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COMBINING SNAKE LADDERS GAME WITH FLASHCARDS TO IMPROVE STUDENTS’ VOCABULARY MASTERY AT THE FIRST
GRADE OF SMA LPP UMI MAKASSAR
Nurul Tis’ah Ramadhani Suryadi1, Iriany Kesuma Wijaya2, Rita Roswita Duyo³
1 STKIP YPUP Makassar, Email: [email protected]
2STKIP YPUP Makassar, Email:[email protected]
³STKIP YPUP Makassar, Email:[email protected]
ABSTRACT
The purpose of this research is to prove that combining Snake Ladders Game and Flashcards can improve vocabulary mastery of the First-Grade students in SMA LPP UMI Makassar. This research uses a pre-experimental method. The population of this research is the first-grade students of SMA LPP UMI Makassar in the 2021/2022 academic year. The sample was class X that consisted of 15 students, and used the total sampling technique. The results showed that there was a significant difference of students’ mean scores in pre-test and post-test, where the mean score in post-test was higher than pre-test (53.4 > 75) and the T-test value was greater than the T-table value (3.322 > 2.144). Based on the result of the data analysis, it can be concluded that the use of the Snake Ladders Game with Flashcards can improve students’
vocabulary mastery.
Keywords: Snake and Ladders, Flashcards, Vocabulary Mastery.
INTRODUCTION
Language has a central role in the intellectual, social and emotional development of students and it is a key determinant of success in studying all fields of study. Language has a huge role in a person’s thought processes. In this case, language is the main thinking tool. All kinds of understanding, ideas, concepts, thoughts, and dreams are born with language.
In someone’s language life, language also serves as a means of communication. In communication we cannot escape from thought. In the current era of globalization, competition for job opportunities is getting tighter. This is due to the competition faced by job seekers not only by countrymen, but they also have to compete with job seekers from other countries or nations.
English is a language that is widely used in every aspect of life, such as science, education, culture, business and entertainment. When we communicate, of course there are other parts relationship between communicator and communicant can be intimate or vice versa.involved. In other words, we are communicators and the other part is communicants.
Therefore, a teacher must be able to choose the right learning method so that students can play an active role in learning. To fulfill that, it is necessary to have an English learning strategy that encourages students to be active in learning English, one of which is by using English learning media.
The intimacy of communication among others can be determined by the sophistication
and accuracy of the choice of words or language used. The choice of words or languages, of
course, is related to their ability to use. In this era of globalization, language has a very
important role, especially the function of language as a means of communication. English,
which is currently an international language, is very important to master.
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The English learning media that will be discussed further here is a game media in the form of Snakes and Ladders combined with flashcards, which is expected with this media in learning English students will be more interested and confident without being burdened by fear, and become more active in learning English, especially at the level of vocabulary mastery. Based on the description above, the researcher is motivated and interested to research Combining Snake Ladders Game and Flashcards to Improve The Students’
Vocabulary Mastery at the First Grade of SMA LPP UMI.
METHODS
This research used a pre-experimental design with a one-group pre-test and post-test design to solve the speaking problem of the students by using Educational Drama Method. The formula for this design was as follows:
Table 3.1.Research Method Design
Pre-Test Treatment Post-Test
O1 X O2
Where:
O1 : Pre-test X : Treatment O2 : Post-test
Population of the Research
The population of this research was the first year students of SMA LPP UMI 2021/2022. The total number of population was 15 students.
Sample of the Research
The researcher used total sampling technique. The researcher took the students of the first grade in SMA LPP UMI Makassar as the sample. The sample consists of 15 students.
Technique of Data Analysis
The measure of students vocabulary test in pre-test and post-test referring to the scoring system as in the following:
1.
Scoring the result of pre-test and post-test of the students ‘answer : Score = Total number of correct answer X 100
Total of maximum scores
2.
Classification Score of Essay (make a sentence)
Table 3.2 The Classification Score of The Students’ Essay Part
Scoring Number Classifications
3 If the sentences complete and correct
2 If the sentences good enough
1 If the sentence incomplete and incorrect 3.
Classifying the score of the sudents’ pre-test and post-test
Table 3.2 The Classification Score of The Students’ Pre-Test and Post-Test
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No Scores Classifications
1. 96-100 Excellent
2. 86-95 Very Good
3. 76-85 Good
4. 66-75 Fairly Good
5. 56-65 Fair
6. 36-55 Poor
7. 0-35 Very Poor
4.
Calculating the result of the test
To assess the varying significance between the pretest score and the post-test researcher, the test value was determined using the following formula:
Where :
T : the test of signifance D : score change
𝞢D : the mean of different score
N : total number of sample
(Gay, 2012).
FINDINGS AND DISCUSSION FINDINGS
1. Scoring Classification a) Pre-test
After gained students’ score of pre-test, the researcher found students’ score. Based on the data, there was 4 students who got 36 scores. It was a lowest score. There was 1 student got 40 score, 1 students got 44, 2 students got 48 score, 2 students got 56 score, 1 students got 60 scores, 1 student got 64 scores, 1 students got 68 score, 2 students got 76 scores and it was highest score of the pre-test.
Table 4.1 Frequency and Percentage of Students Score Pre-Test
Category Score Frequency Percentage
Excellent 96-100 0 0
Very good 86-95 0 0
Good 76-85 2 13.33
Fairly good 66-75 2 13.33
Fair 56-65 3 20
Poor 36-55 7 46.66
Very poor 0-35 1 6.66
Table 4.3 below shows us the frequency and percentage of students score pre-test. From this table, it can be seen that there were 2 students (13.33%) of 15 students which got good classification, 2
275 students (13.33%) of 15 students which got fairly good classification, 3 students (20%) of 15 students which got fairly classification, 7 students (46.66%) of 15 students which got poor classification, and 1 student (6.66%) who got very poor classification. There was none of students got score which classify very good and excellent. The score was dominated by poor classification which was got by seven (7) students of 15 students.
b) Post-test
After conducting the treatment, the researcher administrated the post-test. It was aimed to measure the students’ improvement after doing the treatment. It was expected that, after using the Snake Ladders Game with flashcards in teaching vocabulary, students’ post-test score were higher than pre-test score. After gained students’ result of post-test, the
researcher found that students score of post-test was better than pre-test. It means that the students’ vocabulary was improved after Snake Ladders Game with Flashcards applied in teaching vocabulary.
Table 4.2 The Frequency and Rate Percentage of Students Score in Post-Test
The data on table 4.4 above shows that frequency and rate percentage of the students’
achievement in post-test. 2 (13.33%) of the 15 students got “excellent” score, 6 (40%) of 15 students got “good” score, 4 (26.66%) students got “fairly good” score, 2 (13.33%) students got “fairly” score, 1 (6.66%) got “poor” and none “very poor” score. It can be concluded that the students’ vocabulary achievement classified as good. Based on the result above, it could be concluded that the rate percentage of the post-test was higher than the percentage in pre-test.
Chart 4.3 The Comparison Rate Percentage of Pre-test and Post-test
Category Score Frequency Percentage
Excellent 96-100 2 13.33
Very good 86-95 0 0
Good 76-85 6 40
Fairly good 66-75 4 26.66
Fairly 56-65 2 13.33
Poor 36-55 1 6.66
Very poor 0-35 0 0
276 After comparing the percentage of pre-test and post-test result, it can be inferred that students’
result of pre-test and post-test have a significant differences. The used of Snake Ladders Game and Flashcards in teaching vocabulary were supported and motivated students to improving their vocabulary mastery especially about verb and noun.
The total number of students’ pre-test and post-test was presented on Table 4.1. the table showed that the total score of students in pre-test ( ) was 780 from the total students (15). While in post-test, the total score ( ) was 1140 from the total number of 15 students. The total gain of square gain also showed on Table 4.1. It can be seen that the total gain of square gain was different between the matched pairs ( = 356) and the total score gain ( = 9648). It has shown that the gain score of pre-test and post-test was higher.
2. The mean score of the students’ pre-test and post-test
The calculating of the main score of the students’ pre-test and post-test are presented in the following :
1. The mean score of the students’ pre-test
X = X₁ = 53.4
Thus, the mean score of the students pre-test (X₁) was 53.4.
2. The mean score of the students’ post-test
X = X = 75
Thus, the mean score of the students post-test (X₂) was 75.
Table 4.3 The Mean Score of Students’ Pre-test and Post-test
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Test Mean Score
Pre-test 53.4
Post-test 75
The data on the table above shows that the mean score of the students’ pre-test was 52, which classified as poor, while the mean score of the students’ post-test was 76, which classified as good which was higher than the mean score of the students’ pre-test. It means that the use of Snake Ladders Game with Flashcards can improve students’ vocabulary mastery at the first grade of SMA LPP UMI Makassar. The data above can be applied in the following chart :
Chart 4.4 The Mean Score of pre-test and post-test.
The chart above shows that the mean score of the students’ pre-test was 52, which was classified as poor, while the mean score of the students’ post-test was 76, which was classified as good and higher than the mean score of the students’ pre-test. It means that the use of Snake Ladders Game with Flashcards can improve students’ vocabulary mastery in the first grade of SMA LPP UMI Makassar.
3.
01020304050607080901stQtr2ndQtr3rdQtr4thQtrEastWestNorthT-test Value
Table 4.4 The T-test and T-table
Variable T-test T-table
X₂-X₁ 3.322 2.144
278 Table 4.7 shows that T-table was lower than the T-test value of the student’s English vocabulary, where the T-test was 3.322, and the T-table was 2.144. Thus, the value of the T-test was greater than the value of the T-test (3.322> 2.144). It means that Snake Ladders Game with Flashcards could significantly improve the students’ vocabulary achievement of students at the first grade of SMA LPP UMI Makassar. It is supported by the rate percentage result of the students’ pre-test and post-test from “poor” to “good” increased.
Based on the T-test result, the researcher found that there was a significant difference between the score pre-test and post-test. It means that there has been a significant result of the test before and after teaching and learning vocabulary through the Snake Ladders Game with Flashcards. The differences between the means score of pre-test and post-test caused by the treatment. In short, the use of Snake Ladders Game with Flashcards can improve the students’
English vocabulary mastery.
4. Hypothesis Testing
For the degree of freedom (df=14), then the value of t-table = 2.144 and the value of t-test = 3.322. comparing the test value, the researcher found out that the value of the t- test was higher than the value of the t-table. Thus 3.322 > 2.144, it means that the null hypothesis (H₀) in this research was rejected and the alternative hypothesis (H₁) was accepted because there was a significant difference of the student’s vocabulary mastery before and after using Snake Ladders Game with Flashcards in the teaching and learning process.
DISCUSSION
The Snake Ladders Game with Flashcards is a media game to to help students improve their vocabulary mastery. During played the game, in the teaching and and learning process by using Snake Ladder Game with Flashcards, the students were enjoy and enthusiast to learn new vocabulary. The game could attract the students’ interest and encourage the students motivation.
The researcher applied pre-experimental method in the research, where the method involved a pre-test, a treatment and a post-test. The pre-test and post-test were applied to find out the answer of question in the problem statement in the previous chapter. The description of data collected through vocabulary test in the previous section shows that the students’ English vocabulary at the first grade of SMA LPP UMI Makassar increased. It was supported by the frequency and the rate percentage of the students pre-test and post-test. Students’ score after presenting material by using Snake Ladders Game with Flashcards in teaching and learning vocabulary was better before the treatment given to them.
On the contrary, after giving the treatment by using Snake Ladder Game with Flashcards, the students’ score in post-test was better than in the pre-test. It is proved by there were 2 students got excellent score, 6 students got good score, 4 students got fairly good score and 2 students got fair score, 1 student got poor and none of students very poor score. In addition, the improvement of students’ vocabulary mastery is proved by the test value where the value of t-test (3.322) was higher than the the value of t-table (2.144). The criteria which was used to reject or accept the hypothesis said that the null hypothesis (H₀) is rejected when the value of t-test is higher than the vslue of t-table and automatically the alternative hypothesis (H₁) is accepted. It means that there was a significant difference between the result of the pre-test and the result of the post-test.
Based on the data analysis where it shows that there was a significant difference of students’
vocabulary mastery before and after using Snake Ladder Game with Flashcards in teaching and learning process, it can be considered that Combining Snake Ladders Game with Flashcards was affective significantly to improve students vocabulary mastery.
Sholihat (2017) stated in her research that The population of her research was the second grade students of MTs. The researcher took VIII D as try out class and VIII as the experimental class.
This research used One Group Pretest Posttest Design and the students were given three times treatments. The data were analyzed by using Repeated Measure t-test. The mean score in pre-test was 55.65 improve to 74.04 in post-test. The result of t-test showed that t-ratio was higher than t-table
279 (16.183 > 2.069) with the level of significant was p < 0.05 and significant 2-tailed was p = 0.000. It can be said that flashcard can be used to improve students’ vocabulary achievements.
Fitriana and Maro (2018) stated that the result of their study was shown that snake and ladder board game could improve students’ vocabulary mastery due to the score of pre-test in control group was higher than the pre-test score of experimental group. Otherwise, the post-test score of experimental group was higher than the control group. Accordingly, related to the result of this experimental research, the researcher concludes that snake and ladder board game can improve students’ vocabulary mastery in the first year students of senior high school.
Finally, the researcher proposed that there were the weaknesses and the strengths of using Snake Ladders Game with Flashcards in the teaching and learning vocabulary. During the treatment, the class was noisy. It was probably caused of the game, they learned while they played. In addition, the time required to apply Snake Ladders Game with Flashcards in teaching and learning process was long.
CONCLUSION
The usage of Snake Ladders Game with Flashcards as treatment of the research was applied by teaching vocabulary. The students’ ability improved after giving treatment since from the students’
mean score in pre-test (before the treatment given) was 53.4 which could be defined as poor, while from the students’ mean score in post-test (after the treatment given) was 75 score which could be categorized as good. Therefore, the implementation of treatment in the form of employing Snake Ladders Game with Flashcards in teaching and learning vocabulary could potentially increase students' accomplishment from a score of 53.4 to 75. It signifies that the treatment had effect to the attainment of post-test score because it was higher than the pre-test scores.
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