Vocabulary.
There are many aspects of learning vocabulary; in this chapter the writer will explain them in the following:
1. Word Classification
Term used to classify words based on their functional categories is called part of speech, which include nouns, verbs, adjectives, and adverbs. In addition to these major classes, there are pronouns, prepositions, conjunctions and interjection.11
In order to know more detail, the writer will explain the following: a. Noun
It is a word that serves name of thing. It may be the name of things. It may be the name of a person, an object, places quality and
quantity of something. For example: teacher, window, table, hope, understanding, and etc. 11
classes: activities, accomplishments, achievement, and states. For example: run, walk, kill, see, know, and etc.
c. Adjective
Adjective is a word that is used to describe a noun or other substitute. For example: dark, beautiful girl, diligent student and etc. d. Adverb
Adverb is a word that is used to describe an adjective or a verb. There are many kinds of adverb such as the following:
- Adverb of manner, means, and instrument: happily, carefully, and slowly
- Adverb 6f frequency: sometimes, always, ever, and etc. - Adverb of degree: very, too, only, and etc
- Sentence adverbs: actually, perhaps, fortunately, and etc. Conjunctive adverbs: therefore, nevertheless.
e. Pronoun
Pronoun refers to nouns that have already been mentioned in the discourse or point ahead to a noun that we are about to mention.1J
The writer will give example as following: - Nominative : I, you, he, she, it, we, and they
- Possessive adjective: My, your, his, her, its, our, and their.
- Possessive pronoun: Mine, your, his, her, its, ours, and theirs.
- Reflective pronoun : Myself, yourself, himself, herself, itself, and ourselves
- Demonstrative pronoun: This, that, such, and the former. - Conjunctive pronoun: Who, whom, and which.
- Indefinite pronoun: All, many, and both.
- Distributive pronoun: Each, every, and either,
f. Preposition
Preposition is all those words that help locate items and actions
in time and space. For example: I place my book on the table
I am going to Jakarta 2. Functional Word
Functional words are used to express grammatical functions. They include preposition, articles, conjunctions, and forms indicating numbers gender, or tense and pronouns.
For example: 1. Her brother is not diligent boy
2. The student goes to museum.
The words such as /her/, /is/, /not/, /the/, /to/, above are called functional words.
3. Content Words
Content words are used to express cultural contents they consist of noun, verbs, adjective and adverbs. They have more or less in dependent
words. For example: A dog eats meat. It is built up by noun (a dog), verb (eats), and noun (meat). Words such as a dog, eat, and meat are called by
content words. It cannot build up a sentence with only several functional words. Thus, “my does not the” is not a sentence.
4. Word Formation
A word has meaning depends on how this word is formed by derivation and inflection. To know more detail the writer will describe the following:
a. Derivational
Derivational is the construction of words result the change of word class or meaning of the base or stem. There are two derivational, derivational suffixes and derivational affixes.
1) Derivational suffixes.
Derivational suffixes are syllables or group of syllables that are joined to the end o f the word to change the meaning. The function in derivational suffixes forms four part of speech such as noun, verb, adjective, and adverb. Further the writer will describe
as follow:
a) How to make noun
It can formed with adds suffix /-ion/, /-tion/, /-ment/, /- ness/, /-ity/, and /-ence/ after verb.
- Verb + /-tion/, for example: collect (verb) + /-tion/ —> collection
- Verb + /-ment/, for example: agree (verb) + /-ment/—► agreement (nonn).
- Verb + /-ness/, for example: happy (verb) + /-ness/ —> happiness (noun)
- Verb + /-ity/, for example: ably (verb) + /-ity/ —► ability (noun)
- Verb + /-ence/: for example: differ (verb) +/-ence/ —» difference (noun).
b) How to make verb
To make verb, it can add suffixes /-ize/, and /-fy/ after noun. The following the writer will give examples:
- Noun + /-ize/, for example: memory (noun) + /-ize/ —* memorize (verb).
- Noun + /-fy/, for example: class (noun) + /-fy/ —► classify. (Verb)
c) How to make an adjective.
It can adds suffixes /-ive/, /-ous/, and /-al/ after verb.
- Noun + /-ive/: for example: relate (noun) +/-ive/ —» relative
(adjective)
- Noun +/-able/. For example: advice (noun) + /-able/ —»
- Noun + /-ous/, for example: danger (noun) + /- ous/ —>
dangerous (adjective)
- Noun + /-full/, for example: hope (noun) + /-full/—>
hopefull (adjective) / careless
- Noun + /-less/, for example: care (noun) +/-less/ -» careless
(adjective).
- Noun + /-ish/, for example: child (noun) + /-ish/ —> childish
(adjective) d) How to make adverb
Adverb is normally make by adding suffix ly/ and /-ward/ after adjective. For example:
- Slow (adjective) + /-ly/ -» slowly (adverb).
- Back (adjective) + /-ward/: ->• backward (adverb).
2) Derivational prefix is a syllable or group of syllable which is
joined to the beginning o f a word or morpheme to change its meaning.
Prefix new word meaning
/pre-/ pretest before
/inter-/ international between
/mis-/ misunderstand wrongly
b. Inflection
Inflectional is the construction of the words, which does not
functions. There are five kinds of inflection; plural form, possession, singular verb marker, tenses marker, and pronoun. Those will explain in the following:
a. Plural form, such as
1) Noun + /-s/, for example: pen (pena) - pens (pena-pena) 2) Noun + /-en/, for example: child (anak) - children (anak-anak) 3) Noun+/ /, for example: a goose (angsa)...geese (angsa-angsa)
4) Noun + / / for example: a phenomenon (gejala)...phenomena (gejala-gajala)
b. Possession
It is usually formed with adding /’s/ after subject. Such as: Rina’s bag (tas Rina)
Mila and Rudi’s house (rumah Mila dan Rudi) A cat’s tail (ekor kucing)
c. Third singular verb marker.
Verb that is done by he, she and it is add /-s/. For example: mother always cooks rice. The word “cooks” formed by cook adding /-s/, because the subject is mother (she).
d. Tense markers.
In English language divided three major tense. There are simple tense, past tense and future tense. This following there is some example:
- She is writing a letter (present continuous tense)
- Bob went to the wedding (past tense)
- He has seen the film (present perfect tense) e. Pronoun
Pronoun has different forms in terms o f function. There are
pronoun as subject, an object and possessive. The writer will give some example in the following:
- As a subject, for example: She comes from Bandung.
- As an object for example: He borrows her dictionary
- As possessive, for example: This bag is hers 5. Word Building
Word building can divide be compound word, blend, and acronym. The writer will explain one by one the following:
a. Compound Words
Compounds words are two nouns combined to create meanings, which differ from that of each of its parts.14
The compound word can be divided such as follows:
- Noun + noun: for example: tooth (n) +brush (n) - » toothbrush (n)
- Adjective + noun, for example: black + mail —> blackmail (v)
- Preposition + preposition, for example: in (prep) + to (prep)—>• into
(prep)
- Verb + preposition, for example: call (v) + on (prep) ->call on (v)
- Noun + verb, for example: cat (n) + way (v) —^windbreak (n)
- Verb + verb: for example: make (v) + believe (v) -» make-believe
(v)
- Verb + adverb, for example: run (v) + off (adv) -» run off (v)
b. Blend
Blend is used to create new words by blending two or more other words.
For example: - Bruch, came from the blend of breakfast and lunch
- Motel, came from the blend of motor and hotel. Thus, motel is used to mean a hotel for motorist and brunch is use to mean a meal taken instead of both breakfast and lunch.
c. Acronym
Acronym is words made up of an abbreviation, too, but the result is pronounced as a word, not ad a list of letters.15 It’s often used for political, industrial, and social organizations name.
For example:
- UNICEF (United Nations Children’s Fund)
- OPEC (Organisazion of Petroleum Exporting Countries) 6. Word meaning
Word meaning can divide be as follow:
a. Synonymy
Synonym means that two or more words have the same meaning.16
For example: Begin = start Correct = right
Tall = high b. Antonym
Antonym means that the word that is opposite in meaning to the other.17
For example: beautifully >< ugly clean >< dirty
buy >< sell
hot >< cold c. Homonym
Homonym is a word that is similar in the form and sound as another but different meaning.
For example: see - sea, peace - piece, our - hour.
d. Idipttl
According to A.S. Hornby, idiom is phrase or a sentence whose
meaning is not obvious through knowledge of the individual meanings o f the constituent words, but must be learnt as a whole.18
16 Michael McCharthy, Vocabulary, Oxford University Press, 1990, p.16.
17 Ibid., p.17.
For example: To call up (to telephone), to call on (to visit), to keep on (to continue).
G. Vocabulary Test.
Vocabulary test has been prepared as a measuring of the general ability or intelligent and as measures of achievement in special subject field. There are some techniques in testing vocabulary:
1. Multiple Choice 2. Production
3. Objective Partial Production.
To test vocabulary, the writer agrees to use the multiple choices. In general, the item consists of stems containing the problem, one alternative represents distraction.19
The result of the test can indicate language proficiency. Therefore, students who have more vocabulary can be assumed o have more language proficiency.
H. Definition of Achievement
In general, achievement is personal accomplishment, attainment of
goals set by the individual, or society in educational psychology. The term applies to specified level of proficiency in academic purpose.
Achievement is something done with effort and skill successfully.2^ Achievement is the act of achieving or performing; accomplishment; inexplicit; a great or heroic deed; a ffat.20 21
The meaning o f achievement comes from Dutch language prestise that means of something done result22
Achievement is realization o f potential abilities or capacity that is possessed by someone.23
Functions of achievement are:24
1. Achievement of learning is quality indicator and knowledge quantity which have been mastered by student.
2. Achievement of learning is inquiring ambition of satisfied device. This matter as mainstream curiosity and common requirement of human being in an education program (Abraham H. Moslow, 1984).
3. Achievement of learning is as information material in educational innovation. The assumption is achievement of learning can be made motivation for the student in improving science, technological and personating of feed back in upgrading education.
4. Achievement of learning is as intern and extern indicator from an
educational institution. Intern indicator is achievement of learning can be
20 The New Glorier Webster International Dictionary O f The English Language,
Colombia University : Encyclopedic Edition 1988, p. 9.
21 Webster’s Third New International Dictionary O f The English Language Un Abriged With Seven Language Dictionary, Volume 1, Inc. Chicago: Encyclopedia Britannica, 1981.
22 Zaenal Arifin, Evaluasi instruksional prinsip-teknik-prosedur, Bandung: remaja rosdakarya, p.102.
23 Nana Syaodih Sukmadinata, Landasan Psikologi Proses Pendidikan, Bandung: Pt. Rosdakarya, 2003, p. 102.
made mount productivity indicator as an institution of education. Extern indicator is rate of learning achievement can be made as a indicator of successfulness’ student in society.
5. Achievement of learning can be made a indicator to absorption or intelligent o f student.
The achievement of students can be looked by their act, either act of
knowledge mastery, mental skill or motorist skill.
This thesis, the writer will relate of achievement with vocabulary in English language lesson.
Vocabulary achievement is a result of activity to get certain aim or new ability; while achievement relates with vocabulary. It is result of the
ability and skill possessed by the students as a result of learning English.
I. Vocabulary Game Technique
This is consisting o f learning about new things. The teacher can ask for students to mention kind of things around class, school, home and
environment. It’s function to increase the student’s vocabulary. It uses game method.
In this research, the writer chooses some games, there are crossword puzzle, word search, quiz, picture, sing a song, card game, listening to the
1. Crossword Puzzle
In English learning teaching process, crossword puzzle is pleasant way for students, so they are not boring. Crossword can improve their English words and idioms.
2. Word Search
Word search will give pleasant stimuli for students to learn English
words or vocabulary. The word search can be done by look up letters to construct words.
3. Quiz
Learning by quiz can make relax and happy. But it can give
benefits for the students. In this activity students choose a word appropriate to questions.
4. Picture
Learning vocabulary by picture, students will more interest than only use writing or reading book. For example, students are asked by teacher to look up words or idiom that appropriate with picture.
5. Song
Song is a media that has high effective in learning English
vocabulary. This activity, student can singing, listens or translates English song.
6. Watching Film
sentence that are told in dialog among actors or actress. It will increase vocabulary students. Students will listen and translate English words or sentence and they know about pronunciation.
7. Computer Game
Students can use computer as medium for learning vocabulary.
THE GENERAL DESCRIPTION OF EEE (Early English Education)
Research methodology will explain about the general description of the
EEE ( Early English Education ), type o f the research, subject of the research, variable of investigation, method of collecting data, the procedure of collecting data, method of data analysis, and data presentation.
A. The General Description of the EEE ( Early English Education ) 1. The Situation of EEE ( Early English Education )
EEE (Early English Education) is one o f private English course
institution that takes care toward national education system, especially for Kindergarten and Elementary school education at Salatiga. The location of
EEE (Early English Education) office is Jensud Street 239 Salatiga.
EEE (Early English Education) has English teaching program in
language skill, consist of vocabulary, speaking, listening, and singing. It has purpose to introduce and teaching English for Kindergarten and
Elementary school. The specially teaching techniques are game technique, singing technique, drill technique, total physical respond. English teaching program that fun and adaptive for children necessary is characteristic of
EEE (Early English Education) as their strategy in English introducing,
for example game, singing, drawing, and playing.
4. Student’s Condition
The students are persons who are studying at school the total number o f EEE (Early English Education)
Table
in
The List of Students of EEE (Early English Education) In Year of Academic 2006-2007
No Class Total
1 Kindergarten 1500
2. Elementary 210
Total 1710
5. The Material English Learning Table IV
The Material English Lesson
The Lesson Topic Material
Introduction My name is...., what is your name? Greeting Good morning & how are you... Pledge
Part of the body Eyes, nose, ears, mouth, head neck, hand, foot Colors Green, red, blue,...
Food Bread, rice, com, meat
Transportation Car, Plane, Ship, train
Animals Chicken, camel, monkey, tiger... Fruits Banana, orange, grape, apple,.. School equipment Table, blackboard, chalk, desk,...
Numbers 1- 100
The Lesson Topic Material
Space Star, moon, sky, sun
Public places Hospital, post office
Nature Mountain, river, ocean, forest Clock 7, 8, 9, 10, 11, 12 o'clock
Days Sunday, Monday, Tuesday, Thursday. Friday, Saturday
Letters A-Z
6. Game Technique
The especially of EEE is game technique. It is examples game that used by EEE.
Table V Teaching Strategies
The Lesson Topic Game technique Greeting " greeting song"
( teacher) Good morning to you Good morning to you Good morning my student Good morning to you
(Student) Good morning to you Good morning to you Good morning my teacher Good morning to you
Introduction " Shoot gam e" Hi you are what's your name?
teacher shoot a student, then student answer
My name is... It is song activity!
Color "Finger gam e"
1 .Teacher mention about fingers and colors
The Lesson Topic Game technique To be "1 am Student"
1 am a student You are a teacher We are student You are my teacher
She is my friend He is my friend too They are my friends
(It is doing with gesture!)
B. Type of the Research
The method used in this research is the deskriptive quantitative
i
method. It means that data, which are collected will have the shape of numerable than analyzed by the use of statistics.
In this research will analyze the correlative study between using game
technique and the student’s vocabulary achievement. So, this research is categorized as a correlation research. Since this research will also analyze how
far the correlation of using game technique and student’s vocabulary achievement.
C. Subject of the Research 1. Population
Population is a whole of investigation subjects. According to Suharsimi Arikunto, population is total numbers to take the subject research.1
The population in this research consists of students of EEE (Early
English Education).There are 210 students of Elementary class.
2. Sample
In this research, the writer takes sample of 70 students EEE (Early
English Education).The student will be divided into two categories. There
are 35 students who are taught in English learning process by game as
group A, the other 35 students who are taught in English learning by using without games as group B. Students in group A have been studying at
Early English Education (EEE) since one year ago, and student in group B
just now join with Early English Education (EEE) as student. They are both in fourth grade students of Elementary school.
Table VI
No Group A No Group B
1 Hasna Muttia,ah 1 Anis Mu'afidah
2 Alfi Khoirun Nisa' 2 Anggraini Ratna Hapsari
3 Faridah Risna Wati 3 Bimo Cahyanto
4 M. Ilham Fauzan 4 Dwi Wahyu Wibowo
5 M.Luthfi Mahendra 5 Eni Wulansari
6 Arief Mahfiidin 6 Fitri Nurjannah
7 Niko dwi Oktavian 7 Henik Wahyunigrum
8 Zulfan Akbar R 8 Jamilah Hart ini
9 Burhanudin 9 Marlina Ayu Kartika
10 Aulia Wisnu Pradika 10 M. Aditia
12 Virgi Vahlevy 12 M Angga Maulana
13 Arif Wahyu 13 Muhammad Feri Wahyudi
14 MHR Aji Bimantara 14 Muhammad Jadid
15 M. Kharis As'ad 15 Muhammad Kurnia Rahman
16 Shelvi Sahanaya 16 Muslih
17 Irfan Satria Pribadi 17 M. Rokhani
18 Dewi Adila 18 Muh. Syaeiudin
19 Luthfi Rahma Danti 19 M. Widodo
20 Miftahul Azizah 20 Nurul Fuad
21 Putri kusuma 21 Nur Rahayu
22 N anda Kharisma 22 Nur Sugiyanti
23 Helmi luthfian 23 Pujiyanto
24 Ulya Amalia 24 Putri Utami
25 Reza Ulil Albab 25 Rahmad HD
26 Priesti rosiana Dewi 26 Retno Ayu
27 Nur Afni Safira 27 Siti Faizah
28 Umni Kalsum 28 Siti Maesaroh
29 Nabila Laras Saraswati 29 Siti Rofiqoh
30 Azmi Lutfia Tsani 30 Sri Wahyuni
31 Al Azizta Putri I 31 Wahyu Andari
32 Shelvi Rahma Dewi 32 Ulinnuha
33 Fakhrun Nisa' 33 Wahyu Andari
34 Syaima Nurussolihah 34 Wahyu Fitri Wulan
D. Variable of Investigation
The variables are condition or characteristics that a researcher manipulated controls, or observer. Based on the objective of the research, there are two variables that will be correlated each other. Those two variables
are using game technique (X) and vocabulary achievement (Y).
E. Method of Collecting Data
To carry out the research, a researcher has several techniques of collecting data in this study the writer uses questionnaire and test as the main method.
1. Questionnaire
A questionnaire is a number of written questions which are used to
gain information from respondents about the respondents those selves of their knowledge, beliefs, etc.2)
The questionnaire consists of 20 items of the positive and negative statements. All o f them relate to the using game technique. Each items consisting of four options. The first option is completely agree, the second option is agree, the third option is not completely agree, and the fourth option is disagree. The respondents should choose one out of the four options shows their attitude toward offered to them.
The scoring of the questionnaire is determined by summing up the value assigned to individual response, to score the rate, each items credited
4, 3, 2, or 1 from favorable to unfavorable answer, conversely, the response options are credited 1, 2, 3 or 4 from unfavorable to favorable answer.
2. Vocabulary Test
Besides the questionnaire, in order to obtain the data for this study, a vocabulary test was administrated. The vocabulary test was multiple-
choice type questions with four alternatives A, B, C, and D.
The vocabulary items used in this test are vocabularies o f human aspects. They are: education, social, low, medicine, and politic.
To evaluate the vocabulary test the raw score or the students were listed by counting the number of by one. In short one item scored one. 1
made 40 vocabularies. Items test, if a students answers 40 items correctly s/he will get score 40 (that is 40X1).
F. The Procedure of Collecting Data
The procedure of collecting data in this study involves several steps. The first step is constructing the questionnaire. The second was trying out questionnaire to measure whether or not it needed improvement.
The third step was collecting and analyzing it for its validity and
reliability. The fourth was distributing the questionnaire to the respondents and then collecting it.
items. The next step is tested to the respondents after getting revised if it is necessary. Finally the writer computed the data.
G. Method of Data Analysis
To determine whether or not there is a significant correlation between
using game method and students’ vocabulary achievement. The researcher examined the opinion by computed the data by applying the formula of the person
Zxy (Ex)(Sy) N
E x -2
(
S* ) 2 NExplanation:
rxy : Correlation coefficient of variable x and y.
Xx y : The sum of the product multiplying the vocabulary test score
and the questionnaire’s scores
Xx : The sum of using game questionnaire Xy : The sums of vocabulary test scores. Xx2 : The sum o f questionnaire test scores
Xy
2
: The sums o f square vocabulary test scores.(Xx)2 : The square of the sum Questionnaire test scores
The previous score is used to prescribe the significant o f correlation the strength of correlation vary as the following index
0, 40 - 0, 60 shows that the correlation is fair 0, 60 - 0, 80 shows that the correlation is high 0, 80 - up shows that the correlation is excellent
H. Data Presentation
In this paper the writer will describe about data presentation with write the respondents.
Respondent is apart o f the accessible population who respond the test,
and the researcher take 70 students or respondents of second year students of
EEE (Early English Education)
Table VII
The List of Game Questioners Score
No Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
List of Students’ Vocabulary Score with Games and with out Games
No Name
13 Arif Wahyu 33 13
No Name
18 Dewi Adila 29 18
Muh.
21 Putri kusuma 25 21 Nur Rahayu 23
22 Nanda
24 Ulya Amalia 27 24 Putri Utami 16
25 Reza Ulil
Kalsum 29 28 Siti Maesaroh 15
29 Nabila Laras
Saraswati 35
29 Siti Rofiqoh 17
DISCUSSION AND RESULT
To know about how far the correlation of using game technique toward students’ vocabulary achievement, the writer would like to give data analysis using game technique questionnaire and vocabulary achievement test in discussion and finding as follows:
A. Discussion
After the test had been carried out, the scoring o f the test papers was conducted. There is the result of using game technique questionnaire and students’ vocabulary achievement.
1. Using game technique
There is the result of using game technique questionnaire. Table V
Data of the Using Game Technique
No Name Using game
technique score (X)
1 Hasna Muttia,ah 74
2 Alfi Khoirun Nisa' 75
3 Faridah Risna Wati 67
4 M. Ilham Fauzan 71
5 M.Luthfi Mahendra 72
6 Arief Mahfudin 69
7 Niko dwi Oktavian 71
8 Zulfan Akbar R 68
9 Burhanudin 68
10 Aulia Wisnu Pradika 72
11 Agung Mulyono 55
12 Virgi Vahlevy 69
13 Arif Wahyu 74
14 MHR Aji Bimantara 76
15 M. Kharis As'ad 73
16 Shelvi Sahanaya 70
17 Irfan Satria Pribadi 73
18 Dewi Adila 67
19 Luthfi Rahma Danti 60
20 Miftahul Azizah 69
21 Putri kusuma 67
22 Nanda Kharisma 73
23 Helmi luthfian 68
24 Ulya Amalia 69
25 Reza Ulil Albab 73
26 Priesti rosiana Dewi 76
27 Nur Afiii Safira 72
28 Urnni Kalsum 73
29 Nabila Laras Saraswati 76
30 Azmi Lutfia Tsani 76
No Name Using game technique score (X)
32 Shelvi Rahma Dewi 58
33 Fakhrun Nisa' 75
34 Syaima Nurussolihah 76
35 Vera Triantika 76
Total 2478
To find the score of using game technique, the writer uses the formula:
P = m 100%
2. Students’ vocabulary achievement
The result of students’ vocabulary achievement test as follows:
Table VI
No Name
13 Arif Wahyu 33 13
No Name
18 Dewi Adila 29 18
Muh.
21 Putri kusuma 25 21 Nur Rahayu 23
22 Nanda
24 Ulya Amalia 27 24 Putri Utami 16
No Name
A. The analysis of Students’ Vocabulary Achievement with Games No Category Interval Frequency Percentase
1 High 30-40 17 48,5%
2 Sufficient 20-30 18 51,5%
3 Low 0-20 0 0%
Form the table above, the writer concluded that the student who taught
B. The analysis of Students’ Vocabulary Achievement without Game
N o Category Interval Frequency Percentase 1 High 30-40 0 0%
2 Sufficient 20-30 23 65,7%
3 Low 0-20 12 34,3%
Form the table above, the writer concluded that the student who
taught English without game of EEE. There are 0 student or 0% in high category, 23 student or 65,7% in sufficient category, and 12 student or 34,3% in low category.
3. The analysis of corelation using game technique toward students’ vocabulary achievement.
The purpose of data analysis in this research is meant to measure the using game technique and students’ vocabulary achievement of the students of EEE {Early English Education) in the academic year of 2006/2007.
To measure this, it is important to take the prefatory of measurement as follows:
Table VII
The Prefatory Table for Coefficient Correlation X And Y
NO. X Y X2 Y2 XY
1 74 30 5476 900 2220
2 75 32 5625 1024 2400
3 67 16 4489 256 1072
4 71 25 5041 625 1775
5 72 32 5184 1024 2304
NO. X Y X2 Y2 XY
7 71 32 5041 1024 2272
8 68 22 4624 484 1496
9 68 23 4624 529 1564
10 72 32 5184 1024 2304
11 55 27 3025 729 1485
12 69 28 4761 784 1932
13 74 33 5476 1089 2442
14 76 34 5776 1156 2584
15 73 29 5329 841 2117
27 72 32 5184 1024 2304
28 73 29 5329 841 2117
29 75 35 5625 1125 2660
30 76 31 5776 961 2356
31 78 29 6084 841 2262
32 58 26 3364 676 1508
33 75 33 5625 1089 2475
NO. X Y X2 Y2 XY
35 76 35 5776 1125 2660
L 2478 1012 176342 29646 72116
To interpret the research finding, the researcher uses the product moment correlation formula to compute the data that have been contained as follows:
Based on the requirement above the correlation between the two variables was significance the number of subject 35 (0,792 > 0,334). From
the computation above it can be inferred that there was positive correlation between using game technique and students' vocabulary achievement.
B. Finding
The result findings indicate that there is a significant correlation
between the using game technique and students’ vocabulary achievement. These facts imply that using game technique and the frequency in using game technique give a useful contribution to enlarge students’ vocabulary achievement.
C. Implication of the Research.
Based on the result of the study we know that the using game technique and the frequency in using game technique give a useful contribution to enlarge students’ vocabulary achievement is falls on the fair correlation criteria.
This implies that both of the teacher and students must pay attention to them. One way which can be taken by the teacher if s/he was to point
CLOSURE
In this chapter the researcher presents the conclusion and the suggestion of the research. The conclusion is summary of the findings that have been discussed
in chapter IV. They are the whole answers of the research problems presented in chapter I. The suggestion, as the follow up of the findings is addressed to English teacher and the students.
A. Conclusion
This research is proposed to answer whether or not there is a significant correlation between using game technique and students’ vocabulary achievement.
In her attempts to obtain the intended data, the researcher arranged her
own made questionnaire, which contains question relating to the using game
technique. Furthermore, she also arrange students vocabulary achievement test.
The result of the research is as follows:
1. The types of games that use of (EEE) Early English Education are sin g in g
activity, picture playing, and drama.
2. There are result of students’ vocabulary achievement of (EEE) Early English Education:
a. The analysis of Students’ Vocabulary Achievement with Games
No Category Score Frequency Percentase 1 High 30-40 17 48,5%
2 Sufficient 20-30 18 51,5%
3 Low 0-20 0 0%
Form the table above, the writer concluded that the student
who taught English with game o f EEE. There are 17 student or 48,5% in high category, 18 student or 51,5% in sufficient category, and 0% in low category.
b. Analysis o f Students’ Vocabulary Achievement without Game
No Category Score Frequency Percentase 1 High 30-40 0 0%
2 Sufficient 20-30 23 65,7%
3 Low 0-20 12 34,3%
Form the table above, the writer concluded that the student
who taught English without game of EEE. There are 0 student or 0% in high category, 23 student or 65,7% in sufficient category, and 12 student or 34,3% in low category.
From two analysis above can make concluded that the student who taught English with game have higher vocabulary achievement than the student who taught English without game.
3. There is positive correlation between using game technique toward students’ vocabulary achievement. This result obtained from the computation of the correlation between the using game method and
