A Thesis
Submitted as a Partial Fulfillment of the Requirement for S1 Degree
By: Nasrudin NPM. 1311040163
STUDY PROGRAM : ENGLISH EDUCATION
TARBIYAH AND TEACHER TRAINING FACULTY STATE ISLAMIC UNIVERSITY OF RADEN INTAN LAMPUNG
A Thesis
Submitted as a Partial Fulfillment of the Requirement for S1 Degree
By: Nasrudin NPM. 1311040163
STUDY PROGRAM : ENGLISH EDUCATION
Advisor : Syofnidah Ifrianti, M.Pd Co-Advisor : Dewi Kurniawati, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY STATE ISLAMIC UNIVERSITY OF RADEN INTAN LAMPUNG
ii
IN THE ACADEMIC YEAR OF 2016/2017 By
Nasrudin
Vocabulary is one of language elements that should be mastered by the students. Vocabulary mastery is meant as an ability of speaker or writer to use all the words of language that they have learn in conducting both oral and written communication. The students’vocabulary mastery of SMA N 1 Penengahan is still low. It can be seen from the students’ vocabulary mastery score in preliminary research. There were 60.36% of the students who got the score under 72 as the criteria of minimum mastery. To solve the problem, the writer applied Text Twist game. Text Twist game is one way to help students improve their vocabulary mastery by doing some procedures in the technique such as rearranging the letters into correct word and then finding meaning from each word. The objective of this research is to know whether there is a significant influence of using Text Twist game toward students’ English Vocabulary Mastery in the Second Semester of the Eleventh Grade at SMA N 1 Penengahan in the Academic Year of 2016/2017.
The research methodology was quasi experimental design. In this research, the population was the eleventh grade of SMA N 1 Penengahan, South Lampung. The sample of this research was two classes consisting of 38 students for experimental class and 38 students for control class. In the experimental class, the writer used Text Twist game and in the control class the teacher used Translation Technique. The treatments were held in 3 meetings in which 2 x 45 minutes for each class. In collecting the data, the writer used instrument in the form of multiple choice questions which had been tried out before the treatments. The instrument was given in pre-test and post-test. Before giving the treatment, the writer gave pre-test for both classes. Then, after conducting the treatments, the instrument was given in post-test. After giving pre-test and post-test, the writer analyzed the data using SPSS to compute independent sample t-test.
Based on the data analysis computed by using SPSS, it was obtained that Sig.= 0.000 and α = 0.05. It means Hais accepted because Sig. < α = 0.000 < 0.05. Therefore,
there is a significant influence of using Text Twist game towards students’ vocabulary mastery in the first semester of the eleventh grade at SMA N 1 Penengahan, South Lampung.
v
towards Students’ English Vocabulary Mastery in the Second Semester of the Eleventh Grade at SMA N 1 Penengahan in the Academic Year of 2016/2017” is completely my own work. I am fully aware that I have quoted some statements and theories from various sources and they are properly acknowledged in this thesis.
Bandar Lampung, June 2017 Declared by,
Nasrudin
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َﺳ ِﻩِﺪْﻌَـﺑ ﻦِﻣ ُﻩﱡﺪَُﳝ ُﺮْﺤَﺒْﻟاَو ٌم َﻼْﻗَأ ٍةَﺮَﺠَﺷ ﻦِﻣ ِضْرَْﻷا ِﰲ ﺎَﱠﳕَأ ْﻮَﻟَو
ا ُتﺎَﻤِﻠَﻛ ْتَﺪِﻔَﻧ ﺎﱠﻣ ٍﺮُْﲝَأ ُﺔَﻌْـﺒ
ِﻪﱠﻠﻟ
﴿ ٌﻢﻴِﻜَﺣ ٌﺰﻳِﺰَﻋ َﻪﱠﻠﻟا ﱠنِإ
٢٧
﴾
“And if all the trees in the earth were pens, and the sea, with seven more seas to help it, (were ink), the words of Allah could not be exhausted. Lo! Allah is Mighty, Wise.”
(Luqman (31): 27)1
vii this thesis to:
1. My beloved parents, Mr. Sunaryo, and Mrs. Miskah, who always pray, support and guide me to be successful in my study and my life.
2. My beloved brothers, Harun and Sueb also my beloved younger, Andreansyah who always motivate me to succeed.
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1995. He is the third child of Mr. Sunaryo and Mrs. Miskah. He has two brothers whose names are Harun and Sueb, and one younger brother whose name is Andreansyah.
The writer began his study in Elementary School at SD N Tanjung Heran in 2001 and graduated in 2006. He continued his study at Junior High School at MTs 2 Al-Munawwarah 2, South Lampung and graduated in 2009. After that, he went to SMA Negeri 1 Penengahan and graduated in 2012. After finishing his study in SMA, he decided to study in English Educational Program of Tarbiyah and Teacher Training Faculty of State Islamic University of Raden Intan Lampung. He joined an association in his faculty, called ESA (English Student Association). Besides ESA, he also joined organizations such asAsosiasi Mahasiswa Penerima Bidikmisi(AMPIBI),
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blessing and chance for completing this thesis entitled “The influence of using Text Twist game toward students’ vocabulary mastery in the second semester of the eleventh grade of SMA N 1 Penengahan in the academic year of 2016/2017”. This thesis is written as one of requirements of S-1 degree the English Education study program of UIN Raden Intan Lampung. In finishing this thesis, the writer obtained so much help, support, love and many valuable things from various sides. Therefore, the writer would sincerely thank:
1. Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training Faculty of UIN Raden Intan Lampung, with his personnel who have given an opportunity and forbearance to the writer when on going the study until the accomplishment of this thesis.
2. Meisuri, M.Pd., the Chairperson of English Education Study Program of UIN Raden Intan Lampung who patiently guided the writer until the completion of this thesis.
3. Syofnidah Ifrianti, M.Pd., the advisor who has patiently guided and directed the writer until the completion of this thesis.
x allowing him to conduct the research.
7. Ida Sriwahyuni, S.Pd., the English Teacher of SMA N 1 Penengahan who has helped and given suggestions during the research process and the students of the eleventh grade of SMA N 1 Penengahan for being cooperative during the research.
8. The researcher’s parents, Mr. Sunaryo and Mrs. Miskah and also his beloved brothers for their support, love, and everything that he cannot tell all in words. 9. The writer’s beloved friends, Ari Setiawan, Eli Nurhayati, Ahmad Saifudin, Fathur Rohman, Abdul Rohman Imanudin, Achmad Alfarezi, Elmizar M. Nur, Bayak Djaka Surya, all friends in English department 2013, especially class D, the writer’s partners in Asosiasi Mahasiswa Penerima Bidikmisi
community, thanks for the biggest motivation, help and support.
Finally, the writer is fully aware that there are still a lot of weaknesses in this thesis. For this, the writer truthfully expects criticism and suggestion from the readers to enhance the quality of the thesis.
Bandar Lampung, June 2017 The Writer,
Nasrudin
xi
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
LIST OF APPENDICES ... xvi
CHAPTER I INTRODUCTION A. Background of the Problem ... . 1
B. Identification of the Problem ... . 8
C. Limitation of the the Problem ... . 8
D. Formulation of the Problem ... . 8
E. Objective of the Problem and the Use of Research... . 8
F. Scope of the Research ... . 9
CHAPTER II RIVIEW OF RELATED LITERATURE A. Frame of Theories ... . 10
1. Teaching English as a Foreign Language ... . 10
2. Concept of Vocabulary ... . 12
3. Concept of Vocabulary Mastery ... . 20
4. Aspect of Vocabulary Mastery... . 22
5. Concept of Teaching Vocabulary... . 25
6. Concept of Game... . 26
7. Games in Teaching Vocabulary ... . 27
8. Text Twist Game... . 28
a) Concept of Text Twist Game ... . 28
b) Rule of Text Twist Game... . 31
c) Procedure of Text Twist Game ... 32
d) Advantages and Disadvantages of Text Twist Game ... . 34
9. Translation Technique... . 37
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CHAPTER III RESEARCH METHODOLOGY
A. Research Design... . 43
B. Variable of the Research ... . 45
C. Operational Definition of Variables... . 46
D. Population, Sampling Technique, and Sample of the Research... . 46
1. Population of the Research... . 46
2. Sample of the Research ... . 47
3. Sampling Technique... . 47
E. Data Collecting Technique... . 48
1. Pre-Test ... . 49
2. Post-Test... . 49
F. Research Instrument... . 49
G. Research Procedure... . 56
1. Planning ... . 56
2. Application... . 58
3. Reporting... . 59
H. Scoring Procedure ... . 59
I. Validity and Reliability ... . 60
1. Validity of the Test... . 60
2. Reliability of the Test... . 63
J. Data Analysis ... . 64
1. Fulfillment of the Assumptions ... . 65
a. Normality Test ... . 65
b. Homogenity Test ... . 65
2. Hypothetical Test ... . 66
CHAPTER IV RESULT AND DISCUSSION A. Situation of SMA N 1 Penengahan ... 67
B. Research Implementation... 69
C. Description of Treatments... 70
D. Data Analysis ... 73
1. The Result of Pretest... 74
2. The Result of Posttest ... 75
3. The Result of Normality Test ... 77
4. The Result of Homogeneity Test... 78
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Lampung Selatan in the Academic Years 2015/2016 ... 3
Table 2 The Data of Documentation at the Eleventh Grade of SMA N 1 Penengahan ... 47
Table 3 Table Specification of Pre-test Items before Try Out ... 50
Table 4 Table Specification of Post-test Items before Try Out ... 51
Table 5 Table Specification of Pre-test Items after Try Out ... 53
Table 6 Table Specification of Post-test Items after Try Out ... 55
Table 7 The Level of Reliability ... . 64
Table 8 Data of Teacher and Staffs of SMA N 1 Penengahan (2016/2017) ... 67
Table 9 The Data Total of the students of SMA N 1 Penengahan (2016/2017) . 68 Table 10 Data of Infrastructural Situation of SMA N 1 Penengahan ... 69
Table 11 Normality of the Experimental and Control Class ... 77
Table 12 The Result of Homogeneity Test ... 78
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Appendix 2 Result of Interview with the Student in the Preliminary ... 93
Appendix 3Students’Vocabulary Score ... 99
Appendix 4 Analysis Result of Test Items using Anates ... 105
Appendix 5 Blueprint of Vocabulary Mastery (Pre-test after Try Out) ... 107
Appendix 6 Vocabulary Test Instrument of Pre-test after Try Out ... 108
Appendix 7 Vocabulary Test Answer Sheet (Pre-test after Try Out) ... 112
Appendix 8 Vocabulary Test Answer Key (Pre-test after Try Out) ... 113
Appendix 9 Blueprint of Vocabulary Mastery (Post-test after Try Out) ... 114
Appendix 10 Vocabulary Test Instrument of Post-test after Try Out ... 115
Appendix 11 Vocabulary Test Answer Sheet (Post-test after Try Out)... 120
Appendix 12 Vocabulary Test Answer Key (Post-test after Try Out)... 121
Appendix 13 Result of the Pre-test in the Experimental Class ... 122
Appendix 14 Result of the Pre-test in the Control Class ... 123
Appendix 15 Result of the Post-test in the Experimental Class... 124
Appendix 16 Result of the Post-test in the Control Class... 125
Appendix 17 The Score of Students in Experimental Class ... 127
Appendix 18 The Score of Students in Control Class ... 128
Appendix 19 The Result of Normality and Homogenity Test ... 129
Appendix 20 Documentation ... 130
Appendix 21Students’ Work of Pretest and Posttest for Control Class... 134
Appendix 22Students’ Work of Pretest and Posttest forExperimental Class ... 136
Appendix 23 Syllabus ... 138
Appendix 24 Lesson Plan 1 (Experimental Class)... 139
Appendix 25 Lesson Plan 2 (Experimental Class)... 152
Appendix 26 Lesson Plan 3 (Experimental Class)... 166
Appendix 27 Lesson Plan 1 (Control Class) ... 179
Appendix 28 Lesson Plan 2 (Control Class) ... 187
CHAPTER I INTRODUCTION
A. Background of the Problem
English is used by most people throughout world. Although there are some languages that become international language nowadays, people tend to use English rather than other languages. As an international language, English can give many advantages to people who learn it. English is taught in order to absorb science, technology and art. English also helps people to communicate with other people in other countries.
In Indonesia, English is the first foreign language which is taught at Primary School, Junior, and Senior High Schools up to the university level. Based on Educational Level Unit of Curriculum (KTSP), English subject has some skills and elements that should be mastered by the students. All the students must have the four language skills (listening, speaking, reading, and writing).1All of those skills will be achieved when the students have mastered vocabulary. Thornbury says without grammar very little can be conveyed, without vocabulary nothing can be conveyed.2 We can still
understand the language even if we did not know about grammar. But, the language will tell us nothing, if we do not know anything about vocabulary.
1 Dinas Pendidikan, Kurikulum Tingkat Satuan Pendidikan, (Jakarta: Kementerian Pendidikan dan Kebudayaan, 2006)
2 Scott Thornburry,How to Teach Vocabulary, (Essex: Pearson Educational Limited, 2002), p. 13
Dealing with the background above, the writer saw that vocabulary plays an important role in understanding a sentence or a text. When we talk about vocabulary we are also talking about particular meaning. Students must learn vocabulary of the language is they want to be able to use the language in communication. Michael et.al says that vocabulary is the set of words for which writer know the meanings when the writer speaks or read orally.3
Some students at Senior High School in SMA N 1 Penengahan, South Lampung still cannot communicate in English. It can be seen from the students’ score in table 1that gotten from preliminary research. They can neither speak nor write. The students feel as if English lesson were very frightening and difficult. Hence, they lose motivation to learn English. This problem comes about due to the teaching learning always take place in the same way every classes. In the preliminary research at the Eleventh Grade Students at the SMA N 1 Penengahan, Kalianda, Lampung Selatan, the writer interviewed Mrs. Ida Sri Wahyuni as the English teacher about the students’ capability in mastering English, especially about their vocabulary. She said that the students’vocabulary mastery is still low, because they feel that the vocabulary given is still hard to remember.
In doing preliminary research, the writer got data of vocabulary score which was taken from semester test at the eleventh grade of SMA N 1 Penengahan. The following table 1is describing the result of students’ score in vocabulary test.
Table 1
English Vocabulary Score of the Eleventh Grade Students at the Eleventh Grade of SMA N 1 Penengahan in the Academic Year 2015/2016
No Score Class Total Percentage
XI IPA XI IPS 1 XI IPS 2
1 ≥ 72 22 9 13 44 39.64%
2 < 72 12 29 26 67 60.36%
Total 34 38 39 111 100%
(Source: The Score Data from English Teacher at SMA N 1 Penengahan, Kalianda, Lampung Selatan in the Academic Years 2015/2016)
According to the criteria of minimal mastery for English subject in SMA N 1 Penengahan, Lampung Selatan, the KKM is seventy two (72). Based on the table above, it can be seen that 39.64% students got score >72, and 60.36% students got score <72. It showed many students do not get the target vocabulary score that has been set by the school. It can be concluded that the students’ vocabulary mastery is still low and should be increased.
students are still hard to achieve maximum vocabulary results in English learning. It means that the factor that make learning vocabulary process is not effective is caused by the monotonous technique. The technique cannot make learning process more interest and the student feels annoyed when the learning process’ in the class. The researcher means that there is no innovative technique and the teacher only asks the student to open the dictionary and asks them to memorize the difficult vocabulary. The reach the best goal, the researcher thought teacher must change the way in teaching English.
Like other languages, in learning English, students have to be able to understand words. In fact, it happens that students want to express something in English but they do not know how to express the word appropriately because of the lack of vocabulary. Tankersley says that “vocabulary is the meaning and pronunciation of words that we use in communication. It simply the numbers of words that we understand or can actively use to listen, speak, read, or write”.4 Students have to be able to understand words whether in written or audio form. Many kinds of language games could be applied in class such as bingo families and many others. The teacher should apply various interesting teaching strategy for vocabulary instruction and then the teacher can use various type of language games for teaching vocabulary. Thus the students can enjoy learning English.
Facing the problem above, the writer suggested creating and implementing a suitable technique so that teaching and learning process can run effectively and reaching the teaching objective. From this condition and situation, the use of teaching technique is necessary, that is why the writer used game to find out whether game can improve the students’ vocabulary achievement or not. In this study, the writer applied Text Twist game in learning vocabulary.
Text Twist game is a language game where the way of playing this game is by arranging some letters which are given by the teacher in order to form as many English words as possible within a certain period of time. This game is played in groups. The group which can arrange the most letters into English words, will be the winner.5It means that, the text twist game is a kind of language game that played in a group which emphasized on arranging some letters in task which got from the teacher and the player or students have to rearrange its letters into correct words as fast as possible within a certain period of time. Desmanto says that the advantages of this game are students will be motivated to look words up in dictionary. Also, Text Twist game makes students become more creative to find out the vocabulary. As the impact, students got improvement in vocabulary memorizing skill.6 It means that the
5Nurul Sofia Aulia, Journal English Language Teaching, The Use of Super Text Twist Game to
Improve Students’ English Vocabulary Mastery, ELT 2 (2) 2013, ISSN 2253-6706,(Universitas Negeri Semarang, 2013), p. 3
6 Sukma Nada Desmanto, The Use of Text Twist Game Implemented through Cooperative
game can make the students motivate to check the words that they do not know in dictionary. Hence, the improvement in vocabulary memorizing will be more develop.
Using technique especially Text Twist game in teaching and learning process is an interesting topic for many researchers. Therefore, there is a number of studies have been done in these field. Related to this study, the writer chose some references about previous studies which are closed to the influence of using Text Twist towards students’ vocabulary mastery topic.
Based on the previous research, Nurdianita, she conducted the research entitled “The Use of Text Twist Game for Teaching Vocabulary (A Quasi-Experimenal Study at the
Tenth GradeStudents of SMA Islam Ta’allumul Huda Bumiayu in the Academic Year
2014/ 2015)”.7 In this case, the result of her research showed that Text Twist game can be used to teach vocabulary. It can be seen in the test which showed that the t-value was higher than t-table. It means that there was a different significant between two means of control and experimental class. The questionnaire also showed that there was significant enthusiasm during the learning process going on. It means that the students were interested in learning vocabulary by using Text Twist game.
Second, Desmanto conducted a research entitled “The Use of Text Twist Game Implemented through Cooperative Learning to Improve Students’ Noun Vocabulary
Power”.8 This research is aimed at responding the questions: how is the implementation of Text Twist game through cooperative learning to improve students’ mastery of English noun, and how is the improvement of students’ mastery of English noun after students are taught using Text Twist game. The result of the study showed that there was improvement of students’ ability in noun vocabulary after being taught using text-twist game. It could be seen from the result of the test and observation from the pre cycle to second cycle. The students’ participant in the whole teaching learning process got improvement in every cycle. Finally, the result of this study showed that the implementation of Text Twist game through cooperative learning technique couldmaximize the students’ noun vocabulary power.
Some researches above discussed about teaching vocabulary. All of researchers wanted to get the fact either getting the best vocabulary teaching technique or improving students’vocabulary mastery. However, in this case, the influence of using Text Twist game for students’ vocabulary mastery has not been discussed yet. The writer assumes that it will give influence of using Text Twistgame towards students’ vocabulary mastery.
Therefore, in this research, the writer used Text Twist game to know the influence of using Text Twist game towards students’ vocabulary mastery. Thus, the title of this research is: “The Influence of Using Text Twist Game Towards Students’ English
8 Sukma Nada Desmanto, The Use of Text Twist Game Implemented through Cooperative
Learning to Improve Students’ Noun Vocabulary Power (A Classroom Action Research at the Seven
Vocabulary Mastery in the Second Semester at the Eleventh Grade at SMA N 1 Penengahan, South Lampung in Academic Year of 2016/2017”.
B. Identification of the Problem
Based on the background of problem, the writer identified the problems as follows: 1. The students cannot master vocabulary well.
2. The technique used by the teachers make the students bored.
C. Limitation of the Problem
Based on the identification problems, the writer limited the problem about the influence of using Text Twist game towards students’ vocabulary mastery of noun, verb, and adjective in humanity song lyrics.
D. Formulation of the Problem
The researcher formulated the problem as follows: is there any significant influence of using Text Twist gametowards students’ vocabulary mastery?
E. The Objective Research and the Use of Research 1. Objective of Research
2. Use of the Research
The findings of the research were expected:
a. To motivate and encourage students in learning English and improve students’ vocabulary.
b. To give information for further research with certain interest.
c. To give information to the English teacher about the influence of Text Twistgame towards students’ vocabulary mastery.
F. Scope of the Research 1. Place of Research
The research was conducted at SMA Negeri 1 Penengahan. It is located on Jl. Raya Klaten, Penengahan, Lampung Selatan.
2. Subject of Research
The subject of this research was the students at second semester of the eleventh grade at SMA Negeri 1 Penengahan.
3. Object of Research
The object of research wasthe students’ vocabulary mastery. 4. Time of Research
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Frame of Theories
1. Teaching English as a Foreign Language
Teaching is the activities of giving some lesson to the students. Teachers have to master in using language during learning process. Language is used to communicate to communicate our thoughts and ideas.1And there are some skills
in language. Especially in English language, the teacher always give lesson that containing at least four skills namely listening skill, speaking skill, reading skills, and writing skills. As a teacher, the teacher must master all of the skills to use as a communication of ideas, feeling, believe, opinion, loves, knowledge etc.
There are many languages in the world. One of them is English. English is the international language. International English is a concept of the English as a global means of communication in numerous dialects, and also the movement towards an international standards for the language.2
In Indonesia, English is a foreign language that is taught formally from Junior High School up to University levels as a compulsory subject. It has also been taught at elementary school as a local content. Foreign language is the language which is used by the people from other country or society. For example Russian,
1M. F. Patel and Praveen M. Jain, English Language Teaching: Methods, Tools, and Techniques, (Vaishali, Jaipur: Sunrise, 2008), p. 31
2Ibid.,p. 6
Chin and other country also use these languages. These are foreign language because they have different sound pattern, different words, little ode structure and entirely different meaning.3
In this case, the teacher should create the learning process or situation which funny and enables the students to learn English well. Thus, in teaching English the teacher should speak English clearly, simple and as often as possible. Based on Brown’s statement, teaching means giving instructions. Guiding in study of something, providing with knowledge, causing to know or understand.4It means the teacher must be able to create a pleasant condition by using of the English. If teacher often uses English in the classroom, students are accustomed to listening and imitating so that it makes them easy to understand without having to tell the meaning.
By this way, the students will unconsciously remember the meaning of the words spoken. However, to achieve the goal of teaching English, there should be skillful, creative and innovative teachers. These teachers surely need media, technique or other facilities which can support them in achieving the goal.
In other words, teaching techniques play an important role in teaching learning process. In addition, the teaching techniques are suggested to be interesting and appropriate for students as well.
3 Ibid.,p. 35
2. Concept of Vocabulary
When we learn about English, learners will be introduced to divide language into the four skills: listening, speaking, reading and writing then to add grammar, vocabulary and phonology to them as components of language.5Vocabulary is a horde of words that showed by individual. It means that each word have meaning and function depends on their word form. According to Caroline, “vocabulary is the collection of words that an individual”.6Thus, whatever words found it can be
called as vocabulary.
As a reader or a writer, vocabulary is also needed as a basis knowledge to make their activity going on as well as they can. As a writer, the function of vocabulary is to know what the ideas that will be write in their blank page. Then, as a reader the main function of vocabulary is to know what the writer tells about in the written text.
According to Hiebert and Kamil, vocabulary is the set of words for which writer know the meanings when the writer speaks or read orally.7This statements also supported by Richards and Renandya, they say that vocabulary is a core component of language and provides much of the basis for how learners speak,
5Lynne Cameron,Teaching Language to Young Learners, (New York: University Press, 2001), p. 17
6 Caroline T. Linse, Practical English Language Teaching Young Learners, (New York: McGraw-Hill, 2005), p. 121
listen, read and write.8Therefore, we can assume that the four skill which said before could not be function if learners did not mastering vocabulary.
All of vocabularies are words. Usually learning word is learning about new words and searching the meaning of them. Knowledge of words also comes in two forms: receptive and productive. These statements are supported by Michael and Hiebert, they say generically, vocabulary is the knowledge of meaning of words. What complicates this definition is the fact that words come in at least two forms: oral and print. Knowledge of words also comes in two forms: receptive –that which we can understand or recognize–and productive –the vocabulary we use when we write or speak. Oral vocabulary is the set of words for which we know the meanings when we speak or read orally. Print vocabularies consist of those words for which the meaning is known when we write or read silently. Productive vocabulary is set of word that an individual can use when writing or speaking. Receptive vocabulary is that set of words for which an individual can assign the meaning when listening or reading.9
In the other side, Hatch and Brown, they say that vocabulary refers to a list or set of words that individual speakers of language might use. They also stat that vocabulary is the only system involved of alphabetical order.10The more
8 Richards and Renandya, Methodology in Language Teaching, (New York: Cambridge University Press, 2005), p. 255
9 Elfrieda H. Hiebert and Michael L. Kamil,Op.Cit.,p. 3
vocabulary the students have, the bigger possibility to have a skill to use the language.
If the students’ vocabulary is limited, they will find some difficulties in using English for communication in English. Vocabulary becomes one of the requirements for people to speak a language, we will find the difficult to express something without vocabulary. Thornbury says without grammar very little can be conveyed, without vocabulary nothing can be conveyed.11 We can still
understand the language even if we did not know about grammar. But, the language will tell us nothing, if we do not know anything about vocabulary.
From the statement above, we can assume that vocabulary is used to build a language, it is a basic element in communication. Hence, learning vocabulary plays an important role in understanding the language whether it is used in written or spoken. We need vocabulary to communicate. When we want to talk, if we have limited vocabulary so, we will difficult to convey something. That is why vocabulary called as important part in language, no language exist without vocabulary.
Concerning the explanations above, one of definition vocabulary is knowledge of meaning of words. All of knowledge of words is vocabulary. There are many kinds of vocabulary. It means that when we talk about vocabulary, we also have
to talk about word classes. Because getting vocabulary come from knowing words. Each word have different role in a written or spoken form. Thornburry says that words play different roles in a text. Therefore, the different roles fall into one of eight different word classes.12
There are eight main word classes in English, such as preposition, conjunction, determiners, pronoun, adverbs, verbs, noun, and adjectives.13In this research, the study was focused on noun, verb, and adjective in song lyrics. The reason of choosing them is the words or vocabulary that usually used in song lyric are noun, verb, and adjective. The writer means that they are more frequently used than the other word classes.
The theme of song that used in this research is about humanity. The using of song lyric as a material topic was aimed for getting the appropriate material based on one of the topic syllabus(Kurikulum 2013)in the second semester of the eleventh grade at Senior High School (SMA) provided.
a. Verbs
The verb is part of the backbone of any sentence, joining the noun or subject as one of two absolutely necessary elements of a complete sentence. The verb lives in what grammarians call the predicate, which contains the verb plus all the
12 Ibid.,p.3
words that relate specifically to it. The verb gives the subject its action or expresses its state of being.14Sentences are complete only if they contain both a subject and a verb. Most verbs describe actions, so they called action verb. Action verbs tell what people or thing are doing. Here common action verbs such as: drink, eat etc.15There are three important types of verb to be aware such as:
1. Auxiliary Verbs or Lexical Verb
Two or more words may be joined together into a single verb phrase that functions as the full verb of the predicate. The first part of the verb is the auxiliary verb and the second part is the lexical verb (will be arriving).16 2. Main Verbs
Main verb can stand alone (e.g. shouted, arrived). However, where more than one verb is used, they express the main idea (e.g. she is swimming, have you seen?).
3. Phrasal Verbs
Phrasal verbs are formed by adding a particle (adverb or preposition –or an adverb and a preposition) to a verb to create new meanings. Thus ‘set out’ (‘we set out the following day’ or ‘he set out his agenda for the meeting’) has a completely different meaning from ‘set’ (e.g. ‘set an exam’, ‘set the table’).17
b. Noun
According to Frank, noun is one of the most important parts of speech. Its arrangement with the verb helps to form the sentence core which is essential to every complete sentence. In addition, it may function as the chief or head word in many structures of modification.18
There are some main types of nouns, namely common nouns (words for people, places and things are called common nouns), proper nouns (the names of particular people, places and things), singular noun, and plural noun.
1) Common nouns
a) Common nouns are words for things
These common nouns are words for things:ruler, chair, hammer, bicycle, truth, pen, table, saw, ship, calculator, crayons, sofa, axe, truck,
television, pencil, loyalty, drill, ferry, fridge, book, lamp, ladder, train,
cooker, dictionary, carpet, lawnmower, bus, computer, courage,
telephone, spade, laziness printer,etc. b) Common nouns are words for animals
These common nouns are words for animals:dog, puppy, cat, kitten, cow, calf, horse, foal, sheep, lamb, goat, kid, frog, tadpole, etc.
c) Common nouns are words for places
These common nouns are words for places: bank, airport, hotel gas station, library, park, museum, farm, mall, zoo, theater, factory, hospital,
nursery, etc.
d) Common nouns are words for people who do certain things
These common nouns are words for people who do certain things:singer, manager, sailor, gardener, dancer, secretary, pilot, police, officer,etc.
2) Proper noun
As mentioned before the proper noun is word that showed about names of particular people, places and things. According to Sargeant, there are some kinds of proper noun such as:
a) The people’s names people’s names are proper nouns. Such as: Robin Hood, Florenceetc.
b) The names of the days of the week and the months of the year are proper nouns.
c) The names of special days and celebrations are also proper nouns.
d) The names of famous places, buildings and monuments are proper nouns. e) The names of people who live in a particular country are also proper
3) Singular noun
When you are talking about just one thing or person, use a singular noun. For example:a tent, a park, an idea, a taxi, a doctor, an oven, a house, a lady, an exercise,etc.
4) Plural Nouns
Use a plural noun when you are talking about two or more people, places or things. Just add s to make most nouns plural. For the example:
computers, chairs, pens, books, mirrors, tables, rooms,etc.19
c. Adjectives
According to Frank, the adjective is a modifier that has the grammatical property of comparison. It is often identified by special derivational endings or by special adverbial modifiers that precede it. Its most usual position is before the noun it modifies, but it fills other positions as well.20There are some types of adjectives namely:
1. Determiners
Determiners consist of a small group of structure words without characteristic form.
a) Articles–the, a,–an
b) Demonstrative adjectives–this, pluralthese
c) Possessive adjectives,my, your, one’s,John’s, the girl’setc. d) Numeral adjectives, cardinal: four, one hundred etc. Ordinal:
fourth, third,etc.
e) Adjectives or indefinite quality–some, few, all, more, etc. f) Relative and interrogative adjective–whose, what, which.
All of these determiners except the articles and the possessive adjectives of the personal pronouns may functions as pronouns when not followed by nouns. Personal pronouns have separate forms for the possessive used without a noun–my (adjective) book vs the book is mine (pronoun).21 2. Descriptive Adjectives
Descriptive adjectives usually indicate an inherent quality (beautiful intelligent), or a physical state such as age, size, color. Inflectional and derivational endings can be added only to this type or adjective.22
3. Concept of Vocabulary Mastery
According to Kamil and Hiebert, vocabulary is knowledge of meanings of words.23So, all of knowledge of word is vocabulary. It means that vocabulary is
vital part of language, because a language is formed by words. If we are having good enough of vocabulary, we will be able to communicate to other people and express our idea clearly and easily.
21Marcella Frank,Op.Cit., pp. 109-110 22Ibid.,
According to Kridaklsana, vocabulary represents: (1) language component claiming all information about meaning and word usage (2) vocabulary mastery of the speaker or writer of a language. (3) list of word formed such as a dictionary, but with brief and practical definition.24It means that all details about meaning and word usage should be consisted in language component and it is produced by vocabulary. Vocabulary mastery is not only mastering in written form but also in oral form. Overall, vocabulary can be called as list of word that contains information about meaning and word usage and it looks like a dictionaries.
Mastery means understanding well or simply reaching a certain level of understanding of particular content, whereas competence represents the ability to apply what has been mastered. According to Guskey “Mastery is a term that all educators use and believe they understand well. But when pressed to describe precisely what it means to master a concept, skill or subject everyone has a different definition.25It can be concluded that vocabulary mastery is a complete skill of the students to understand well and communicate by using words they have learned.
From the explanations, the students’ vocabulary mastery have meaning as an ability of students to use all the words of language that they have learn in conducting both oral and written communication.
4. Aspect of Vocabulary Mastery
According to Harmer there are some aspects of vocabulary that should be taught or mastered by the students in learning foreign language, they are word meaning, word use, word grammar and word combination.26
a. Word Meaning
According to Cameron word meaning in language can relate to each other in a range ways, called sense relation, also labeled semantic relations or lexical relations. The types of sense relations that hold between words include:27
1. Antonymy being opposite in meaning e.g.alive–dead.
2. Synonymy having (nearly) the same meaning e.g.rich–wealthy
3. Hyponymy one is an example or type of another e.g.furniture–chair
4. Meronymy one is part of another e.g.army–soldier.
From the explanation, it can be concluded that the meaning of a word is often related to other words. For example, we explain the meaning of “full” by
26Jeremy Harmer, The Practice of English Language Teaching, (London: Cambridge 1988), p. 16
saying that it is the opposite of “empty”; we understand that “cheap” is the opposite of “expensive”.
b. Extending Word Use
Words do not just have different meanings, however, they can also be stretched and twisted to fit different context and different uses. We say that someone is in a black mood or someone is yellow, yet we are not actually describing a color. In such context black and yellow mean something else. It is frequently stretch throw the set or metaphorical an idiom use. For example: “you are an
apple in my eyes” this idiom expression show that it began to praise someone.
From the explanation. the writer concludes that extending word use is an aspect of vocabulary mastery that determines how the words can be viewed based on different context and different use. For the example is the word “close” in “close the door, please!”, in this sentence, the word close have two
meaning. The first meaning is to be near with something and the other meaning is to cover the opening of (something).
c. Word Combinations
acceptable collocation, but *fast awake is not. We can say clenched fist and even clenched teeth, yet we cannot talk about clenched ears.28This statement
also supported by Charty, she says that a collocation is a pair or group of words that are often used together.29It means that, the word combination can be called as collocations which have means as a combination or a pair of words that are often used together to make they be seen as normal and acceptable. Here are some more examples of collocations:
(1) You must make an effort and study for your exams. (Not the an effort) (2) Did you watch TV last night? (Not look at TV)
(3) This car has a very powerful engine. It can do 200 km an hour. (Not strong engine)
(4) There are some ancient monuments nearby. (Not antique monuments).30
d. Word grammar
The last is about word grammar, which is employed by distinguishing the use of word based on the use of certain grammatical pattern such as noun, verb, adjective, adverb, etc. we make a distinction between countable and uncountable nouns. The former can be both singular and plural. We can say
28Jeremy Harmer,Op.Cit.,p. 20
29Michael McCharthy and Felicity O’Dell, Collocations in Use, (Cambridge: Cambridge University Press, 1994), p. 3.
one chair or two chairs, etc.31It means that the word grammar can be called as the use of word based on grammatical pattern such as noun, adjective, adverb, etc. We should know the distinction of some words based on the grammatical pattern allowed.
Based on the explanations, there are four aspects that should be mastered in vocabulary. There are word meaning, word use, word grammar, and word combination aspects. In this study, all of those aspects were taught in the class both in experimental and control class.
5. Concept of Teaching Vocabulary
In teaching vocabulary, it does not only the explanation about meaning, but also illustrating it, and presents the vocabulary. Teaching is showing or helping someone to learn how to do something providing with knowledge, causing to know or to understand.32Relating to vocabulary teaching, teacher has to be careful in selecting the vocabulary that she/he will teach. Cameron says that teaching vocabulary is focused to help learners to build up knowledge of words in ways that will enable them to use the language differently and successfully.33 More vocabularies the learners have, more chances they master the language.
Based on the explanations, it can be concluded that the teaching vocabulary should be emphasized on how the teacher can help and provide the learners with knowledge of words so that the learners use the words differently and successfully.
6. Concept of Game
When we talk about game, there is available the situation that called conflict. Conflict represents feel participating between the player and the game situation and rule. Salen and Zimmerman, call the games as system of conflict. Conflict, a game as a contest of power, is a core component of our very definition of game. While conflict outside of games can sometimes be destructive, in games we find the wonderful paradox of a staged conflict, resulting in meaningful play.34 Crawford in Salen and Zimmerman also says that conflict arises naturally from the interaction game. The player is actively pursuing some goal. Obstacles prevent him from easily achieving this goal. Conflict is an intrinsic element of all games.35
It means that when we talk about game, actually, we also talk about conflict – conflict in a game. Hence, the players will feel engaged in an artificial conflict and some rules showed during the game process. This statement also supported by Wright, he says that game is mean an activity which is entertaining and engaging,
34Katie Salen, Eric and Zimmerman,Rules of Play: Game Design Fundamentals. (MIT Press. 2003), p. 1
often challenging, and an activity in which the learners play and usually interact with others.36
Based on the definitions, the researcher can conclude that a game is structured playing, usually undertaken for enjoyment and it can make the learners do the interaction with the other learners in a class.
7. Games in Teaching Vocabulary
In teaching vocabulary, a teacher needs to use proper technique in order to help his students have good understanding on new words being learned. Learning vocabulary has been considered a boring subject for a long time. So, there should be an effective way in helping learners feel comfortable and interested in the subject of vocabulary.
It is the better when teaching English by using game. Especially in teaching vocabulary. By applying the game, it will be gotten enjoyable class during learning process. The students will more relax and interest to follow the learning because there are so many activities that will be passed either when the learning is started or when the learning have finished.
In addition, Lee in Asian EFL Journal by Huyen lists several main advantages when games are used in the classroom, including “a welcome break from the usual
routine of the language class”, “motivating and challenging”, “effort of learning”, and “language practice in the various skills.”37 It means that the vocabulary
learning will be more effective and attractive when the teacher applied a game in the classroom. Hence, the students will get motivation to follow all of learning steps. Summary, games are useful and effective tools that should be applied in vocabulary classes. The use of vocabulary is a way to make the lessons not only more interesting, enjoyable, and effective, but also practice it incidentally.
8. Text Twist Games
a. Concept of Text Twist Game
Text Twist game is a language game where the way of playing this game is by arranging some letters which are given by the teacher in order to form as many English words as possible within a certain period of time. This game is played in groups. The group which can arrange the most letters into English words, will be the winner.38It means that, the text twist game is a kind of language game played in a group which emphasizes on arranging some letters in task gotten from the teacher and the player or students have to rearrange its letters into correct words as fast as possible within a certain period of time.
37 Nguyen T. Huyen, Asian EFL Journal: Learning Vocabulary through Games; The Effectiveness of Learning Vocabulary through Game, (Asian EFL Journal, 2012), p. 35
38Nurul Sofia Aulia,Journal English Language Teaching, The Use of Super Text Twist Game to
The Text Twist game is barely same with the Scrabble Flash. Lewis says that the Text Twist game is available at Yahoo.com and the inspiration of Scrabble Flash.39It means that both Text twist and Scrabble are barely the same. The Text Twist game is adopted form Scrabble Flash and the word is meant as the development of something. It can be concluded that the text twist is the game which is developed from Scrabble Flash.
Koprowski in Desmanto also says that this game is similar to “Scrambled Letters”. The procedure is teacher writes up the words with their letters
shuffled (e.g. EICSCEN for SCIENCE) on the board. When the teacher says 'go', the students, individually or in pairs, endeavor to untangle the words as quickly as they can. He said that phrases, expressions, and idioms larger than 2 words can also be used in order to make some variations.40It means that the Text Twist game is an individual or pairs game like “Scrambled Letters” where the player or players should write up the words from the letters shuffled on the board. Desmanto also says in his study that Ur and Wright in also have a word game that have similar rules with Text Twist. This game is called “Words out of...”.41It means that the Text Twist game not only have similar game with Scrabble Flash but also similar with
39 Ferlazzo Lewis,Twisted Text, Eel4924–Spring 2011, (University Florida, 2011), p. 3
40 Sukma Nada Desmanto,The Use of Text Twist Game Implemented through Cooperative
Learning to Improve Students’ Noun Vocabulary Power (A Classroom Action Research at the Seven Grade of MTs Negeri Model Babakan Lebaksiu Tegal in Academic Year of 2015/2016), (Semarang: Walisongo State Islamic University, 2016), p. 19
Scrambled Letters and “Words out of...” game. Here, the example of Text Twist game:
b. Rule of Text Twist Game
According to Aulia, she says that the way of playing this game is by arranging some letters which are given by the teacher in order to form as many English words as possible within a certain period of time.42It means that the major rule in this game is rearranging some letters given into an English word with timing duration given.
Jay in Desmanto also says that if the player gets the word from all letters, he/she can move on to the next round.43 It means that there are some
rounds in this game. If the player had arranged the letters into correct one in it stage, the player may continue the game to next step or round.
From the explanations, it can be concluded that the main point rule of Text Twist game is rearranging some letter in each stage into English correct word with timing duration given by teacher. If the students or players have rearranged correctly in one stage, they may continue the game to the next stage.
42Nurul Sofia Aulia,Journal English Language Teaching, The Use of Super Text Twist Game to Improve Students’ English Vocabulary Mastery, ELT 2 (2) 2013, ISSN 2253-6706, (Universitas Negeri Semarang, 2013), p. 3
c. Procedure of Text Twist Game
The procedures of teaching vocabulary through text twist game based on Game House–Endless Game are as follows:
1) The reader reads aloud the letters on the card for the first round. All players write the letters for that round in the spaces at the top of their answer boards.
2) The reader then reads aloud the number of 3, 4, 5, 6, and 7-letter words that can be created from those letters. (These are indicated on the card below the letters). All players record this on their answer boards where indicated.
3) On the “Go” command, the reader flips the 2-minute sand timer and all players write down as many words as they can using the letters provided.
4) When the 2-minute timer has elapsed, the reader looks up the card and challenge number in this Solution Booklet and reads aloud the 3, 4, 5, 6, and 7-letter word solutions.
5)All players add their scores for round 1 and record on “scoreboard” space.
7) In the event of a tie after 5 rounds, all tied players may continue playing additional challenges until a winner is decided.44
In this study, the writer modified some procedure points to make it more effective when applied in the class. The writer’s limitation when applied the game into manual technique made some points should be modified. It is aimed to make learning process more effective and practically. The procedure that have modified can be seen as follows:
1) The reader reads aloud the letters on the card for the first round. All players write the letters for that round in the spaces.
2) The reader then reads aloud the number of 3, 4, 5, 6, and 7-letter words that can be created from those letters. All players record this on their answer boards where indicated.
3) When the 2-minute timer has elapsed, the reader looks up the card and challenge number which is given by teacher and reads aloud the 3, 4, 5, 6, and 7-letter word solutions.
4)All players add their scores for round 1 and record on “scoreboard” space.
5) Wipe off all boards, and begin a new round. Player with the highest score after 5 Rounds wins the game!
44Game House, Endless Games,Text Twist based on the Popular Game, Instruction and Solution,
6) In the event of a tie after 5 rounds, all tied players may continue playing additional challenges until a winner is decided.
Concerning the procedure above, it can be concluded that the general tasks of this game are arranging six letters from cards into some words. The letters can be formed from the word which contains two letters, three letters, four letters, five letters, six letters, until seven letters. Each word have one point score and the player/s who get the highest score is a winner.
d. Advantages and Disadvantages of Text Twist Game 1) The Advantages of Text Twist Game
When someone learns about language, it is needed hard work to get understanding about what language learned even it is from listening, speaking, reading or writing. As the writer told before, language learning may make the learner feel bored and the appropriate technique and media are needed to make the learning process more fun.
The decision of choose game as a technique is not too bad in learning process because game have many advantages for language teaching and learning like Text Twist game. The advantages of using game can be seen as follows:
b) The game also helps the teacher to create the context in which the language is useful and meaningful. The learners want to take put and in order to do so must understand what other saying or have written, and they must speak or write in order to express their own point of view or give the information.
c) The game causes as much density of practice as more conventional drill exercise.
d) By making the language convey information and opinion, games provide the key feature of drill with the opportunity to sense the working of language as living communication.45
According to Aulia, the advantages of using Text Twist game can be seen as follows:
1) By doing the Text Twist game, unconsciously the students will recall, write, and discuss to find out English words.
2) The students will be more familiar with English words.
3) The students will unconsciously be motivated to look words up in dictionary.46
Desmanto also says that the advantages of this game are students will be motivated to look words up in dictionary. Also, Text Twist game make
45Andrew Wright, David Betterdige and Michael Bucbey, Game for Language Learning, New Edition,(Cambridge: Cambridge University Press, 1984), pp. 1-2
Students become more creative to find out the vocabulary. As the impact, students got improvement in vocabulary memorizing skill.47It means that
the game can make the students motivate to check the words that they do not know in dictionary. Hence, the improvement in vocabulary memorizing will more develop.
2) The Disadvantages
Games in teaching and learning is not only as a technique that can make learning process more fun and attractive but also have some disadvantages or limitations. The writer assumes that it is difficult to use the game, because in using game, the teacher have to know the principles of text twist game and apply the instructions in the class. The class should be planned so that there is minimum formal drilling and a maximum activities. According to Aulia, the disadvantages of this game can be seen as follow:48
a) The time allocation will be limited more. In this case, the problem related to time management. Thus, the students did not finish the task on time.
b) There were many subjects who had to ask to their friends because there were only several subjects who really understood role of each activity. Therefore, the class will be noisy.
9. Translation Technique
a. Concept of Translation Technique
Based on the technique used by the teacher in SMA N 1 Penengahan, the teacher used translation technique for teaching vocabulary. In this research, the writer focused on translation technique as a teaching technique that was used in control class. Translation technique may be classified as one of technique that can be used in teaching vocabulary.
Nation in Cameron listed basic techniques by which teachers can explain the meanings of new words, all of which can be used in the learner classroom are demonstration or pictures, analytical definition, putting the new word in a defining context, and translating into another language.49It means that translation can be defined as a technique of teaching English especially for vocabulary. This statement is also supported by Garcia, he says that the translation can also be an appropriate technique to introduce new words or even to explore the obscure nuances between terms.50 Summary, it can be concluded that the translation can be classified as a technique in teaching and learning English in the class. Learning new words or what we called as vocabulary is one of English aspect skill that can be taught by using translation technique.
49 Lynne Cameron,Op.Cit.,p. 85
According to Molina and Albir, translation technique is defined as procedures to analyze and classify how translation equivalence works.51It means that we need the procedures when translate some words either in oral or written form that called as the translation technique.
The word translation itself may be defined as the replacement of textual material in one language (source language) by equivalent material in another language (target language). Larson says that the translation is done by going from the form of the first language to the form of a second language by way of semantic structure. It is meaning which is being transferred and must be held constant. The form from which the translation is made will be called the source language and the form into which it is to be changed will be called receptor language.52It means that the translation technique should be emphasized on replacement one material type into another type by paying the equivalent changed.
Concerning the explanations above, translation technique is one of teaching technique by making a replacement language in textual material from one language (source language) into another language (target
51Lucia Molina and Amparo Hurtado Albir, Translation Techniques Revisited: A Dynamic and Functionalist Approach, Universitat Autònoma de Barcelona, Meta, XLVII, 4, 2002,(Barcelona, Spain: Universitat Autònoma de Barcelona, 2002), p. 509
language) that emphasizes on equivalent rule. In this case, the researcher used its technique as a vocabulary teaching technique.
b. Procedure of Teaching Vocabulary through Translation Technique
The procedure of teaching vocabulary by using translation technique can be seen as follows:53
1) In class activities were introduced explicitly at the beginning and included discussion on the definition of translation, and what the translator needs to translate from one language to another.
2) Translation was integrated into reading activities.
3) Translation was conducted at both sentence (English to Indonesia) and passage (Indonesia to English) levels.
4) Several short Indonesia text translations (around 400 characters) were integrated progressively into class activities.
5) Feedback was provided in the following week by 1) correcting individual translation work and, 2) presenting common mistakes/errors in class.
Based on procedures, unsatisfying in vocabulary teaching may be gotten when use translation technique. The learning process also will be more
bored without any enjoyable and fun class during learning process. The material will be look unattractive when the material is given. It may be not interest for the student to use translation technique in vocabulary mastery. For students, it cannot be motivated in learning mastery and cannot improve their vocabulary mastery. The other way is needed when teaching the material such as give a game while teaching process is going on.
c. Advantages and Disadvantages of using Translation Technique in Teaching English
1) The Advantages of using Translation Technique
According to Howattin Mehta, translation technique is not as terrible as it appears to be and Duff in Mehta gives reasons for considering translation very advantageous:54
(a) Invites speculation and discussion.
(b) Develops qualities that are essential to all language: accuracy, clarity and flexibility.
(c) The teacher can select material to illustrate particular aspects of language, and students can see the links between language usage and grammar.
(d) Lets students practice a variety of styles and registers.
2) The Disadvantages of using Translation Technique
Mehta reveals following limitations of using translation technique:55
(a) Encourages thinking in one language and transference into another with interference.
(b) Deprives from learning within only one language. (c) Gives false credence of word-to-word equivalence.
(d) Does not allow achievement of generally accepted teaching aims: emphasis on spoken fluency.
(e) Time-consuming activity.
(f) Not desirable, since it uses the mother tongue.
B. Frame of Thinking
English is foreign language in Indonesia. In learning English, students are expected to be able to use English vocabulary. In teaching vocabulary, an English teacher should be able to help students to memorize the word. Therefore, the teacher should have kinds of technique to make the students interested and they motivated in learning English. The teacher must prepare the material as well, using suitable technique or media in teaching and learning vocabulary. In this case, the teacher can help the students by using Text Twist game as a technique in teaching vocabulary.
The researcher hopes that the students can learn more and more interesting in the progress by using Text Twist game in teaching vocabulary. The teacher can use this technique as alternative teaching in learning English.
C. Hypothesis
Hypothesis on the frame of theories and frame of thinking mentioned above, the researcher formulated the hypothesis as follows:
Ho: There is no influence of using Text Twist game towards students’ vocabulary mastery in the second semester of the eleventh grade at SMA N 1 Penengahan in the academic year of 2016/2017.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research, the researcher used experimental research. According to Donald, An experimental design is the general plan for carrying out a study with an active independent variable.1The writer used quasi experimental design. Creswell states that quasi experimental include assignment, but not random assignment of participant group. The variety of quasi experimental design can be divided into two main categories, they are post-test only design and pre-test-posttest design.2
In this research the researcher used quantitative research and in this research, it had two groups one as a control class and the other class as an experimental class. Sugiyono says that there are two groups chosen randomly and given pretest to know whether there is difference situation between in the experiment and control class.3
Based on the explanation above, the researcher used two classes as sample of this research consisting of an experimental class which was received treated by using Text Twist game and the other as the control class which was taught by using the Translation Technique.
1 Donald Ary, Introduction to Research in Education Eighth Edition, (Canada: Nelson Education, Ltd, 2010), p. 301
2 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research 4thEd,(Boston: Pearson Education, 2002), pp. 309-310
3 Sugiyono, MetodePenelitian Kuantitatif Kualitatif dan R&D, (Bandung: Penerbit Alfabeta, 2010), p. 76
