CHAPTER III RESEARCH METHOD
D. Research Instrument
In gathering the data, the researcher used the following instruments:
1. Questionnaire
The researcher used a questionnaire as a data instrument to get the purpose of this research that used Google Form as a media. The questionnaire's questions focused on whether the scrabble game's use affects students' speaking skill competence. Sugiyono (2016) states that a questionnaire is a data collection technique done by giving a set of questions or written statements to the respondent to be answered. There are two types of questionnaires those are open-ended questions and closed-ended questions. In this research, the researcher used a close- ended question. The researcher chose the Likert item, which helped the researcher ascertain how strongly the respondents agree with a particular statement.
The instrument that uses the Likert scale has gradation in every answer for the item from Strongly Agree, Agree, Neutral, Disagree, and Strongly disagree (sugiyono 2016). In this research, the instrument
respondents choose their replay to signify one of the numbers from 1 to 5 based on explanation as follows:
Table 3.1 Likert Scale
Classification score
Strongly Agree 5
Agree 4
Neutral 3
Disagree 2
Strongly disagree 1
(Sugiyono 2016) 2. Speaking test
The Speaking test is a different instrument to gather the data in this research. Adnan (2012: 81), a quantitative researcher, states that well-developed instruments can collect valid data. They can rely so much on their instruments. They have developed their best possible way to meet their purpose. In this speaking test, the researcher used voice notes of Whatsapp as a media. The speaking test supported student statements from a close-ended questionnaire. The result of the speaking test proved that students speaking had improved or not.
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E. The technique of data collection
The questionnaire's objective was collecting the information on students’ opinion about the effect of the Scrabble game that they always play in UKM Bahasa and with speaking test to know how are students speaking skill competence. The researcher checked and analyzed the result of the speaking test. With the result, the researcher concluded and discovered the quantitative data as numeric data, and the score is students' ability in speaking competence. In collecting the data, the researcher presented some procedures as below:
1. Questionnaire
Data collection procedure in a questionnaire:
a. The researcher prepared the questionnaire via Google form because of the pandemic situation.
b. Next, the researcher distributed the questionnaire by giving a link to the Google form to students. Before providing the questionnaire via Google form, the researcher briefly explains the purpose of the questionnaire and how to carry out.
c. The researcher informed the objective of the questionnaire after distributing it to the respondent.
2. Speaking Test
Data collection procedures in the interview:
a. The researcher gave at least two questions for students by Whatsapp.
b. The students answered the questions through voice notes.
c. The researcher has been determined the score according to the criteria of assessment.
F. The technique of data analysis
The researcher analyzed the data we're using the following steps:
1. Questionnaire
A questionnaire is a way to collect the respondents' data and usually consist of several written questions related to the topic. Arikunto (2010) states there are two types of questionnaire (opened and closed questionnaire). In this research, the researcher used a closed question consisting of questionnaires distributed to the students. It aims to gain more valid and reliable data about the students' perception of scrabble games' effect on students' speaking skill competence. The result was analyzed by using the formula Sugiyono (2016) to obtained the data from the questionnaire, the formula as follow:
(Sugiyono, 2016) P : Percentage
F : Frequency 100% : Content value N: Number of samples
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2. Speaking Test
In the process of giving a score to the students speaking ability, the researcher used classification ability as follows:
1) The assessment of speaking in pronunciation
Table 3.2 The assessment of pronunciation Classification Score Criteria
Excellent 6 The mother tongue only very slightly influences pronunciation. Two or three grammatical and lexical errors.
Very good 5 The mother tongue slightly influences
pronunciation. A few minor grammatical and lexical errors, but most utterances are correct.
Good 4 Pronunciation is still moderately influenced by the mother tongue but no severe
phonological errors. A few grammatical and lexical errors but only one or two significant errors confusing.
Average 3 Pronunciation is influenced by the mother tongue but only a few phonological severe errors. Several grammatical and lexical errors, some of which confuse.
Poor 2 Pronunciation is enormously influenced by the mother tongue, with errors causing a
breakdown. Many “basic” grammatical and lexical errors.
Very poor 1 Serious errors as well as many “basic”
grammatical and lexical errors. No evidence of having mastered any of the language skills and areas practiced in the course.
(Adopted from Heaton, 1988: 100)
2) The Assessment of Vocabulary
Table 3.3 The assessment of vocabulary
Classification Score Criteria
Excellent 6 Use vocabulary and idioms is
virtually that of a native speaker
Very good 5 Sometimes uses inappropriate
terms and/ or must rephrase ideas because of lexical inadequacies
Good 4 Frequently uses the wrong
words, conversation somewhat limited because the inadequate vocabulary
Average 3 Misuses of words and minimal
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vocabulary make
comprehension quite difficult
Poor 2 Vocabulary limitation to the
extreme as to make virtually impossible
Very poor 1 Long pause while the search
for the desired meaning of the word
(Adopted from Heaton, 1988: 100)
The students’ gain score
Score = X 10
Maximum score (6)
( Depdiknas, 2006)
CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Findings
To make this research data, students related to questionnaires and speaking test using voice note on Whatsapp. This research aimed to find out whether the use of scrabble game affects students' speaking skill Competence.
Researcher took students in English Division of UKM Bahasa who had used Scrabble game as a medium to improve their English skills and often
participate in Scrabble game competition. Data from the questionnaires and speaking test used the rules in chapter 3 to find out whether the use of scrabble games affects students' speaking skill and students’ speaking skill competence.
1. The effect of scrabble game on students speaking skill competence a. Questionnaire
The data were obtained from the questionnaire that had been given to the students. It was designed to help the researcher get more information about students' response toward Scrabble game implementation. Furthermore, the data obtained can be seen in the following
Table 4.1 speaking is one of important thing in English No Items Frequency Percentage (%)
1 Strongly agree 8 80
2 Agree 2 20
3 Neutral 0 0
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
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Table 4.1 showed that 8 of students (80%) chose strongly Agreed and the other students (20%) agreed that speaking is one of important thing in English.
Table 4.2 I have learned English for more than 5 years No Items Frequency Percentage (%)
1 Strongly agree 4 40
2 Agree 5 50
3 Neutral 1 10
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.2 displayed that 4 students (40%) chose to strongly agreed, 5 students (50%) chose agreed that they have learned English for more 5 years. The other students (10%) chose neutral perception.
Table 4.3 I found difficulty in learning speaking
No Items Frequency Percentage (%)
1 Strongly agree 0 0
2 Agree 8 80
3 Neutral 2 20
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.3 indicated that 8 of students (80%) chose agreed that they found difficulty in learning speaking . The other students (20%) chose Neutral perception.
Table 4.4 I have difficult in memorizing words on speaking learning activity.
No Items Frequency Percentage (%)
1 Strongly agree 0 0
2 Agree 7 70
3 Neutral 1 10
4 Disagree 2 20
5 Strongly Disagree 0 0
Total 10 100%
Table 4.4 presented that 7 students (70%) chose agreed perception that they have difficulty memorizing words on speaking learning activity. The other students (20%) were disagree perception.
Table 4.5 I have a difficulty in pronouncing words on speaking learning activity.
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 3 30
3 Neutral 3 30
4 Disagree 3 30
5 Strongly Disagree 0 0
Total 10 100%
Table 4.5 showed that 1 students (10%) chose strongly agreed, 3 students (30%) chose agreed and neutral (30%) perception about their difficulty in pronouncing words on speaking learning activity. The others students (30%) were disagree perception.
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Table 4.6 I have ever learned speaking using game as the media.
No Items Frequency Percentage (%)
1 Strongly agree 4 40
2 Agree 6 60
3 Neutral 0 0
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.6 displayed that 4 students (40%) had strongly agreed and 6 students (60%) agreed that they have learned speaking using game as the media.
Table 4.7 scrabble game made me motivated in speaking.
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 7 70
3 Neutral 2 20
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.7 indicated that 1 student (10%) had strongly agreed and 7 students (70%) agreed that scrabble game made them motivated to learn speaking. The others students (20%) were Neutral perceptions.
Table 4.8 scrabble game helped me in increasing my speaking skill
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 7 70
3 Neutral 2 20
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.8 presented that 1 students (10%) strongly agreed and 7 students (70%) agreed that scrabble game helped them increase their speaking skills. The others students (20%) were neutral perceptions.
Table 4.9 scrabble game helped me to learn new vocabulary
No Items Frequency Percentage (%)
1 Strongly agree 8 80
2 Agree 2 20
3 Neutral 0 0
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.9 showed that 8 students (80%) had strongly agreed and 2 students (20%) agreed that Scrabble game helped them learn new vocabulary.
Table 4.10 scrabble helped me in memorizing and recalling the words
No Items Frequency Percentage (%)
1 Strongly agree 5 50
2 Agree 5 50
3 Neutral 0 0
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
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Table 4.10 represented that 5 students (50%) had strongly agree and 5 students (50%) agree perception that scrabble game helped them in memorizing and recalling the words
Table 4.11 scrabble game helped me in improving my pronunciation.
No Items Frequency Percentage (%)
1 Strongly agree 2 20
2 Agree 2 20
3 Neutral 5 50
4 Disagree 1 10
5 Strongly Disagree 0 0
Total 10 100%
Table 4.11 depicted that 2 students (20%) had strongly agree, 2 students (20%) agree, and 5 students (50%) neutral perception that scrabble game can help them improve their pronunciation. The other students (10%) were disagree perception.
Table 4.12 through scrabble game I can learn and share vocabulary mastery by cooperate and ask friends.
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 4 40
3 Neutral 1 10
4 Disagree 1 10
5 Strongly Disagree 3 30
Total 10 100%
Table 4.12 described that 1 student (10%) had strongly agree, 4 students (40%) chose agree, and 1 student (10%) had neutral perception that through scrabble game, they can learn and share vocabulary mastery by cooperating and asking their friends. The other students, 1 student (10%) were chose disagree and 3 students (30%) strongly disagree perception.
Table 4.13 I could contribute actively in the group when playing scrabble.
No Items Frequency Percentage (%)
1 Strongly agree 3 30
2 Agree 4 40
3 Neutral 2 20
4 Disagree 1 10
5 Strongly Disagree 0 0
Total 10 100%
Table 4.13 expressed that 3 of students (30%) were strongly agree, 4 students chose agree, and 2 students (20%) neutral perception that they can contribute actively in the group when playing scrabble. The others students (10%) were on disagree perception.
Table 4.14 playing scrabble wasting my learning time.
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 0 0
3 Neutral 0 0
4 Disagree 6 60
5 Strongly Disagree 3 30
Total 10 100%
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Table 4.14 showed that 3 students (30%) strongly disagree and 6 students (60%) disagree that playing scrabble did not waste their learning time. And other students (10%) were Agree perception.
Table 4.15 I would like to use scrabble to learn English for the future
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 7 70
3 Neutral 2 20
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.15 displayed that 1 of students (10%) chose strongly agree and 7 students (70%) agree that they would like to use scrabble game to learn English for their future. The others students (20%) were neutral perception.
2. Speaking skill competence a. Speaking test
In order to reinforce the questionnaire data from students to find out does scrabble game have an effect on students speaking skill competence, the researcher asked students through speaking skill. The result of each speaking test are detailed below;
Table 4.16 the final score of speaking test.
Students Pronunciation score Vocabulary score
1 10 10
2 10 8.3
3 10 10
4 8.3 10
5 10 10
6 8.3 8.3
7 10 10
8 6.6 8.3
9 8.3 10
10 10 10
Average score
9.15 9.49
Based on the table above, in pronunciation the researcher get a result that there are 6 students got “excellent” category, 3 students got "very good" category, and 1 student got "good" category. The researcher got 7 students in vocabulary got "excellent" category, and 3 students got "very
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good" category. The average score of the table were describe that scrabble game improved students’ speaking skill competence.
B. Discussions
In this section, the result of the data collected and analysis discusses students' perception about the effect of scrabble game on students speaking skill competence and speaking tests to support the statements students in questionnaires. Based on the findings above, Scrabble game have an effect and the used of scrabble game have a good response from students.
a. Questionnaire
1. The effect of scrabble game on students’ speaking skill competence.
Based on the analysis of the data found in this research, the researcher would like to discuss the statement of the problem in this research and see what was found in the results of this research as well as comparing the differences in the results of this research with previous related research, the researcher focused to found out does scrabble game have an effect on students speaking skill competence.
Based on the questionnaire, most of the students agree that Scrabble game influence their speaking skill from 15 total statements. Phillips (1997:141) states that there are many factors that affect learners, first one is atmosphere of the classroom, second is the attitude of the teacher, and the last is the organization of the lesson will affect
children’s learning. The students assumed that they really enjoyed and liked the relaxed atmosphere, the motivation and the competitiveness while play scrabble game.
The findings showed that the students faced difficulties such as pronouncing and memorizing the words. Shelby (2010) states that synonyms and multiple sense English words present special difficulty for foreign learners. There are also differences in English usage in English-speaking countries in terms of vocabulary, pronunciation, spelling and grammar. The result of the findings was eight out of ten students’ chose strong agree that they faced difficulties in learning speaking. Eight out of ten students chose strongly agree that they faced difficulties in memorizing words on speaking learning activity. Seven out of ten students strongly agree that they faced difficulty in pronouncing words on speaking learning. Based on the findings, it is showed that students in English Division at UKM Bahasa face difficulties in learning speaking.
In another word, most of students agree that they ever learned speaking using game as the media and eight out of ten chose strong agree that scrabble game made them motivated to learn speaking. The result of findings shows that students are motivated and interested in learning using scrabble game as a media because scrabble can make the students discover, experiment, and interact with their environment. According to Lewis & Bedson (2003), using
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game in the classroom can develop the ability to compete, cooperate, and work together to achieve certain goals. The students must arrange the word per character while playing scrabble to make their spelling ability get better because they can share their ability with their friends.
Another finding showed students strongly agree that scrabble game helped them in increasing their speaking skill. Most of students agree that scrabble game helped them to learn new vocabulary and also students agree that scrabble game helped them to improve their pronunciation. This statements shows the scrabble game gave the students chance to improve their speaking competence in terms of pronunciation and vocabulary. It showed that scrabble game could influence the students’ speaking skill.
b. Speaking test
As had been showed in findings, speaking test result supported the questionnaire result. After gave the speaking test with the students and gave the score, the researcher found that students have a high score of speaking in terms of vocabulary and pronunciation. The average score from students for vocabulary were 9.15, and for pronunciation were 9.49. It could be conclude that scrabble game have an effect on improving students’ skill competence.
The result, the researcher has been concluded that scrabble game was a promising method in improving students’ speaking skill competence. It has been supported with previous studies that showed the implementation of scrabble game and the complementary actions were successful to help the students memorize and understand new words easily.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on data gathered and analyzed from questionnaire and speaking test, the researcher conclude the result of the study as follows:
1. The first research problem related to the result of questionnaire, most of students’ perceived that Scrabble game is very useful. Using scrabble game could encourage students to be more exited and motivated to improving speaking skill with their friends in terms of vocabulary and pronunciation. Students get new vocabulary that they do not hear before and made them easier to learn about pronunciation. It was because when the students played scrabble in a group they can pronounce particular word correctly so they will share their pronunciation from one another then they will confirmed it from the dictionary.
2. Related to second researcher problem, the result of speaking test showed that Scrabble game was a promising method in improving students speaking skill. It is can be showed by the score of students in speaking test. The improvement of speaking elements such as vocabulary and pronunciation were because the students enjoyed, and got positive learning while played scrabble game. So it can be conclude that scrabble give benefits towards the students’ speaking competence.
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B. Suggestions
After analyzing the data gained from questionnaire and speaking skill, the researcher would like to present some suggestion. They are as follows:
1. It is suggestion for lectures related to speaking skill. the research proves that scrabble gives benefits for learning speaking. It can be taken as consideration for lectures to evaluate their way in teaching speaking skill in terms of vocabulary and pronunciation.
2. It suggested for students to realize that mastering English is not easy. This research can be reference for students to practice speaking more and always keep trying with their friends, or somebody else. And also the researcher suggests that they shall maximize the use of scrabble so they can really improve their speaking skill in terms of vocabulary and pronunciation.
3. It is suggested for next researcher, the researcher hopes that this research can inspire other researchers to conduct further research about the use of scrabble game in speaking learning.
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