i
THE EFFECTIVENESS OF SPELLING BEE GAME ON ISLAMIC JUNIOR HIGH SCHOOL STUDENTS’
VOCABULARY MASTERY
THESIS
State Islamic University of Kiai Haji Achmad Siddiq Jember In partial fulfillmentof the requirements for a Bachelor's Degree of
Sarjana Pendidikan (S.Pd) English Education Department Faculty of Tarbiyah and Teacher Training
By:
Dievtha Mei Kiki Wahyuningtyas NIM: T20186041
STATE ISLAMIC UNIVERSITY OF KH ACHMAD SIDDIQ JEMBER EDUCATION AND TEACHING TRAINING FACULTY
ENGLISH EDUCATION DEPARTMENT DECEMBER 2022
ii
THE EFFECTIVENESS OF SPELLING BEE GAME ON ISLAMIC JUNIOR HIGH SCHOOL STUDENTS’
VOCABULARY MASTERY
THESIS
State Islamic University of Kiai Haji Achmad Siddiq Jember In partial fulfillmentof the requirements for a Bachelor's Degree of
Sarjana Pendidikan (S.Pd) English Education Department Faculty of Tarbiyah and Teacher Training
By:
Dievtha Mei Kiki Wahyuningtyas SRN: T20186041
Approval by Advisor:
iii
THE EFFECTIVENESS OF SPELLING BEE GAME ON ISLAMIC JUNIOR HIGH SCHOOL STUDENTS’
VOCABULARY MASTERY
THESIS
Has been examined and approved as the requirements to obtain A bachelor’s degree of Sarjana Pendidikan (S.Pd)
Faculty of Tarbiyah and Teacher Training English Education Department
Day: Friday
Date: December, 30th 2022
The board of examiners
Chair Secretary
Dr. Indah Wahyuni, M.Pd NIP. 198003062011012009
Mega Fariziah Nur Humairoh, M.Pd NIP. 199003202019032010
Members:
1. Dr. Dwi Puspitarini, S.S., M.Pd ( ) 2. Ahmad Ridho Rojabi, M.Pd ( )
Has been approved by
Dean of Faculty of Tarbiyah and Teacher Training
Prof. Dr. Hj. Mukni’ah, M.Pd.I NIP. 196405111999032001
iv MOTTO
High and exalted be Allah, the True King! Do not hasten to recite the Qur'an before its revelation is completely conveyed to you, and then say:
"O Rabb! Increase my knowledge."
(QS At-Thaha:114)1
*Al-Quran Translation by Malik. Online Version. Access from https://www.alim. org/quran /translation/malik/surah/20/ (accessed on 2 January 2023 07:55AM)
v
DEDICATION I dedicate this thesis to:
1. Allah SWT, the one who loves and keeps me everywhere and every time.
2. My Beloved Parents, Dwi Rahmad Ghozali, And Sujiati, who cared for and raised me, and accompanied me until getting this degree.
3. Dio Allief Wicaksana, My one and only beloved little brother and my biggest enemy at once, and the one who drives me and picks me up at the train station whenever I go to Jember.
4. My “SDA – BWI – JBR” Group friends (Dwi, Fajar, Shella, Malika, Kiky, and Qorina), good people I met in UIN Jember 4 years ago and become my sisters.
5. Special thanks to “Dwi Qomariyah” and her big family. Thanks for all of the kindness during this several years.
6. My first friend and my first roommate in the first semester “Ike Fitria Indah Sari”. My roommates in the third semester “Apriliah Daniati” and “Rizky Amalia Agustina” who accompany me to sleep in the 10th room of Asrama Al-Falah. My special roommate and my senior “Hera Puspita Ningsih” a woman who always reminds me and never speaks with a high note to me.
7. Special thanks to “Amilatun Nafisa” my special partner to do this thesis starting from our title accepted until we can finish this thesis together.
8. My Sidoarjo Friends who accompany me to hangout whenever I come back 9. Special thanks to my online friends who help me a lot as a partner to learn
English. Even though we have not meet yet, all of you have a special space in my life.
10. Last but not least, special thanks to “Dievtha Mei Kiki Wahyuningtyas” a Sidoarjo little girl who can finish this thesis, and never give up during the process. So proud of her. Good Job!
vi
ACKNOWLEDGMENT
I would like to say how grateful I am to Allah SWT for giving me a blessed age so I can continue my study at the university level. All praises are to Allah SWT almighty. Because of His blessing and mercy, finally I finished my thesis entitled “The Effectiveness of Spelling Bee Game on Islamic Junior High School Students’ Vocabulary Mastery.” Therefore, on this occasion, I would like to express my sincere thanks to:
1. Prof. Dr. H. Babun Soeharto, S.E. M.M, the Rector of Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.
2. Prof. Dr. Hj. Mukni’ah, M.Pd.I, the Dean of the faculty of tarbiyah and teacher training of Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.
3. As’ari, M.Pd, the Head of English Education Department who approved the title of this thesis.
4. Ahmad Ridho Rojabi, M.Pd, My Advisor who has give a lot of help and suggestions to me during writing my thesis.
5.
All lecturers of English Education Department Faculty of Tarbiyah and Teacher State Islamic University of KH Achmad Siddiq Jember.6. The Head Master and the English Teachers of MTs ASHRI Jember for giving me an opportunity and helping me to conduct this research.
7. 7A and 7C students of MTs ASHRI Jember as the participants of this research.
May Allah SWT repay all of the kindness of the people who helped me to finish this thesis. I believe this thesis might have some weaknesses. I hope this thesis will be helpful for future researchers.
Jember, December 30th 2022
Researcher
vii ABSTRACT
Dievtha Mei Kiki W, 2022. The Effectiveness of Spelling Bee Game on Islamic Junior High School Students’ Vocabulary Mastery.
Vocabulary can be a crucial aspect to create effective communication with other people and learners need to enrich their vocabulary mastery while learning other language skills. However, most EFL students in the context of high school are still low in their English skills, especially in vocabulary. Most of them struggle to spell, pronounce, and memorize the meaning of words. Thus, the researcher attempted to apply the Spelling Bee Game as a strategy to know if there was any significant effect of the Spelling Bee Game in vocabulary mastery.
This research aims to look at the effectiveness of spelling bee game on students’ vocabulary mastery. The participants were 59 students of 7th-grade students in MTs Ashri Jember. The researcher used a quasi-experimental research design with two classes for this research. The first class was an experimental class that was taught using the Spelling Bee Game, and the second one was a control class that was taught without Spelling Bee Game. The researcher collected the data by using tests and questionnaires. However, the questionnaire was only given to the experimental class to know their response after being taught by using Spelling Bee. Then, the researcher analyzed the data using the SPSS 26 version.
There were three steps to analyze the test; normality test, homogeneity test, and independent sample t-test. For the questionnaire, the researcher analyzed the data using descriptive analysis.
The results demonstrated a significant difference in students’ vocabulary mastery between learners in the experimental class and learners in the control class who were taught without using a spelling bee game. The experimental class's mean score on pre-test was 52.6, while the mean score on post-test was 62.6.
Concurrently, the control class's mean score on the pre-test was 43.5, while the mean score on the post-test was 51.7. From the data presented, it can be concluded that the students who taught using Spelling Bee Game got better scores than those who taught without using the Spelling Bee game. Then, the result of analyzing the data using SPSS version 26 showed the sig. (2-tailed) obtained from the post-test result between experimental and control classes was 0.002, revealing that the result of Sig. (2-tailed) it was < 0.05. The alternative hypothesis is accepted, and the null hypothesis is rejected, which means that Spelling Bee Game significantly affects MTs Ashri students’ vocabulary mastery. On another side, the questionnaire given in the experimental class indicated positive responses. Most students provided positive responses to each question in the questionnaire. Thus, it can be concluded that based on the test and questionnaire given, Spelling Bee Game is an effective method that has a significant effect on students’ vocabulary mastery.
Keywords: Effectiveness, Quasi-experimental, Quantitative research, Spelling Bee Game, Students’ Vocabulary Mastery.
viii
TABLE OF CONTENTS
COVER ... i
ADVISOR APPROVAL SHEET ... ii
EXAMINER APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGEMENT ... vi
ABSTRACT ... vii
TABLE OF CONTENT ... viii
LIST OF TABLES ... x
LIST OF APPENDICES... xi
CHAPTER I: INTRODUCTION ... 1
A. Background of The Research ... 1
B. Research Questions ... 6
C. Research Objectives ... 6
D. The Significance of The Research ... 7
E. Research Variable ... 8
F. Scope of The Research ... 8
G. Definition of The Research ... 8
H. Organization of The Undergraduate Thesis ... 9
CHAPTER II: THEORETICAL FRAMEWORK ... 11
A. Previous Research ... 11
B. Theoretical Framework ... 15
ix
1. The Concept of Vocabulary ... 15
2. The Concept of Game ... 24
3. Spelling Bee Game ... 25
C. Hypothesis ... 31
CHAPTER III: RESEARCH METHODOLOGY ... 32
A. Research Design ... 32
B. Participants ... 33
C. The Technique of Data Collection ... 33
D. Instrument of Data Collection ... 34
E. Data Analysis ... 36
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS ... 38
A. Overview of MTs Ashri Jember ... 38
B. The Description of The Data ... 39
C. Findings ... 41
D. Data Analysis ... 46
E. Hypothesis Testing ... 55
F. Discussion ... 56
CHAPTER V: CONCLUSION AND SUGGESTIONS ... 66
A. Conclusion... 66
B. Suggestion ... 67
BIBLIOGRAPHY ... 68 APPENDICES
x
LIST OF TABLES
Table 2.1 The Similarities and Differences of Those Previous
Researchers and This Research ... 14
Table 4.1 Scoring Rubric... 42
Table 4.2 The Mean Score of Pre-Test Scores of Experimental Class ... 43
Table 4.3 The Mean Score of Pre-Test Scores of Control Class ... 44
Table 4.4 The Mean Score of Post-Test Scores of Experimental Class .... 45
Table 4.5 The Mean Score of Post-Test Scores of Control Class ... 45
Table 4.6 The Comparison Data of Two Classes ... 46
Table 4.7 The Normality Data Output Test of Normality ... 48
Table 4.8 The Homogeneity Data Output Test of Homogeneity of Variance ... 49
Table 4.9 The Output Data of Independent Sample T-Test ... 50
Table 4.10 The Result of Questionnaire ... 51
Table 4.11 Students like English ... 52
Table 4.12 Students can remember and memorize English vocabulary Easily ... 52
Table 4.13 Students face difficulty in remembering and memorizing English vocabulary ... 53
Table 4.14 Students have heard about Spelling Bee before ... 53
Table 4.15 Students have played Spelling Bee before ... 54
Table 4.16 Spelling Bee Game Helps students remembering English vocabulary easily ... 54
Table 4.17 Spelling Bee game increases students’ accuracy in pronouncing English vocabulary ... 54
Table 4.18 Spelling Bee game increases students’ vocabulary mastery ... 55
Table 4.19 Spelling Bee game is really fun... 55
Table 4.20 Spelling Bee game increases students’ motivation in learning English ... 55
xi
LIST OF APPENDICES
Appendix 1 Matrix Research ... 73
Appendix 2 Lesson Plan... 74
Appendix 3 Kisi-Kisi Soal of Vocabulary Test ... 83
Appendix 4 Vocabulary Test ... 84
Appendix 5 Answer Key ... 88
Appendix 6 Questionnaire... 89
Appendix 7 Validity Sheet ... 90
Appendix 8 SPSS Output of Reliability Test ... 101
Appendix 9 The Questionnaire Result From Experimental Class ... 102
Appendix 10 Research Permitting Letter ... 103
Appendix 11 Research Accomplishment Letter ... 104
Appendix 12 Research Journal... 105
Appendix 13 Declaration of Authorship ... 107
Appendix 14 Bio data of The Researcher ... 108
CHAPTER I INTRODUCTION A. Background of The Research
English is the world's most frequently uttered language. It has become an important language nowadays, considering that many aspects use it, such as educational, economic, political, technological, and social relationships. People believe that being able to communicate in English helps increase their relations in society. Another aspect, social media is one of the technologies that use English as the primary language. Most technologies are written in English, and experts also communicate in English. Over 85% of published papers are published in English. Furthermore, the majority of textbooks for higher education are published in English.2
Hence, the Indonesian government has regulated, based on the Law of the Republic of Indonesia Number 20 of 2003, “Foreign language can be used as the introduction in language Acquisition education certain to support the ability to speak a foreign language.”3. With this regulation, English becomes
one of the subjects that exist in all of the schools in Indonesia, from elementary school to university level. Even in real life, not many English teachers implement effective methods or approaches that can help students understand English easily. Some teachers only focus on explaining the material and giving the exercise but forget to ask their students to practice in class. Therefore, same
2 Viola Putri Syafii and Ahmad Ridho Rojabi. "The Effectiveness of Video Scribe Sparkol on EFL Students’ Grammar Ability." Tell: Teaching of English Language and Literature Journal 9, no. 2 2021
3 Law of Republic of Indonesia number 20 of 2003. National Education System
1
as our mother tongue, Englis is the language that needs to be practiced not only to learn about the theory and the students need to practice after English class ends. Thus, knowing matters, which was written in surah Al - ‘Ankabut verse 43:
The meaning is: “These are the parables we set forth for humanity, but none will understand them except the people of knowledge.” (QS. Al - ‘Ankabut verse 43).4
Moreover, as social beings, we need other people. Knowledge could be the way to make an interaction with them, and one of the ways is through language. Language is the key to taking the first step to having communication in society. In Indonesia, most people prefer to communicate in their mother tongue, which makes some of them lazy to learn English. Meanwhile, some schools obligate their students to learn another foreign language as a subject, such as Mandarin, Japanese, or Arabic.
Nevertheless, the foreign language that should be learned in every school is English. The primary element that we can know is vocabulary. Cruse argued that vocabulary is a collection of meaningful words.5 Cameron stated that establishing a useful vocabulary is fundamental to learning a new language Since learning English is a continuous process from elementary school to university level, vocabulary serves people, not only students, in constructing
4.https://quran.com/29/43?translations=21,101,84,22,20,18,95. retrieved on 2:29PM / 170722
5 Allan Cruse. 2000. Meaning in Language: An Introduction to Semantics and Pragmatics.
New York: Oxford University Press
sentences for human relationships.6 The researcher concludes that because we are social beings and need to communicate with others, vocabulary is the primary element that should be learned when we want to learn a new language.
Additionally, vocabulary is a tool for communicating and sharing information with others.
Nevertheless, teaching English in Indonesia is not easy since Indonesia has a national language called Bahasa and different languages in every region.
Those languages are a tool to communicate in their daily activity. It is enough for some of them because they do not need to speak English in their activities.
Some problems in teaching English are that several students are rarely motivated to study English due to difficulties, poor learning resources, and limited time and opportunities to practice. The teachers also face many challenges in optimizing language learning, such as students' different background knowledge and characteristics that affect their language acquisition.7
Based on the preliminary study conducted at MTs Ashri Jember, the result of the observation showed that many students have some difficulties in learning English. The problems were related to spelling, pronunciation, memorizing, and knowing the meaning. To strengthen the observation data, the researcher did a semi-structured interview with the English teacher and the student in that school. The interview with the English teacher revealed that
6 Lynne Cameron. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press
7 Roi Boy Jon, Rahimah Embong, Bambang Purnama, and Ari Safar Wadi. "The Challenges of English Language Teaching in Indonesia." International Journal of English and Applied Linguistics (IJEAL) 1, no. 3 (2021): 158-168.
more than ten subjects should be learned at this Islamic boarding school, and English is just 4 hours a week. Therefore, they have a little difficulty learning a foreign language. Another problem is that they do not pay attention when the teacher explains the materials, such as they sleep in class and talking with their friends. Other students sometimes do other subjects’ homework, which makes the English teacher's teaching difficult. The result of an interview with one of the students was that the English teacher had done the best thing. Still, they did not have time to do the repetition after returning from school, like they did not learn again about the material from the English teacher, which is why they have difficulty in English.
Therefore, to make students understand English easily, the researcher attempted to exploit a game to increase students' enthusiasm for studying English. Games will help students learn a foreign language while still having some fun. The researcher assumed they would enjoy learning English as a foreign language by playing a game. Students will love the learning experience if they use a game. In the classroom, games could be used as an alternate strategy for teaching vocabulary. Azar stated that games are helpful and effective in learning vocabulary. They typically involve friendly competition and enhance a cooperative learning environment where the students can collaborate. They help students improve their communication skills and have the opportunity to use the target language.8 The researcher concluded that game is one of the methods that can be used by the teacher when teaching English in
8 Ali Sorayaie Azar. "The effect of games on EFL learners’ vocabulary learning strategies." International journal of basic and applied science 1, no. 02 (2012): 252-256.
the classroom to make the materials look more exciting and easier to understand and also make students excited to learn about English.
Many games can be used in the classroom. The researcher tried to find a game that is probably fun and easy when implemented in the school, especially for seventh-grade students. The spelling bee is one of the most popular games in the world to improve students’ vocabulary mastery. This game can teach students how to spell the English alphabet correctly and memorize a lot of vocabulary. It is more effective for students to master vocabulary better because they will know how to spell each word. Payra &
Cardona argued that the Spelling Bee Game is an educational technique for teaching the English language since it might enhance the development of a strong basis in spelling and vocabulary.9
Several researchers have already explored the Spelling Bee Game's use to help students increase their English vocabulary in Indonesia. Yusuf, Mustafa, and Alqinda10 (2017) used a pre-experimental research design with 7th-grade students as their participants for this research. The finding revealed that this game had enabled students to enhance their English vocabulary proficiency through addictively fun learning. Meanwhile, another researcher, Qomariyah and Nafisah11 (2020) used a quasi-experimental design with two
9 Syamantak Payra & Stephanie Cardona. (2016). Spelling bee: A study on the motivation and learning strategies among elementary and junior high student competitors. Journal of Emerging Investigator
10 Yunisrina Qismullah Yusuf,, Faisal Mustafa, and Muzdhalifah Alqinda. "The use of spelling bee game in teaching vocabulary to junior high school students." In National Conference on Teachers' Professional Conference, vol. 1, pp. 242-251. 2017.
11 Siti Syafi'atul Qomariyah and Baiq Zuhrotun Nafisah. "Spelling Bee Game in Students’
Vocabulary Achievement." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 7, no. 2 (2020): 89-95.
groups, experimental and control classes. This research took 7th-grade students as the participants. This research showed that the Spelling Bee game was designed to help students feel cheerful, relaxed, and have fun during learning.
Students might strengthen their minds to identify and integrate unfamiliar words and memorize English vocabulary.
By revealing prior studies, it can be concluded that the spelling bee is one of the games that can be an alternative teaching strategy and engage the students in vocabulary classroom. Therefore, the researcher attempted to find out the effectiveness of using a spelling bee to improve students’ vocabulary mastery by conducting this research entitled “The Effectiveness of Spelling Bee Game on Islamic Junior High School Students' Vocabulary Mastery.”
B. Research Questions
According to the research background, the research questions of this thesis are:
1. Is there any significant effect of spelling bee game on students’ vocabulary mastery?
2. What are the students’ responses regarding spelling bee game in the experimental class?
C. Research Objective
Based on the research questions, the researcher has tried to arrange the research objectives as follows:
1. To investigate whether there is a significant effect of the Spelling Bee Game on students’ vocabulary mastery or not.
2. To investigate the students’ responses regarding spelling bee game in the experimental class.
D. The Significance of the Research
This research is expected to improve English teaching and learning activities for Mts ASHRI Jember. The following contributions are expected:
1. Theoretical significance
The findings of this study can be used to strengthen existing theories about the Spelling Bee Game and vocabulary mastery. This research was expected to increase students’ vocabulary mastery through Spelling Bee Game.
2. Practical significance a. To the students
Since vocabulary is essential to language, the students are believed to improve it by playing a spelling bee game as an alternative approach. The spelling bee game could increase students' motivation and enthusiasm for learning, especially concerning pronunciation.
b. To the teacher
The results of this study may help English teachers teach vocabulary in the classroom. On the other side, this research might motivate the teacher to apply more innovation when developing teaching methods in the classroom.
c. To the future researcher
This research is supposed to generate practical skills that can be applied to improve students’ vocabulary mastery. Other researchers expected to conduct the same research with another skill.
E. Research Variable 1. Research variable
The researcher conducted two variables. They were independent and dependent variables. The Independent variable is Spelling bee game, and the dependent variable is students’ vocabulary mastery.
2. Variable Indicator
The variable indicator of Spelling bee is pronunciation. The indicator of variable students’ vocabulary mastery is abstract nouns.
F. Scope of the Research
This research would be limited and focused on teaching student vocabulary using Spelling Bee Game. The vocabulary just focused on abstract nouns. This research was taken on the first-year students of MTs ASHRI Jember.
G. Definition of Key Term 1. Spelling Bee
Spelling Bee is a popular game to make students pronounce vocabulary better by spelling letter by letter. This game can help the students by thinking in English because they should pronounce each word in English. This game is also an easy game that can be played by students
who learn about English from the basic one because they know how to pronounce each letter before they pronounce a vocabulary or probably make a sentence.
2. Students’ Vocabulary Mastery
Vocabulary defines as the competence to master basic daily vocabularies such as names of days, names of months, and numbers. Then it can be assessed by test and questionnaire. The mastery only focuses on the students’ ability in pronounce, write, know the meaning of the vocabulary, and know to use the vocabulary in daily activities.
H. Organization of the Thesis
The thesis is organized into five chapters systematic as follows;
The first chapter presents an introduction that consists of the background of the research, research questions, research objectives, significance of the research, research variable, scope of the research, definition of key terms, and organization of the undergraduate thesis.
The second chapter presents a review of related literature, which consists of previous research, and the theoretical framework that explains; the definition of vocabulary, types of vocabulary, the concept of the noun, vocabulary mastery, teaching vocabulary, the concept of the game, the definition of spelling bee game, the procedure of the spelling bee game in teaching vocabulary. The last one is about the hypothesis.
The third chapter presents the research methodology, which consists of research, research design, participants, research instrument and data collection method, and data analysis technique.
The fourth chapter presents research findings and discussion. It offers the history of establishing the flagship MTs Ashri Jember, a description of data, data analysis, hypothesis testing, and discussion.
The fifth chapter presents a conclusion and suggestions. It explains the conclusion of the result of the research and suggestion for teachers, students, and further research
11 CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents a review of related literature. It consists of the relevant previous research, theoretical framework, and hypothesis.
A. Previous Research
Before conducting the research, the researcher is looking for some studies related to this research. There are several previous references to this research:
1. Angelica Alexia Navaratna, Maria Megantri Hutasoit, Ester Enjelina Simanjuntak, and Natalia Widya Pasca Tarigan. Their research aimed to determine whether employing the language game Spelling Bee as a reading comprehension strategy for eighth-graders is effective or not.
They conducted the research by using a quasi-experimental design. The participants were eighth-grade students of SMPN 7 Medan. VIII-4 was the experimental class, and VIII-7 was the control class. Both classes consist of 20 students. The result showed that using the language game Spelling Bee as a strategy effectively improves students' reading comprehension at SMPN 7 Medan eighth-grade students.12
2. Gisckha Hazezlima Aniza, Wulan Wangi, and Wageyono. The research aimed to know the effect of Spelling Bee game on students' vocabulary mastery. They conducted their research by using a pre-experimental
12 Angelica Alexia Navaratna, Maria Megantri Hutasoit, Ester Enjelina Simanjuntak, and Natalia Widya Pasca Tarigan. "The Effect of Using Spelling Bee Game on Student’s Reading Comprehension of The Eighth-Grade at SMPN 7 Medan." Jurnal Ilmiah Wahana Pendidikan 8, no. 5 (2022): 324-333.
design. The participants of this research were 33 students of tenth grade TKJ 2 at SMK NU Mamba'ul Huda Tegalsari. This research concluded that teaching English vocabulary using the Spelling Bee game effectively improved students' vocabulary mastery.13
3. Nanda Yurika Ramadhan conducted her research by using a quasi- experimental design. This research aimed to know the effectiveness of spelling bee game on students’ reading narrative text. The participants were tenth-grade students of SMAN 3 Singingi Hilir. X IPA was the experimental class and X IPS 3 was the control class. Both classes consist of 30 students. The final result showed a significant influence of Spelling Bee Game in learning narrative text at SMAN 3 Singingi Hilir.14
4. Ismah conducted this research by using Classroom Action Research (CAR). Her research aimed to improve students’ pronunciation by using the spelling bee game. The research participant was VII-A which consisted of 25 students of MTs Muhammadiyah 29 Stabat. The result showed that using the spelling bee game improved the students’ pronunciation and interest in pronunciation.15
5. Megawany conducted her research by using a pre-experimental design.
Her research aimed to determine whether spelling bee game can enhance
13 Gisckha Hazezlima Aniza, and Wulan Wangi. "The Effect Of Spelling Bee Games to Students’ Vocabulary Mastery." Lunar: Journal Of Language And Art 5, No. 1 (2021): 194-202.
14 Nanda Yurika Ramadhan. The Effect Of Spelling Bee Game In Reading Narrative Text Of The Tenth Grade Student at Senior High School 3 Singingi Hilir. Diss. Universitas Islam Negeri Sultan Syarif Kasim Riau, 2021.
15 Ismah. The Implementation Of Spelling Bee Game To Improve The Students’ Pronunciation at Seventh Grade Of Mts Muhammadiyah 29 Stabat. Diss. Universitas Islam Negeri Sumatera Utara, 2019.
students’ vocabulary mastery. The participant of this research consisted of 30 students in second grade at MA YMPI Rappang. The final result showed a difference between the students’ vocabulary mastery before and after applying the Spelling Bee Game as a technique for teaching. 16
Table 2.1 The Similarities and Differences of Those Researchers and This Research is Present in the Following Table
No. Research title Similarities Differences
1 2 3 4
1 "The Effect of Using Spelling Bee Game on Student’s Reading Comprehension of The Eighth-Grade at SMPN 7 Medan."
1. Both research used spelling bee as the teaching method
2. Both research used a quasi-experimental as the research design
1. The previous research used eighth-grade students as the participants, while this current research used seventh-grade students of MTs ASHRI Jember.
2. The previous research focused on students’
reading comprehension, while this current research focused on students’
vocabulary mastery 2 "The Effect of Spelling
Bee Games to
Students’ Vocabulary Mastery
1. Both research used spelling bee as the teaching method
2. Both research focused on improving students’ vocabulary mastery
1. The previous research used tenth-grade students as the participants, while this current research used seventh-grade students of MTs ASHRI Jember.
2. The previous research used pre-experimental while this current research used quasi-experimental 3 "The Effect Of
Spelling Bee Game In Reading Narrative Text Of The Tenth Grade Student at Senior High School 3 Singingi Hilir."
1. Both research used spelling bee as the method
2. Both research used quasi-experimental as the research design
1. The previous research used tenth-grade students as the participants, while this current research used seventh-grade students of MTs ASHRI Jember.
2. The previous research focused on students’
16 Megawany. Enhancing Students’ Vocabulary Mastery through Spelling Bee Game at the Second Grade of MA YMPI Rappang. Diss. IAIN Parepare, 2020.
No. Research title Similarities Differences
1 2 3 4
reading narrative text, while this current research focused on students’
vocabulary mastery 4 "Enhancing Students’
Vocabulary Mastery through Spelling Bee Game at the Second Grade of MA YMPI Rappang."
1. Both research used spelling bee as the method
2. Both research focused on improving students’ vocabulary mastery.
1. The previous research used eleventh-grade
students as the
participants, while this current research used seventh-grade students of MTs ASHRI Jember.
2. The previous research used pre-experimental while this current research used quasi-experimental 5 “The Implementation
of Spelling Bee Game to Improve the Students'
Pronunciation at Seventh Grade of Mts Muhammadiyah 29 Stabat”
1. Both research used spelling bee as the method
2. Both research chose seventh-grade students as the participants.
1. The previous research used classroom action research, while this current research used quasi-experimental
2. The previous research focused on students’
pronunciation, while this current research focused on students’ vocabulary mastery
Concerning the gap, this current research study differs from other previous studies. The first difference is that most previous researchers chose a research design conducted in one class. Still, this research used a quasi-experimental research design which conducted the research in two classes to prove the effectiveness of the spelling bee on students’
vocabulary mastery compared to the other class that taught without spelling bee game. The second difference that distinguished this research from the previous research was that most of the previous studies collected the data using pre-test and post-test. In contrast, this current research used
tests and questionnaires to measure students’ vocabulary mastery and know their responses regarding spelling bee games in vocabulary classrooms. Moreover, many studies focused on action verbs or concrete nouns, while this current study focused on abstract nouns as teaching materials in vocabulary classrooms.
B. Theoretical Framework
1. The Concept of Vocabulary
In this chapter, the researcher tried to identify the definition of vocabulary, types of vocabulary, the concept of nouns, vocabulary mastery, and teaching vocabulary.
a. Definition of Vocabulary
McCarty points out that no matter how effectively students learn grammar or how well they learn the sounds of a foreign language, communication in a second language cannot happen in any helpful context until they have words to represent more significant meanings.17 Thornbury highlighted that you could say very little with grammar but almost anything with words.18 Learning vocabulary is essential since, without sufficient vocabulary, it is impossible to communicate effectively and master other skills.19 In the 21st century, learning a new language has become a necessity for students in school.
Vocabulary plays an important role in language skill. It is the basis for
17 M.J. McCarthy. 1990. Vocabulary. Oxford: Oxford University Press
18 Scott Thornbury. 2002. How to Teach Vocabulary. London: Longman
19 Dea Nur Apriliani, 2021. Students’ Perception in Learning English Vocabulary Through Quizlet. Journal of English Teaching.
developing other language skills: reading comprehension, listening comprehension, speaking, writing, spelling, and pronunciation.20
Mastering Vocabulary is a long-term procedure that takes constancy. Furthermore, students should be patient when learning a new language. The term vocabulary might refer to all words in the English language benefit of the entire or specific words or phrases used in dialect, register, or terminology.21 Vocabulary is part of every language in the world. In the English language, Vocabulary knowledge is often reviewed as a tool for second-language learners because a limited vocabulary in a second language impedes successful communication.22
In conclusion, vocabulary is the most needed aspect when people want to learn about a new language, and not only about English. Vocabulary should be the first aspect that is mastered before people know the grammar because when they have some words of that language, it would be easier to understand the material they want to learn or understand what people are saying while talking together.
Vocabulary is also the key to communication with native speakers or people who have the same struggle to learn a new language.
20 Wulandari, Fariska. "The Students’ Perception Of Game In Vocabulary Learning." ELSA 1, no. 2. 2021
21 Setiani Lelawati, Selma Dhiya, and Putri Nurazijah Mailani. "The teaching of English vocabulary to young learners." PROJECT (Professional Journal of English Education) 1, no. 2 2019
22 Silaban, Roikestina. "The Effectiveness Of Spelling Bee Game In Teaching Vocabulary Mastery For Students Of Teacher Education Study Program (Pgsd) Universitas Audi Indonesia In Academic Year 2020/2021." Skylandsea Profesional Jurnal Ekonomi, Bisnis dan Teknologi 1, no.
2. 2021
b. Types of Vocabulary
Some forms of vocabulary must be learned. Some experts describe various types of vocabulary. According to Thornbury, vocabulary is classified into one of eight categories;23
1) The verb is a word that, combined with a subject, serves as the foundation of a phrase. Verbs in clauses are frequently made up of an auxiliary verb plus an infinitive or participle. As an example, will leave. The majority of verbs are used to describe acts, occurrences, or situations.
2) Nouns are frequently used to refer to people or things. Proper nouns include a person's name (e.g., Sam) and a place (e.g., Manchester); they are frequently used without articles.
3) Adjectives are words used to describe or provide more information about the noun or the subject in a sentence. Such as, he was sleepy.
4) Adverbs provide more information about verbs, adjectives, and other adverbs used in a sentence. Such as; yesterday, every day, quickly.
5) Pronoun is a word such as; she, it, them, his, or yours, which used to substitute a noun in a sentence.
6) Prepositions are words that link one part of the sentence to another. Prepositions show the position of the object or subject in a
23 Scott Thornbury. 2002. How to Teach Vocabulary. London: Longman
sentence. Some examples of prepositions are; in, out, besides, in front of, below, opposite.
7) Conjunction connects two parts of a sentence, phrases, and clauses. Such as; and, or, for, yet, although, or because. Example: I sang because I was happy.
8) The determiner is a word that modifies, describes, or introduces a noun. Determiners can clarify what a noun refers to (e.g., your bag) and indicate quantity or number (e.g., four students).
Another expert is Boers.24 He stated that the kinds of vocabulary as follow:
a) Reading vocabulary; is all the words they can recognize when reading. This is generally the most significant type of vocabulary simply because a reader tends to be exposed to more words by reading than by listening.
b) Listening vocabulary; is all the words they can recognize when listening to speech. People may still understand words they were not exposed to before using cues such as tone, gestures, the topic of discussion, and the social context of the conversation.
c) Speaking vocabulary; is all the words used in speech. It is likely to be a subset of the listening vocabulary. Due to the spontaneous nature of speech, words are often misused. Though slight and
24 Frank Boers. 2008. Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology. New York: Walter de Gruyter GmbII & Co.
unintentional, this misuse may be compensated by facial expressions and tone of voice.
d) Writing vocabulary; words are used in various forms of writing, from fformal essays to social media feeds. Many written words do not commonly appear in speech. Writers generally use a limited set of words when communicating.
c. Concept of Noun
The noun in Latin nomen means "name". Swan defined a noun as the label of a thing. Similarly, Frank remarked that everything that exists, visible or not, has a name.25 It indicates that the noun is connected to the name of anything, such as a person, location, or object. Examples were Jonathan, teacher, school, picture, and orchid.
The researcher noted from the points above that noun is one of the most useful parts of speech since they may be used to name people, places, plants, objects, animals, qualities, and abstract concepts. Frank, also mentioned that some nouns might belong to more than one of the types, they are:
1) Proper Noun
In writing, it starts with a capital letter. It contains personal names and the names of geographic regions such as nations, towns, and lakes. In terms of countries and locations, for example, Mr.
Smith (name personal), Manchester (name of town).
25 Marcella Frank. 1972. Modern English a Practical Reference Guide. New York: New York University
2) Concrete and Abstract Nouns
A concrete noun is a name for a specific property that the elements can detect; we can see, touch, and smell it (flower, girl).
An abstract noun is a name for thought, an idea that lives only within our heads (sorrow, belief, and truth).
3) Countable and Uncountable Nouns
Commonly, the addition can form a countable noun plural of -s (one boy, two boys, one bag, and two bags). Mostly in the plural, an uncountable noun does not occur. There are terms for concrete items which have been stated in a continuous quantity (salt, money, and sand)26
According to the definition of the noun, a noun is used to describe living things, nonliving objects, and perhaps even abstract things. A proper noun is a specialized noun defined using capital letters before a word. This word offers specific information, such as the names of persons, places, days, and institutions. Concrete nouns, on the other hand, can be experienced with the senses. It could be seen, touched, heard, and smelled. Concrete nouns are the opposite of abstract nouns. An abstract noun, like power, sorrow, and truth, cannot be imagined with human sensibility. Nouns that can be counted are known as countable nouns. This word is classified into two types: singular and plural. Whereas an
26 Marcella Frank, Modern English a Practical Reference Guide (New Jersey: Prentice-Hall, 1972)
uncountable noun cannot be counted, it is the opposite of a countable noun. All nouns may be further categorized into proper but also common nouns. The researcher focuses exclusively on abstract nouns in this research because most of the materials for seventh-grade students are centered on abstract nouns.
d. Vocabulary Mastery
Students should know the vocabulary to make them master English skills. A set of words with their descriptions is necessary because that helps in the learning and development process. Aside from it, many people, including the teacher, are still working in the classroom to teach grammar. They continue to focus on how students can make simple sentences in the present, past, or continuous tense, without introducing the other components that students need more, vocabulary. If students spend much time studying grammar, their English will not improve significantly.
The most progress will be made if students learn more words and expressions. The most crucial goal of studying English is vocabulary.27 Vocabulary mastery is defined as possessing multiple vocabularies (words) in a language that include knowledge about their content, structure, and utility in the context of communicating.
27 Kris Handayani and Hetty Zaharani."The Effect Of Spelling Bee Game On Students’vocabulary Mastery." Jurnal Mahasiswa Fakultas Ilmu Sosial Dan Kependidikan 2, no. 1 2021
It refers to the basic information that students must comprehend before learning English.28
The researcher concluded that one criterion for students to understand vocabulary well is combining words from the language they have learned in different situations or words they gain from what they have experienced in their lives. Vocabulary mastery is essential while learning English. Grammar is less crucial than vocabulary since it helps students comprehend what they read and hear in school, effectively engaging with others. Even if their grammar is poor, mastering the vocabulary could help them develop their English skills because they can fully understand what others are saying while they have learned the vocabulary.
e. Teaching Vocabulary
Thornbury identifies the following approaches for teaching vocabulary: (1) student education, (2) mnemonics (keyword technique), (3) vocabulary card (games), (4) guessing out from the text, (5) utilizing a dictionary (thesaurus), (6) spelling guidelines, and (7) recording, and (8) Motivation.29
28 Setiani Lelawati, Selma Dhiya, and Putri Nurazijah Mailani. "The teaching of English vocabulary to young learners." PROJECT (Professional Journal of English Education) 1, no. 2 2019
29 Scott Thornbury, How to Teach Vocabulary. Edinburgh: Pearson Education Limited Edinburgh Gate. 2002
Linse is another authority30. She mentioned the following guidelines for teaching and increasing students' vocabulary: (1) prioritize active and passive lessons. The goal of direct instruction is to teach the words and their meanings. (2). Teach vocabulary terms before beginning a new activity. Before beginning a new exercise, a teacher teaches the vocabulary so that the students learn a foreign language (3) Provide several encounters with new vocabulary items. (4) Allow for in-depth study of vocabulary items.
The next one is (5). The students must preserve their vocabulary in notes.
When teaching vocabulary, the teacher needs to be capable of developing a variety of exciting activities. This approach aims to provide an easy way for the student to understand the material and memorize the new words.31 In explaining the learning materials in the classroom, the teacher will deal with students' reactions. Some students respond positively to the teachers’ explanations, such as listening to the teacher carefully, taking a note while explaining the learning material, and discussing the learning materials with their friends. Nevertheless, some students react or respond negatively, such as not paying attention to the teacher’s explanation, talking with friends beside them, being busy with their smartphones, or
30 Caroline T Linse. 2005. Practical English Language Teaching: Young Learners. New York: McGrow-Hill Companies. Inc
31 Mamlakat Ruzmetova, Firyuza Orazova, and Gulnoza Kayumova. "The Role of Teaching Vocabulary Competence in English." Academic Research in Educational Sciences 3. 2020
falling asleep. These situations require the lecturer to find the best way to teach the students effectively and increase their motivation to learn.32
In conclusion, several strategies may be utilized to teach vocabulary. The three experts mentioned above agreed that there are several methods for teaching vocabulary and that different students may require a unique approach. However, the instructor should provide a method for helping students comprehend the new vocabulary-acquired knowledge and skills.
2. Concept of Game
One of the most challenging components of learning a foreign language, according to Alemi, is vocabulary acquisition. She also highlighted that researchers recommend various teaching strategies, including games.33 According to Harmer, games are an important element of a teacher's repertoire for the communicative activities and the therapeutic effect they provide. They may be utilized at every classroom level to give a different and challenging respite from other activities. They help send students home feeling about their English class.34 Rojabi also confirmed that In an academic context, digital
32 Fariska Wulandari. "The Students’ Perception Of Game In Vocabulary Learning." ELSA 1, no. 2. 2021
33 Minoo Alemi. "Educational games as a vehicle to teaching vocabulary." The Modern Journal of Applied Linguistics 2, no. 6. 2010
34 Jeremy Harmer. 1998. How to Teach English. England: Longman
games can establish an enjoyable learning environment in which students are engaged and motivated to interact to teaching process.35
Games provide language teachers with many advantages when used in the classroom. One of these advantages is that learners are motivated to learn the language using a game.36 With games, people can create competitive learning in the classroom. Thus, it can reduce anxiety because it is more fun to do. It can reduce the students’ stress.
The game encourages students to memorize what they have learned before. 37
Therefore, games are an excellent exercise for vocabulary acquisition, particularly for young learners. It suggests that students may enjoy the game throughout English class. According to the points above, the researcher believes that games are a rule-based activity that may support and increase learner engagement in the classroom as an entertaining activity and a differentiated instructional strategy for the teacher.
3. Spelling Bee
a. Definition of Spelling Bee
According to McMillan's Spelling Bee Handbook, the spelling bee game enhances excellent spelling so that they can
35 Ahmad Ridho Rojabi, et al. "Kahoot, is it Fun or Unfun? Gamifying Vocabulary Learning to Boost Exam Scores, Engagement, and Motivation." In Frontiers in Education, p. 706. Frontiers.
36Tri Ramadhaniarti. "Teaching English Vocabulary through Game: Views from the Students." Proceedings of ISELT FBS Universitas Negeri Padang 4, no. 2 2016
37 Fariska Wulandari. "The Students’ perception Of Game In Vocabulary Learning." ELSA 1, no. 2. 2021
pronounce a word depending on its written form.38 The Spelling Bee game, according to Wright, is a competition in which individuals are disqualified if they do not spell correctly. It is not simply about remembering letters in the Spelling Bee, but more about how you organize considering words. There are several indicators in replying to words that students comprehend, including part of speech, pronunciation, and how to combine words into phrases.39 Spelling Bee is also known as Spelldown, according to Williams. The Spelling Bee is about more than remembering and spelling. It is regarded as a complex cognitive process.40
The researcher reported that the spelling bee is a popular game and a part of American society. The spelling bee is a simple game for increasing students' vocabulary mastery, and it may teach students how to spell the English letter word by word. The spelling bee is another simple game that can be played in the classroom to enhance student pronunciation.
b. Teaching Vocabulary using Spelling Bee Game
Several sources can enable students to increase their vocabulary, such as songs, films, and other enjoyable activities.
Many students are too impatient to check a dictionary.41 It is not
38 McMillan. 2012. ABC Spelling Bee Handbook. McMillan Publisher.Ltd
39 Wright et al. 2006. Games for Language Learning. Cambridge: Cambridge University Press
40 Eran Williams. 2008. The Challenge of Spelling in English.
41 Elvira Glaudia Lubis and Zulfitri. "The Effect Of Game Application “Mr. Detective” In Students’ Vocabulary Mastery." Ability: Journal of Education and Social Analysis. 2022
simple to teach vocabulary; the students should understand the terms and what they indicate. Vocabulary is essential for students who are simply just beginning to learn English. Vocabulary training aims to assist students in enhancing and developing their English skills. Consequently, teachers must assist students in studying what they need to do or study to understand language.
Using games in teaching vocabulary can be an excellent technique to motivate students to understand the learning process.
Students may draw their meaning from these experiences while learning from their mistakes and each other. Through the game, students can interact, discover and experiment with their surroundings. Using games, they also learn how to be responsible with their task, activate their critical thinking, and engage in classroom activities.42
In brief, the implementation of a game is predicted to motivate students to enhance their vocabulary comprehension. It also strengthens the relationship between students and the teacher, so the teacher does not only give assignments, the words will be remembered for a long time if learning while playing games instead of just remembering and doing assignments. It would be tedious. Vocabulary is more accessible for students to learn if they
42 Indah Fachriyani and An Fauzia Rozani Syafe'i. "Using karuta game in teaching vocabulary to young learners." Journal of English Language Teaching 7, no. 1. 2018
enjoy it. People will understand the learning materials when relaxed instead of being pressed.43
Harmer noted that teenagers should not be instructed to sit or engage in the same activity for an extended period since they feel discouraged after a few moments.44 Teachers must be calm while teaching students vocabulary through games in order for learners to enjoy studying. Ramadhiarti mentioned in her research that students’ positive attitudes toward games and activities might show that the students enjoy the activity with the game. It means that the students want to have the opportunity to play games, as they provide an active and supportive environment in the classroom. The game prevents the students from being bored in regular classes where they sit passively.45
Spelling Bee game helps the students to remember the vocabulary better. Choosing an appropriate learning strategy can help the students to involve more in the teaching and learning process, especially for young learners. Spelling Bee Game drives the students to be more active during the learning process.46 spelling bee game helps students to spell the words correctly and
43 Fariska Wulandari. "The Students’perception Of Game In Vocabulary Learning." ELSA 1, no. 2. 2021
44 Jeremy Harmer. 1991. The Practice of English Language Teaching: New Edition. New York: Longman.
45 Tri Ramadhaniarti. "Teaching English Vocabulary through Game: Views from the Students." Proceedings of ISELT FBS Universitas Negeri Padang 4, no. 2. 2016
46 Nyoman Karina Wedhanti, Ni Made Ratminingsih, and Kadek Samiyanti. "The effectiveness of spelling bee game through students’ vocabulary mastery." Journal of English Language Teaching Innovations and Materials (Jeltim) 3, no. 2. 2021
guides the students to write the words with the proper form (spelling). Besides, the spelling bee minimizes the mistake in writing the word by writing the words based on their sound and practicing the students' speaking and pronunciation correctly.47
Furthermore, the learners will obtain new vocabulary learning. In this case, games encourage and inspire many learners to remain their focus and energy. Students should talk or type to communicate their thoughts or expertise. Students might use games to experience language instead of learning it. A spelling bee activity was employed in this situation to enhance students' vocabulary.
c. The procedures of the Spelling Bee Game in Teaching Vocabulary
The methodology for conducting the spelling bee game in the classroom for this research was adopted from the McMillan spelling bee handbook.48 The following guidelines apply to each treatment session:
1) The teacher prepared the words and scribbled them on a piece of card the day before the treatment began. Each card had a unique code.
47 Ilham and Humaira. "The Use of Spelling Bee Game In Teaching Vocabulary At The Seventh-Grade Students of MTs Hidayatullah Mataram." Linguistics and ELT Journal 8, no. 2.
2020
48 McMillan. 2012. ABC Spelling Bee Handbook. Mc.Millan Publisher
2) On the treatment date, the teacher showed the learning material to the students.
3) Before the game began, the teacher grouped the class into five groups. Five or six students each begin to play the Spelling Bee Game.
4) In this case, the teacher was both the pronouncer and the judge.
The spelling bee was held orally. The students were asked to accurately and adequately spell the words. They were permitted to request that the teacher repeat the word offered to them in order for them to compare it with other words that may have the same sound but various spellings.
5) Each group's student delegate was called to the front of the class. Each student chose a number from the deck of word cards. The student took turns spelling the words from their selected cards. The teacher (as the pronouncer) repeats the word twice.
6) The learner must pronounce the word once and again when it has been spelled, for example, “elbow… e-lb-ow…elbow”.
7) If a student asks for the meaning of a term, the teacher might say, for example, "the word is "elbow," and its description is the connection between the forearm and the upper arm.”
8) If they were detected obtaining clues (i.e., murmurs from their groups on the spelling of a specific word), they were not
permitted to play anymore. If this was detected, the group got kicked out of the game.
9) The group with the best mark in the game was chosen as the winner.
C. Research Hypothesis
Based on the problem and the objective of the research, the researcher formulated the hypothesis as follows:
1. (Alternative Hypothesis)
There is a significant effect of the spelling bee game on students’
vocabulary mastery at MTs Ashri Jember academic year 2022/2023.
2. (Null Hypothesis)
There is no significant effect of the spelling bee game on students’
vocabulary mastery at MTs Ashri Jember academic year 2022/2023.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research method applied in this research study. It covers research design, participants, setting, subject, instrument, data collection method, and data analysis technique.
A. Research Design
This research used a quantitative approach. Creswell stated that Quantitative research is a technique for testing specific ideas by studying the connection between variables.49 This research chose experimental as the research design. Quasi-experimental research design uses a pre-test and post- test control group design to conduct the research.50 The design of this study is a Quasi-Design of Experiments involving two classes of groups. One group will treat it as an experimental class, and the other will treat it as a control class. In the experimental class, the researcher used the Spelling Bee Game, and the control used the conventional method.
The researcher adopted a quasi-experimental design because she wanted to assess the effect of the spelling bee game on students' vocabulary mastery and then determine if the spelling bee game was a good teaching approach for increasing students' vocabulary mastery. The researcher would compare it to another technique in the control class and then look at the post-test results. To know their feedback regarding the spelling bee game, the researcher asked
49 John W. Creswell. Qualitative, Quantitative and Mixed Methods Approaches. Third Edition.
SAGE publications. Thousand Oask California. 2009. p 5
50 Bambang Setiyadi, Metode Penelitian untuk Pengajaran Bahasa Asing Pendekatan Kuantitatif dan Kualitatif, Graha Ilmu, Yogyakarta, 2006, p. 141
32
questions about their perspective on learning vocabulary and their feelings about playing spelling bee in the classroom. In addition, the questionnaire was given in the last meeting after the post-test was done.
B. Participants
The participants in this research study were first-year MTs ASHRI Jember students in the academic year 2022/2023. The study was conducted at MTs ASHRI Jember, located on Jl. KH Shiddiq No. 82 in Jember. In conclusion, the researcher chooses non-probability sampling, particularly purposive sampling, because the English teacher decided the classes for this research based on their competence, which can help the researcher gain data for this research. The classes concerned were VII-A, consisting of 30 students, and VII-C, consisting of 29 students.
C. The Technique of Data Collection
The data was provided at MTs Ashri Jember. First, the researcher was observed to gather about the situation. The researcher acquired quantitative data for this research from the findings of the pre-test provided to the class in order to determine how far the students' vocabulary mastery was before the researcher applied the treatments. Afterward, a post-test was offered to see whether or not their vocabulary had increased due to the treatment. Before giving the pre-test, the researcher examined the instrument to see whether the instrument used in this research was valid and reliable.
