THE USE OF SPELLING BEE GAME TO IMPROVE STUDENTS’ VOCABULARY MASTERY.

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Ratna Juwita Ningsih,2013

The Use of Spelling Bee Game to Improve Students’ Vocabulary Mastery Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu93

The Use of Spelling Bee Game

to Improve Students’ Vocabulary

Mastery

(A Pre-Experimental Study of Vocabulary Mastery through Spelling Bee in Teaching Reading Recount Text)

Research Paper

Submitted in partial fulfillment of the requirements for Sarjana Pendidikan degree

Ratna Juwita Ningsih

0606427

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The Use of Spelling Bee Game to Improve

Students’ Vo a ulary Mastery

(A Pre-Experimental Study of Vocabulary Mastery through Spelling

Bee in Teaching Reading Recount Text)

Oleh Ratna Juwita N

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Maret 2013

Hak Cipta dilindungi undang-undang.

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ABSTRAK

Studi yang berjudul “The Use of Spelling Bee Game to Improve Students’ Vocabulary Mastery” bertujuan untuk mengetahui keefektifan penerapan permainan Spelling Bee dalam meningkatkan penguasaan kosakata Bahasa Inggris siswa dan untuk mengetahui respon siswa terhadap penerapan permainan ini. Studi ini mengimplementasikan desain pre-experimental. Sampel pada studi ini terdiri dari 31 siswa kelas 8 di salah satu sekolah menengah pertama di Bandung. Sampel diberi perlakuan berupa penerapan permainan Spelling Bee yang diadopsi dari Stone (2010). Data pada studi ini diperoleh melalui, pre-test, post-test, dan kuesioner. Pre-test dan post-test diberikan dalam bentuk tes kosakata. Data yang diperoleh dari pre-test dan post-test dianalisis secara statistik menggunakan SPSS 17. Hasil dari analisis tersebut menunjukkan bahwa nilai tobtained adalah 7.958 dan nilai tcritical

adalah 0.05. Dari hasil analisis tersebut dapat diketahui bahwa tobtained > tcritical, hal ini

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ABSTRACT

The study entitled “The Use of Spelling Bee game to Improve Students’ Vocabulary Mastery” seeks to investigate the effectiveness of the use of Spelling Bee game in improving students’ vocabulary mastery and to discover students’ responses toward the use of this game in their English class. The study implemented a pre-experimental design. The sample consists of 31 students of the 8th grade students of one of junior high schools in Bandung. The sample was given Spelling Bee treatment that is adopted from Stone (2010). The data of this study were obtained through pre-test, post-test, and questionnaire. The pre-test and post-test were given in form of vocabulary test. The data from pre-test and post-test were analyzed statistically using SPSS 17. The result showed that the value of the tobtained was 7.958 and the value of tcritical was 0.05. The data

showed that the value of the tobtained > tcritical consequently the null hypothesis was rejected.

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TABLE OF CONTENTS

PAGE OF APPROVAL

STATEMENT ………. i

ABSTRACT ………. ii

PREFACE ……… iii

ACKNOWLEDGEMENTS ……….. iv

TABLE OF CONTENTS ……… v

LIST OF TABLES ……….. ix

LIST OF CHART………. x

CHAPTER I INTRODUCTION ……….…… 1

1.1 Background ………..………. 1

1.2 Research Questions ……… 4

1.3 Aims of the Study ………..……… 5

1.4 Limitation of the Study……….. 5

1.4 Significance of the Study ……….. 5

1.5 Clarification of Terms ……… 5

1.6 Organization of Paper………. 6

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2.1 Vocabulary ………... 7

2.1.1 Definition of Vocabulary………... 7

2.1.2 The Role of Vocabulary in Teaching Reading……….. 8

2.1.3 The Importance of Vocabulary in Teaching Reading Language Skills……….. 10

2.2 The Use of games in Teaching Vocabulary……… 12

2.3 Spelling Bee Game ……… 13

2.3.1 Spelling Bee in Teaching Vocabulary……… 14

2.3.2 Spelling Bee in the Classroom……… 15

2.4 Recount Text ………. 16

2.4.1 Definition of Recount Text………... 16

2.4.2 Generic Structure and Language Feature of Recount Text………. 16

2.4.3 Types of Recount Text……….. 17

2.5 Other Related Studies ……… 17

2.6 Concluding Remark……….. 19

CHAPTER III RESEARCH METHODOLOGY ………. 20

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3.2 Data Collection ………... 22

3.2.1 Population and sample………. 22

3.2.2 Research Instruments………... 22

3.2.3 Research Procedure……….. 23

3.2.3.1 Administering Pilot Test………... 23

3.2.3.2 Conducting Treatment……….. 23

3.2.3.3 Administering Pre-test and Post-test………… 24

3.2.3.4 Conduction Questionnaire……… 25

3.3 Data Analysis ………. ……… 25

3.3.1 Scoring Technique ……….. 25

3.3.2 Data Analysis on Pilot-test……….. 26

3.3.3 Data Analysis on Pre-test and Post-test ………. 28

3.3.4 Data Analysis on the Questionnaire………..………. 30

3.4 Concluding Remark………. 31

CHAPTER IV FINDINGS AND DISCUSSIONS ……… 34

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4.1.1 Pilot Test Result Analysis ……… 34

4.1.2 Pre-test Result Analysis …..……… 38

4.1.3 Post-test Result Analysis ………. 42

4.2 Students’ Responses toward the Use of Spelling Bee Game…….……… 46

4.3 Concluding Remark……….. 51

CHAPTER V CONCLUSIONS AND SUGGESTIONS ………... 52

5.1 Conclusions ……….. 52

5.2 Suggestions ……….. 53

REFERENCES ……….. 54

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ix

LIST OF TABLES

Table 3.1 Categories of Statements………. 31

Table 3.2 Range Score for Positive Statement... 32

Table 4.1 The Results of Validity Test ……….……… 35

Table 4.2 The Results of Reliability Test………. ……… 36

Table 4.3 The Results of Difficulty Test ………. 37

Table 4.4 The Results of Discrimination Test ……….. 38

Table 4.5 The Categorization of Test Scores……….. 39

Table 4.6 Students’ Vocabulary Mastery before Treatments……… 40

Table 4.7 Statistics of the Pre-test Result……..……….….. 41

Table 4.8 Students’ Vocabulary Mastery after Treatments……….. 42

Table 4.9 Statistic of the Post-test Result……… 43

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x Table 4.11 Category 1: Spelling Bee game enhances students’ vocabulary

mastery………..…… 47

Table 4.12 Category 2: Spelling Bee game creates relaxed and enjoyable

atmosphere………. 48

Table4.13 Category 3: Spelling Bee game encourages students’ learning

motivation……… 49

LIST OF CHART

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1 Ratna Juwita Ningsih,2013

CHAPTER 1

To be able to use English, students have to know English vocabulary before

they are introduced to other English aspects: grammar and pronunciation, as Wilkins

(in Thornbury, 2002:13) notes “Without grammar very little can be conveyed,

without vocabulary nothing can be conveyed”. Consequently, learning English

vocabulary has become the most important thing for English students. Another

research using the questionnaire and observation by Putri (2002) an English teacher

of one institution in Bandung, many students master the patterns of English grammar

(e.g. the structure for the simple present tense), but they do not know how to use and

apply it in daily life. Furthermore she portrays that the lessons are too focused on

grammar (and not in conversation), but students are rarely given guidance on how

and what is the function of the elements of grammar that they learned.

Likewise Putri (2002) enlightens that an English teacher rarely using English

in giving the materials, therefore it can be one factor that influences students’

vocabulary mastery because the students unusual to use the language as often as

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success in learning (Brophy and Good, 1986). Therefore, it is necessary to undertake

a study to discover an interesting method to build enjoyable atmosphere to help

students in mastering vocabulary. Huyen and Nga (2003) with the three reasons from

their research state that games can be one of techniques in teaching vocabulary.

Vocabulary itself is total number of words in a language (Oxford Advanced

Learner’s Dictionary: 2000). As vocabulary becomes the key aspect in learning

language, it should be introduced through interesting ways. In line with that Lewis

and Hill (1998) state that students will not achieve success in learning unless they

enjoy the process. From that statement, it can be seen that students’ feelings toward a

learning process will influence their achievement.

There is a misconception that all learning should not be in fun and relaxed

atmosphere. Actually, it is possible to find learning not in serious and solemn

condition. Games help language learners to learn a language and enjoy it at the same

time (Kim, 1995). Mei and Jing (2000) consider that the way children learn their

mother tongue is the same when they learn English as a foreign language through

playing games where there is no stressful situation which make them can learn much

more. By using a game, students will enjoy a learning process which at first makes

them feel bored. Classroom atmosphere that derive from the game can make students

learn better because they learn without pressure. It is also supported by Huyen and

Nga (2003) that “games bring relaxation and fun for students. They help them learn

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states that relaxed atmosphere is needed by students to remember things faster and

better. One way to create this atmosphere is learning through games.

Some studies show that teaching vocabulary through games can help students

improve their vocabulary and other language skills. Results of study about the use of

games in teaching vocabulary show that they provide students with an interesting,

challenging and enjoyable atmosphere in classroom activities and they also contribute

in helping the students to absorb materials more easily (Yulia, 2010). Another study

portrays the effectiveness of the Spelling Bee game in teaching narrative text. The

result shows that Spelling Bee encourages students to learn much more about words

given, therefore, they get more understanding about the text. On the other hand,

Spelling Bee can also help students to practice their spelling and vocabulary skills

(Rahayu, 2009).

The game that was used in this study was Spelling Bee. According to Uranga

(in Rahayu, 2009) Spelling Bee is a kind of competition where the competitors have

to compete to spell words given correctly. Spelling Bee is more than a memorizing

activity because beside students have to memorize the words they are also introduced

to a complicated thinking process when they receive several clues to spell the word

correctly, such as definition, alternative pronunciation, kinds of words (noun,

adjective, verb) and the use of words in a sentence.

Based on the National Spelling Bee retrieved from

http://en.wikipedia.org/wiki/Spelling bee, the purpose of this game is to help students

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English usage. There are also some advantages in using Spelling Bee. It can improve

students’ spelling skill, vocabulary skill, comprehension in the text given and it also

can be used by students to practice their concentration and their ability in memorizing

(Rahayu, 2009).

As written in English syllabus that accordingly to Kurikulum Tingkat Satuan

Pendidikan (KTSP 2006), the English teaching, especially reading skill for junior

high school students, involves the teaching of paragraphs or texts. The texts taught

are recount, narrative, descriptive, procedure and report. A recount text is a text that

tells events in the past, usually in the order when they happened (Anderson &

Anderson, 1997). Recount text is chosen because of its familiarity to students. This

text type is usually found in personal letters, diaries, biographies and history.

Considering the explanation above, this study is conducted to find out whether

the use of Spelling Bee in teaching recount text can improve students’ vocabulary

mastery and to investigate students’ responses toward the use of Spelling Bee in their

English class.

1.2Research Questions

The questions of the research are stated as follows:

1. Can the use of Spelling Bee game improve students’ vocabulary mastery?

2. What are students’ responses toward the use of Spelling Bee game in learning

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1.3Aims of the Study

The aims of the study are as follows:

1. To investigate whether the use of Spelling Bee is effective to improve

students’ vocabulary mastery.

2. To discover students’ responses toward the use of Spelling Bee in learning

English vocabulary.

1.4Limitation of the Study

The study focuses on the effectiveness of using Spelling Bee in improving

students’ vocabulary mastery. The study was conducted in one of junior high schools

in Bandung by selecting two classes as a control group and an experimental group.

1.5Significance of the Study

The study is expected to provide information for the next English education

students concerning the knowledge of teaching vocabulary. In addition, this study is

expected to provide information for English teachers in finding an appropriate

method to teach vocabulary.

1.6Clarification of Terms

There are some terms that will be clarified to avoid misunderstanding. The

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Vocabulary : A unit of language, consisting of one or more spoken

sounds or their written representation that functions as a

principal carrier of meaning (Kamil et al. 2007:284).

Games : An activity which has rules, a goal, and competition as parts

of its component and criteria (Kramer, 2000)

Spelling Bee : A contest in which contestants will be eliminated if they fail

to spell a word given correctly (Uranga in Rahayu, 2009).

Recount Text : Text that tells events in the past, usually in the order when

they happened (Anderson &Anderson, 1997).

1.7Organization of Paper

Chapter I describes the background of the study, research questions, aims of

the study, limitation of the study, research methodology, research design, population

and sample, data collection, data analysis, and organization of paper.

Chapter II focuses on the review of the related theories and literatures to

vocabulary, Spelling Bee game, and recount texts.

Chapter III contains explanation about the methodology of the study.

Chapter IV covers data collected, data analysis, and the interpretation of the

findings from the study by using certain statistical formula so that it would be easier

to discuss.

Chapter V draws the conclusion of the study and also suggestion for further

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology of the conducted study to answer the

two research questions previously stated in chapter one. It covers research design,

variables, hypotheses, population and sample, research instruments, research

procedure and data analysis.

3.1 Research design

Regarding the main aim of this study that is to investigate the effectiveness of

the use of Spelling Bee game to improve students‟ vocabulary mastery, the study

used a quantitative method with one-group pretest-posttest of pre-experimental

design. This kind of design compares the students‟ learning achievement before and

after the treatments through the pre-test and post-test results. Hatch and Farhady

(1982) proposed the design as follows:

T1 X T2

T1 : Pre-test

X : Spelling Bee game treatments

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This study used one-group pretest-posttest of pre-experimental research design for

several reasons. Firstly, for limited time and cost, it was not feasible to use the true

experimental design. Secondly, there was no other method had been chosen as the

treatment for control group.

Variables

There were two variables in this study: an independent and a dependent

variable. Hatch and Farhady (1982) define an independent variable as the major

variable which is selected, manipulated and measured by the researcher. On the other

hand, they define a dependent variable as the variable which is observed and

measured to determine the effect of the independent variable. The independent

variable of this study was the use of the Spelling Bee game, while the dependent

variable was students‟ vocabulary mastery.

Hypotheses

The study proposed the null hypothesis (denoted by H0) and alternative

hypothesis (denoted by HA) which are formulated as follows:

Ho : x1 =x2

HA : x1 ≠ x2

The null hypothesis (H0) in this study is that “there is no significance

difference in students‟ vocabulary mastery before and after the Spelling Bee game

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difference in students‟ vocabulary mastery before and after the Spelling Bee game

treatments”.

Therefore, by rejecting the null hypothesis, the study was able to support the

correctness of the alternative hypothesis, which means that the experiment worked.

3.2 Data Collection

3.2.1 Population and Sample

The population of this study was the 8th grade students of SMP N 3 Lembang..

Based on KTSP 2006, there were 5 texts had to be taught to eighth grade students of

junior high school. One of the texts was recount text that was used as the material in

playing the Spelling Bee game.

The selected population then was narrowed into a sample. One of the 8th grade

classes of SMP N 3 Lembang was chosen as the sample of this study. The class

consisted of 31 students.

3.2.2 Research Instruments

In collecting the data, there were two types of instruments in the study,

namely vocabulary tests and questionnaire. The vocabulary test was used in the

pre-test and the post-pre-test. Pre-test was used to know the students‟ prior knowledge of

vocabulary that the students usually find in recount texts, particularly past tense

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the Spelling Bee game treatments. The test contained 32 items of multiple choice

from which contains four options in each number.

3.2.3 Research Procedure

The research procedure included administering a pilot-test, administering a

pre-test, giving treatment, administering a post-test and distributing questionnaire.

3.2.3.1 Administering Pilot test

Before conducting the study, a pilot-test was administered to investigate the

validity, reliability, difficulty and discrimination of the instrument item.

The pilot-test consisted of fifty questions. The pilot-test consisted of 50

multiple choice items. It was given to 39 students of one of 8th grade of SMP N 3

Lembang. The respondent of the pilot test was a class outside the sample at the same

level.

3.2.3.2 Conducting Treatment

In conducting the treatments, the researcher acted as the teacher and the judge

of the Spelling Bee game at the same time. In each meeting before playing the game,

students were given a recount text. There were some activities that students did with

the text, for example, read the text and identified some words that they didn‟t know.

Next, they would start to play the game. The game in this study adopted from Stone

(2010). The time allocation for playing the game was twenty minutes, including

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steps in playing Spelling Bee game. First of all, the teacher would explain about the

rule of the game. It was usually in the form of demonstration of the game by asking

two or three students to play the game by following the teacher‟s instruction. Then

students started to play it. For 5 meetings there were 2 different kinds of the game‟s

rule. One of them was Tic-Tac-Toe spelling bee. The teacher arranged a list of words.

The words were from the recount text given before. Dividing the students into two teams,

Team X and Team O, and draw Tic-Tac-Toe boxes on the board. Choose one student from

Team X. First two students from Team X would get 1 word for each to be spelled. The

teacher mentioned the word of the first student. The first students had forty seconds to spell

and to ask some clues, for instance the definition of the word, the word‟s part of speech and

the word‟s usage in a sentence. If both of the students spelled the words correctly, then Team

X got 1 point by writing „X‟ on one of the 16 boxes on the board. But if one or both of them

failed, Team X didn‟t get a point. Team X and Team O continued to play it by turns. Both of

groups competed to win the game by arranging 4 points in a row, it could be horizontal,

vertical or diagonal on the boxes. The first team who could do that became the winner.

The treatments were held five times, which lasted for 80 minutes for each

meeting. The lesson plans used were based on Kurikulum Tingkat Satuan Pendidikan

(KTSP) and Standar Kompetensi dan Kompetensi Dasar (SK-KD).

3.2.3.3 Administering Pretest and Posttest

The pretest was administered to measure the students‟ prior knowledge. After

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sample. In the end, the posttest was held to investigate whether there is significant

difference of students‟ vocabulary mastery before and after treatments. The form of

the pre-test and the post-test were multiple choice vocabulary tests. The tests

contained items of the valid pilot test items.

3.2.3.4 Conducting Questionnaire

The last instrument was the questionnaire. It was used to investigate the

students‟ responses toward the use of the Spelling Bee game. The questionnaires

were given after the treatment on February 9, 2012 at 11.00 – 11.20 a.m.

3.3 Data Analysis

Data analysis includes scoring technique, data analysis on pilot-test, data

analysis on the pretest, the posttest and data analysis on the questionnaires.

3.3.1 Scoring Technique

The test used in this study was a multiple choice test. According to Arikunto

(2010), two types of formulas can be used to process the multiple choice item data;

the formula with or without punishment. This study chose the without punishment

formula in scoring the students‟ answer on vocabulary test. The formula proposed by

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S : Obtained score (Raw Score)

R : Right answer

3.3.2 Data Analysis on Pilot-test

The instrument used in the study was a vocabulary test which was aimed at

measuring the students‟ mastery in vocabulary. Before applying the instrument, the

value of its validity and reliability was computed.

Moreover, the difficulty (item facility) and discrimination test of the

instrument were also analyzed to discriminate between the higher ability test takers

and the lower ability test takers. This test must be done to observe the relevance of

the test item with the population. Below is the analysis of the instrument.

Validity

“Validity refers to the extent to which the results of the procedure serve the

uses for which they were intended” (Hatch and Farhady, 1982: 250).A validity test

was measured to support any inferences that the researcher made based on the data

gained using a particular instrument.

Pearson product moment correlation was used to analyze the validity of each

item. The results of the pretest were calculated using SPSS 17 for windows.

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Difficulty Level

Difficulty level (item facility) was defined as the proportion of the test takers

who answer the correct item (Fulcher, 2007 in Aprian, 2009). The difficulty level test

was used to measure whether the item is relevant with the students‟ ability level or

not.

In addition, the difficulty level should neither be too easy nor too difficult.

The following formula was used to calculate the index of difficulty of each item:

p = ∑x

SmN

p = Index of difficulty

∑x = Sum of students who answer the items correctly

Sm = Maximum score (1)

N = Number of students taking the test

Discrimination

Discrimination was used to discriminate higher ability and lower ability test

takers. The formula used to analyze discrimination is presented as follows (Arikunto,

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D = ∑A -∑B

nAnB

Where:

D = Discrimination index

∑A = Sum of right answer for upper group

∑B = Sum of right for lower group

nA = Number of students in upper group

nB = Number of students in lower group

Reliability test

According to Hatch and Farhady (1982: 244) “reliability can be defined as the

extent to which a test produces consistent results when administered under similar

conditions.” To ascertain the reliability of the test items, this study used Cronbach‟s

alpha formula through SPSS 17 for windows. Cronbach‟s alpha level was used to

check whether the instruments were reliable or not to be used in the pretest and the

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3.3.3 Data Analysis on Pre-test and Post-test

After the pre-test and post-test, the next step was analyzing the output data.

The output data were analyzed using an independent t-test to determine whether there

is a significant difference between the means of the sample before and after

treatments.

Normal Distribution Test

In analyzing the normal distribution, Kolmogorov-Smirnov formula was used

in this study. The test was calculated by using SPSS 17 for Windows Program. Three

steps were involved in testing the normal distribution. First, the hypotheses and the

alpha level were stated. The alpha level was set at 0.05 (two-tailed test). The null

hypothesis (Ho) is that “the scores of the group are normally distributed”, while the

alternative hypothesis (HA) is that “the scores of the group are not normally

distributed”. Second, the normal distribution of the data was analyzed by using

Kolmogorov-Smirnov formula on SPSS 17 for Windows Program. Third, interpreting

the output data by comparing the significance gained with the level of significance

(0.05). If the level of significance > 0.05, it means that the distribution of the sample

is not significantly different from normal distribution (normal), then the null

hypothesis is accepted. However, if the level of significant < 0.05, it means that the

distribution is significantly different from normal distribution (Field in Yulia, 2010).

The Dependent t-test

In analyzing the results of pre-test and post-test, dependent t-test was used to

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(1982), dependent (paired sample) t-test is used to analyze the pre-test and post-test

scores and to investigate whether or not the difference of pre-test and post-test means

are significant.

In this study, dependent t-test was calculated using SPSS 17 for Windows

Program. After getting the t value (t obtained), then it was compared with the t critical. Ift

obtained ≥ t critical at the level of significance (p) = 0.05, then the null hypothesis (Ho) is

rejected and accepts the alternative hypothesis (HA). However, If t obtained < t critical,

then the null hypothesis is accepted.

3.3.4 Data Analysis on the Questionnaire

The questionnaire used in this study was aimed to investigate students‟

responses toward the use of Spelling Bee game in their English class. Siniscalco and

Auriat (2005: 3) state that “the main way of collecting this information is by asking

people questions – either through oral interviews (face to face or telephone), or by

self administered questionnaires, or by using some combinations of these two

methods.”

This study used a close-ended questionnaire with twelve questions inside.

Siniscalco and Auriat (2005: 23) add that “closed (or multiple choice) questions ask

the respondents to choose, among the possible set of answers, the response that most

closely represents his viewpoint. The respondent is usually asked to tick or circle the

chosen answer.”

The questionnaire consisted of twelve statements that investigate students‟

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questionnaire was analyzed using Likert scale (Harris, 2010). In addition, Dumas in

Bucci (2003) states that “Likert scale is the most commonly used question format for

assessing participants‟ opinion of usability.”

To briefly explain the students‟ responses toward the game, the statements

then divided into three categories as follows:

Table 3.1

Categories of Statements

No. Category Number of Statement

1

Spelling Bee game encourages students‟

learning motivation.

9, 10, 11, 12

Each statement from the questionnaire would be labeled with each own score.

There are five predetermined answers with scale 1-5 suggested by Likert scale. The

scale categorizes the statements into two: positive and negative statements. The

ranging score for positive statements are 5-1. Otherwise the negative statements are

about 1-5. All statements provided in this questionnaire belong to the positive

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Table 3.2

Range Score for Positive Statement

Answers Score

Strongly Agree (SA) 5

Agree (A) 4

Uncertain (U) 3

Disagree (D) 2

Strongly Disagree (SD) 1

Indeed, to avoid mental perception from the students, the answer Uncertain

(U) was eliminated from the answer given. Thus, the answers then consist of 4

choices with the ranging score 4 -1. Where, 4 for Strongly Agree (SA), 3 for Agree

(A), 2 for Disagree (D), and 1 for Strongly Disagree (SD).

The whole statements of the questionnaire were written in Bahasa Indonesia

to make sure that the respondents can understand all of the statements. In addition, to

gain the trustworthy data, the respondents did not need to put their name on it.

3.4 Concluding Remark

This chapter discusses the research methodology. It provides information

about research design; data collection that covers the population and sample, the

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technique how to analyze the data. Next, chapter 4 presents findings and discussions

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The Use of Spelling Bee Game to Improve Students’ Vocabulary Mastery

Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu9352

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter reports the conclusions and suggestions of the study. It is

composed based on the result of the study related to the effectiveness of Spelling Bee

game in improving students’ vocabulary mastery and students’ responses toward the

use of Spelling Bee game in their English class. Finally, some suggestions are

provided that concerned to the game implementation.

5.1 Conclusions

This study was conducted to investigate the effectiveness of the use of

Spelling Bee game in improving students’ vocabulary mastery and to gain their

responses towards it. The data were collected from vocabulary test (pre-test and

post-test) and questionnaire.

Referring to the findings, it can be concluded that Spelling Bee game was

effective in improving students’ vocabulary mastery. It was proven by the dependent

t-test result in pre-test and post-test score. The result showed that the value of the

tobtained was 7.958 and the value of tcritical was 0.05. It means that the alternative

hypothesis, Spelling Bee treatments give an influence to the improvement of the

students’ vocabulary mastery, was accepted.

In addition, the results of questionnaire indicated that almost all of students

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The Use of Spelling Bee Game to Improve Students’ Vocabulary Mastery

Universitas Pendidikan Indonesia |repository.upi.edu| perpustakaan.upi.edu9353

negative (-) responses to it. Thus, completely it can be stated that almost all students

in the classroom think that Spelling Bee game is appropriate to be implemented in

their reading class.

5.2 Suggestions

There are some suggestions with regard to this study. First, the teachers

should give clear instruction to students about the rules of the game (i.e. how the

students start the game and how they ask the clues) before playing the game. Second,

the teachers should give clear pronunciation in order to avoid students’ misspelling

when they playing the game. Third, it is hardly suggested that teachers should have

good capability in creating teaching strategy in the classroom to attract students’

interest in learning English using Spelling Bee game. It will be helpful to keep

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http://eca.state.gov/forum/vols/vol31/no3/p10.htm

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