USING GUESSING GAME TO IMPROVE STUDENTS' VOCABULARY MASTERY OF THE EIGHT GRADE JUNIOR HIGH SCHOOL STUDENTS' AT MTS. MIFTAHUL
ULUM RAMBIPUJI - JEMBER IN ACADEMIC YEAR OF 2022/2023 THESIS
By:
IRFAN FAUZI NIM: T20186153
STATE ISLAMIC UNIVERSITY OF KIAI HAJI ACHMAD SIDDIQ JEMBER FACULTY OF TARBIYAH AND TEACHER TRAINING
ISLAMIC STUDIES AND LANGUAGE EDUCATION DEPARTEMENT ENGLISH EDUCATION STUDY PROGRAM
JUNE 2023
ii
USING GUESSING GAME TO IMPROVE STUDENTS' VOCABULARY MASTERY OF THE EIGHT GRADE JUNIOR HIGH SCHOOL STUDENTS'
AT MTS. MIFTAHUL ULUM RAMBIPUJI – JEMBER IN ACADEMIC YEAR OF 2022/2023
THESIS
Submitted to Islamic State University of Kiai Haji Achmad Siddiq Jember to Fulfillment of the Requirement of Bachelor Degree (S,Pd)
Faculty of Tarbiyah and Teaching Training Islamic Education and Teacher Training
English Education Department
By:
IRFAN FAUZI NIM: T20186153
Approval by Advisor
MOH. ROFID FIKRONI. M,Pd.
NIP : 201707176
iii
“USING GUESSING GAME TO IMPROVE STUDENTS' VOCABULARY MASTERY OF THE EIGHT GRADE JUNIOR HIGH SCHOOL STUDENTS'
AT MTS. MIFTAHUL ULUM RAMBIPUJI – JEMBER IN ACADEMIC YEAR OF 2022/2023”
THESIS
Has been examined and approved in partial
Fulfillment of the Requirements of Bachelor Degree (S,Pd) Faculty of Tarbiyah and Teaching Training
Islamic Education and Language Departement English Education Department
Day: Friday Date: 23th June 2023
Examiner Team
Chairman Secretary
Dr. Indah Wahyuni, M,Pd Aminulloh, S,Pd. M,Pd NIP. 198003062011012009 NIP. 197705272014111001
Members:
1. H. Moch. Imam Machfudi, Ph.D ( ) 2. Moh. Rofid Fikroni, M,Pd ( )
Approved by
Dean of Faculty Tarbiyah and Teacher Training
Prof. Dr. Hj. Mukni’ah, M.Pd.I NIP. 196405111999032001
iv MOTTO
َلََو َنوُمَلْعَت ْمُتْنَأَو َّقَحْلا اوُمُتْكَتَو ِلِطاَبْلاِب َّقَحْلا اوُسِبْلَت
’’And Do not cover up the truth with falsehood and do not hide truth when you know (what it is)”. (QS. Al – Baqarah: 42)1
1 Abdullah Yusuf Ali, ”The Holly Qur’an Arabic Text With English Translation” (New Johar Office Printer: India,2020)
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DEDICATION I am proud to dedicate this thesis to:
1. My Beloved Parents “Mr. Suriyanto and Rumyana’s mother” who has supported, encouraged, and motivated me until this thesis could finish.
2. My big family especially my uncle “Mr. Rafik and Sitti Yuliani’s” who is also very careful to me and supported me until finish my thesis.
3. My big family of PP. Sabilal Muhtadin especially my beloved KH. Achmad Faqih Aly who has guided and taught many thinks both dzohir and batin.
4. My big family of TBI4 especially Bung Fariz, Bung Kades, Boy Gufroni, Boy Farhan, Boy Apok, Skuy Aldy, Bro Yoga, Nadya, Yanti, Rita, Hasanah, Etc. I am so grateful to you all “I Love You Guys” Thanks for coming and filling my days with a wonderful spirit.
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ACKNOWLEDGEMENT ميِحَّرلا ِنَمْحَّرلا ِ َّاللَّ ِمْسِب
Firstly, I say thank you, all my praise to Allah SWT that has given blessings, motivation and health. so, I can finish my final assessment of the thesis, the second, sholawat and greetings are always given to the prophet Muhammad SAW, who has brought us from the natural ignorance to the naturally of intelligence with the religion of Islam.
The researchers are very aware that this thesis will not be completed without guidance and assistance from others. On this occasion, I would like to thanks to :
1. Prof .Dr.H. Babun Suharto, S.E, MM, as Rector of the Islamic State University KH. Achmad Siddiq Jember that has given me a chance to study at this University.
2. Prof. Dr. Hj. Muk'niah, M.Pd.I as the Dean of the Faculty of Education and Training for Islamic Universities KH. Achmad Siddiq Jember that has given me a full motivation to study at this faculty.
3. Dr. Rif'an Humaidi, M.Pd.I, has the Head of Islamic study and Language Education Department that is what has facilitated and supported me in every matter.
4. Mr. As’ari, M.Pd.I, namely as the Coordinator of the English Language Study Program as well as advisers, motivating, guiding and supporting me in writing this thesis.
5. The head of the Islamic State University library. who has given me an opportunity to borrow several books in the islamic State University library of KH Achmad Siddiq Jember.
6. My advisor especially my thesis advisor Moh. Rofid Fikroni, M,Pd, which friendly guides, supports, motivates and helps me during writing of the thesis until finish.
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7. The head of MTs Miftahul Ulum Rambipuji Jember, Guntur Budi Santoso, ST, and all staff who have provided permission to me during my research.
8. English teacher, Mr. Ahmad Faiz, S.Pd, as a collaborator who has supported, motivated and helps do my research at MTs. Miftahul Ulum Rambipuji Jember.
9. The students of class VIII MTs. Miftahul Ulum Rambipuji Jember which participated in this study, so that this Research is running successfully.
I realize that this thesis is still not perfect. Therefore, I want to criticize
and suggestions so that it can be the perfection of my thesis. Thank you Jember, 23 Juni 2023
Irfan Fauzi NIM : T20186153
viii ABSTRACT
IrfanFauzi, 2023 :Using Guessing Game to Improve Students' Vocabulary Mastery of The Eight Grade Junior High School Students' at MTs. Miftahul Ulum Rambipuji – Jember in Academic Year of 2022/2023.
Keywords :Vocabulary mastery, Guessing game
Vocabulary is very useful in all teaching languages and learning as it is a basic vocabulary that should be learned by participants before learning It has been estimated that vocabulary can be obtained through reading, games and practicing other language skills, However, There is a general deal that possession of a substantial amount of vocabulary is necessary for success in social, profession, and intellectual life. There are many researchers uses the game method to improve vocabulary, the game is intended to make English learn more easily, more interesting, and make students more active in English class.
The objective of the study of this research is "Knowing how the implementation of guessing games can increase the mastery of the eldest class of eight class grade students of eight classes in MTs. Miftahul Ulum Rampuji Jember?
This study uses Class Action Research (CAR). Te research design is a collaborative classroom action. This participant is the eighth class of MTs. Miftahul Ulum Rambipuji Jember consists of 18 students. Research is conducted in one cycle, consisting of planning, implementation, observation, and reflection. The vocabulary of students can be seen from the results of vocabulary tests based on data and percentage of previous vocabulary results is 26% and increased to a high percentage of 78% in the minimum mastery criterion (KKM 75).
Researchers concluded that the application of guessing game methods in improving the vocabulary of students successfully. In addition, the scores of average vocabulary test increased. The data in preliminary studies showed that the average value of the students "low vocabulary mastery, which is only 53. But after applying the game guessing method in improving the average score vocabulary that is increased, 76. So, by implementing guessing game the students’ can improve vocabulary mastery.
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TABLE OF CONTENT
COVER ... i
APPROVAL OF ADVISOR ... ii
APPROVAL OF EXAMINER ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGEMENT ... vi
ABSTRACT ... viii
TABLE OF CONTENT ... x
LIST OF TABLE ... xiii
LIST OF APPENDIX ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background of the study ... 1
B. Research Question ... 7
C. Research Objective ... 7
D. The Significance of The Research ... 8
E. The Definition of Key Term ... 8
CHAPTER II LITERATURE REVIEW ... 10
1. Previous study ... 10
2. Theoretical Framework ... 17
a. Vocabulary ... 17
x
1. Definition of Vocabulary ... 17
2. Kind of Vocabulary ... 18
3. Vocabulary Mastery ... 21
4. The Important of Vocabulary ... 23
b. Guessing Game ... 24
1. Definition of Vocabulary ... 24
2. Kind of Guessing Game ... 27
CHAPTER III RESEARCH METHODOLOGY ... 31
1. Research Design ... 31
a. Preliminary Study... 31
b. Planning... 32
c. Implementing ... 33
d. Observing ... 33
e. Reflecting ... 34
f. Revising The Plan ... 35
2. Research Subject ... 35
3. Research Setting ... 36
4. Data Collection Technique ... 36
5. Data Analysis ... 37
6. The Criteria of Success ... 38
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ... 39
xi
A. Profile of MTs. Miftahul Ulum Rambipuji Jember ... 39
a. Vision and Mission ... 39
b. The Objective ... 39
B. Findings ... 41
C. Discussion ... 57
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 59
1. Conclusions ... 59
2. Suggestions ... 60
xii
LIST OF TABLE
Table 2.1 : The Differences and Similarities between current research
and previous research ... 13
Table 4.1 : The Result of Observation for Students’ Participation ... 49
Table 4.2 : The Score of pre Cycle and Cycle 1 ... 55
Figur 4.1 : The Overall Score Chart of Studies' Vocabulary Test ... 56
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LIST OF APPENDIX
1. Appendix 1 : Declaration of Authenticity 2. Appendix 2 : Surat Permohonan Ijin Penelitian 3. Appendix 3 : Surat Keterangan Selesai Penelitian 4. Appendix 4 : Research Matrix
5. Appendix 5 : Silabus Pembelajaran 6. Appendix 6 : Research Journal Activities 7. Appendix 7 : Lesson Plan
8. Appendix 8 : Pre Test
9. Appendix 9 : Mastery Score of Pre Test 10. Appendix 10 : Post Test
11. Appendix 11 : The Score of Vocabulary Mastery in Cycle 1 12. Appendix 12 : Observation Students’ Participation Checklist 13. Appendix 13 : Lembar Validasi Instrument Penelitian 14. Appendix 14 : Documentation
15. Appendix 15 : Researcher Biography
1 CHAPTER I INTODUCTION A. Background of the Study
Vocabulary is one of the most important components of required in mastering English. Without having sufficient vocabulary nothing could not be conveyed, that is why vocabulary is very important when students communicate using foreign languages especially English. In this particular topic of interest, there is a verse in Al-Qur’an that talk about Allah SWT teaches Adam on the names of objects usability, these objects such as plants, animals, and other object.so that, this verse is lower in (Q,S Al-Baqarah 2 : verse 31) :
َ ْلَا َمَدٰا َمَّلَعَو ٰص ْمُتْنُك ْنِا ِء ٓ َلَُؤٰٰۤه ِءٓاَمْس َاِب ْيِنْوُئـِ بْنَا َل اَقَف ِةَكِئٰٓلَمْلا ىَلَع ْمُهَضَرَع َّمُث اَهَّلُك َءٓاَمْس
نْيِقِد
Meaning: And he taught Adam’s names, things, and he showed the angels as said, “Mention to me called all of this (object), If you right!”.(Q.S. Al- Baqarah 2: verse 31)2
From the above verse, God tells Adam all the names of things in the earth. Humans as children of Adam should know all the names of goods on
2Departemen Agama RI, Al-Qur’an danTerjemah, https ://quran.kemenag.go.id/surah/2
2
this earth, both in terms of shape and type. Therefore learning vocabulary is very important for everyday life and it can solve some problem.
Further, Studies on vocabulary seem to show that foreign language students need to have a large number of words. It is problem from the study of vocabulary which sees all the words as the same value as students English mastery.3 Hence, the language learning should focus on the strategy to get the vocabulary. Discussing how to understand a new word of a context includes recognizing a strategy.4
On the other hand, Vocabulary is one of the main issues that most of the EFL students experienced. Because of having in sufficient vocabulary, they cannot communicate their ideas as clearly as they want and they can not understand the ideas conveyed to them. They cannot read a newspaper column or a popular magazine or even understand news broadcasts on radio or television. Their hearings understanding, writing, and ability to read hamper progress because of their limited vocabulary. It has been estimated that vocabulary can be obtained through reading, games and practicing other language skills.5
3I. S. P. Nation, "Learning Vocabulary in Another Language," Cambridge University Press,(2001), 9
4Jemma Buck and Christopher Wightwick, "Teaching and Learning Languages",(2013), 2
5Normamatova Dilfuza Turdikulovna, "Use of instructional approaches in teaching vocabulary for EFL learners," Gulisthnban State University, 142
3
The problems of learning and teaching English still exist in schools, because English is completely different from Indonesian in the structure, pronunciation, and vocabulary systems. For teachers who create English teaching effectively and efficiently it is not an easy job, therefore, English teachers should be able to organize teaching and learning activities they should present the materials using appropriate teaching techniques. A good teaching techniques enable students to understand and master lessons like other lessons that require appropriate techniques and methods.
Further, there are many ways that can be done to teach English, such as use songs, poetry, images and games. However, teaching English using a game has an important role because it is considered to be more relaxed language learning. The use of game is intended to make the learning process to be more easier and interesting. The game is also a great learning medium to deliver material in an easy and fun way. The development of science and technology makes it easier for English teachers to choose English learning from the Internet and then apply it as their English teaching activities. In this case, one of the games that can be applied is through the guessing games.6
According to Hadvield, ac cited in Sri Yuliani "game is an activity with the objectives of the rules, and very fun elements”. a game is an activity
6Yugi Diraga Prawiyata., S.Pd.,M.Hum. Applying guessing game to improve students' English vocabulary, Universitas Muslim Nusantara Al-Washliyah,(2018), 308
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with the rules about applied the game to make students easier to remembering new words in their minds. The students very happy when they played the game. They like to move their bodies, such as playing games and singing songs. In addition, the game also helps students in repairs their motivation in learning English. As a result, they will be serious to learn. Guessing game is one of several games in teaching techniques. Guessing game is a game in which the object is to guess some kind of information, such as a word, an object and a titles. It is clear that guessing game will improve their vocabulary and increase students’ motivation in learning English.7
In addition, since the language used in any activities is unpredictable, the teachers should encourage them to build active forthemselves language.
That is why the games are useful and important. Not only they are fun, but also they create the desire to create predictions and communicate.
Games are used to help the students’ during their language learning.
They make the class entertaining and defend efforts and interests. That created a meaningful communication atmosphere where young learners communicate before, for while, and after the game. The atmosphere helps in form
7Sri Yuliani, "Teaching English Vocabulary by Using Guessing Game to The Fiffth Grade Students117 Palembang,Universitas Muhammadiyah Palembang, (2017), 124
5
understanding which includes what they have understand when they read, listen, and output that can be include writing and speaking.8
According to Allen, game is very important in teaching vocabulary because it highlights the required and important words to achieve the goal of the game. Huyen AngNga, and Uberman, agreed that the game create a fun and relaxed atmosphere where students can learn more quickly and remember the words better. Vernon argues that the game is a very effective tool to teach vocabulary to students. Children play a role and do better pay attention because they enjoy themselves and the class and feel and do better during and after games. so that students can obtain new vocabulary in that game.9 There are some elements of the game can improve student critical thinking skills.
Just the joy and energy experienced through the games can help students develop their ability to think clearly, so they imagine a lot with new things.10 In addition, previous research is about “The Use of Spelling Bee Games to Increase Students’ Vocabulary Mastery at Muhammadiyah Ahmad Dahlan Junior High School of Metro”. The research is written by Azzahra Aprilia.
The research was about the increase of students vocabulary mastery and interest by using game. The similarity both of thesis is the researcher aims to
8Sahar Ameer Bakhsh, "Using Games as a Tool in Teaching Vocabulary to Young Learners", English Language Institute, King Abdul Aziz University, Jeddah, Saudi Arabia,(2016), 122
9Ibid 123
10Alan F. Chow, Kelly C. Woodford a & Jeanne Maes, "Using games to improve student learning, retention and decision-making," International Journal of Mathematical Education in Science and Technology,(2010), 42;2, 259- 264
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improve vocabulary mastery by using spelling bee game in in teaching English and used Classroom Action Research of research method. So that way the researcher suggest that Guessing Game are the right technique to improve students vocabulary. Because vocabulary is the hardest to learn English in ordinary basic. Some synonyms (word that have different shapes, but have similar or similar meaning) make students feel difficult. Therefore this research uses guessing games to improve students vocabulary.
Based on the observations in MTs. Miftahul Ulum Rambipuji Jember and interview with the English teacher, we can conclude that the problems are the class is quite during learning process, the students lazy in the class, and they afraid in making errors. Because, there are several things that makes students’ less understanding the lesson, First, the teacher when teaching is less effective. The second, the method made by the teacher is less interesting so that students’ are lazy and bored. Using Guessing Game as a good alternative and effective way of teaching English in MTs. Miftahul Ulum Rambipuji Jember, because this technique could make the students more active in the classroom, by using this technique they can reveal their ideas, and they can improve their quality confidence.11
11 Observation in MTs.Miftahul Ulum Rambipuji – Jember, 6 February 2022
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So, the results of preliminary study through observations at MTs.
Miftahul Ulum Rambipuji Jember showed that the first problem that occurred in the classroom, Students was quiet and lazy during the learning process in the classroom, The second problem that they are also confused when explained about what the material studies, when looked at it that the students still needed an English vocabulary.
B. Research Questions
Based on the background above, this research is formulated as the following research questions that will be answered in the result of this research: How is The Implementation of Guessing Game to Improve Students' Vocabulary Mastery of The Eight Grade Junior High School Students' at MTs. Miftahul Ulum Rambipuji Jember?
C. Research Objective
The purpose of this study is: To Discribe How The Implementation of Guessing Game to Improve The Students' Vocabulary Mastery of The Eight Grade Junior High School Students at Mts. Miftahul Ulum Rambipuji Jember.
8 D. The Significance of The Research
Dealing with the objectives to be achieved, this research is expected to give some benefits to the development of English learning. This benefits can be categorized as the followings :
1. Theoretically, this research is expected to be able to strengthen some of the previous researches and give contribution to the development of educational research in Indonesia.
2. Practically, in the context of teaching and learning process, this research is expected to provide an effective way to facilitate English teachers especially in guessing game methods to improve students vocabulary.
The use of guessing games method is hopefully it can help students to improve vocabulary in English.
E. The Definition of Key Terms
The limitation of the research can be described as follows:
1. Vocabulary mastery is a great knowledge about the English word. It means that English vocabulary mastery is a skill to improve other skill, because in speaking, writing and reading we need good vocabulary mastery.
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2. Guessing game is one of several teaching games. A guessing game is the game that is where it is guessing something like a word, a title, and an object. The guessing game will enhance the motivation of students to learn English and strengthen their vocabulary.
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CHAPTER II LITERATURE REVIEW 1. Previous Studies
There are several previous studies relevant to this research, there are : 1) The first previous research by using various types of games that
involved vocabulary study. Br Ginting, Lumban Raja and Targan (2019) shall be entitled to teaching vocabulary on the word phrase against the guessing strategy until elevate class students Mia SMA Santo Peter Medan. The goal of the research is: 1). To know the students’ response to guess application strategy in the process of learning vocabulary on the verb. 2). To determine whether the implementation of guessing strategies can increase the vocabulary of students above the Fraser verb.12
2) The second previous studies is carried out by Sahrin & Hasan (2019), their research goal is to understand how the master and mastery card game improves student vocabulary acquisition and involvement of the master and mastery card game in vocabulary teaching processes. This work was carried out with a classroom action research approach. According to the researcher and co-
12Br Ginting, Lumban Raja, and Tarigan, “The Application of Guessing Strategy to Improve Students’
Vocabulary Mastery on English Phrasal Verbs”, Jurnal Suluh Pendidikan (JSP), Vol 9, No 1.Maret 2021 P ISSN: 23562596 E ISSN: 27147037
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observer, students took part in a master vocabulary game. This work significantly improved the development of vocabulary and involvement by students.13
3) The third previous research is the study that has been entitled to vocabulary by using guess is done by Sri Wahyuni (2020). The research is designed to finding teaching effectiveness by using guessing games of junior high school 19 palembang in academic year 2018 2019. The data was collected through written and analyzed using the binary testing formula. Research shows significant effects in the classroom It can be seen from the average score of the pre-test it is 48.3 and post test score is 58.4.
The result compare the T-test that are matched with the cover is 7.37. At the level of 5% mean (0.05) in one test, the critical score is 1.687, in other words, the test results are 7.37> 1.687 which means null hypothesis (HO) denied and alternate hypothesis (ha) accepted, or it can be said that it is significant effective to improve Vocabulary ability of students by using Guessing game.14
4) The fourth previous research by Abu Hasan Rifa’i, Fitri Nurdianingsih, M. Zainudin (2022) is the learning aims to
13Sahrin & Hasan, “Increasing Students’ Vocabulary Mastery Through Guessing Game Technique at The Second Grade of Smp Daeo.” Jurnal unipas press, Desember 2019 Vol. 4 No. 2 ISSN : 2442-6628
14Wahyuni,(2020),The research was designed to find the effectiveness of teaching vocabulary by using guessing games on SMP Negeri 19 Palembang in the academic year 2018/2019.
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improve the vocabulary of student mastery and interest students in English lessons by using the guess. Classroom action (CAR) research used by researchers and is completed in 2 cycles. Subject this research project is a class of VII A student in this field of this second semester 2021/2022, recorded 16 students. The English material "is my world" that focuses on the noun. The purpose of this study is to increase the vocabulary of students from the seventh grade of MTs Darul Falah Cepu. The English language material "This is my world" that focuses on nouns. The purpose of this research is Increasing the student's vocabulary from the seventh grade MTs Darul Falah Cepu. The data collection techniques used are questionnaires and test. The test results show that there is an increase in each cycle. Of cycles 1 to 2, students' scores increased by 12.50%. The result of questionnaire also increased. The percentage of students is interested in my pre- questionnaire after the 53.13% questionnaire. it can conclude that the use of guessing games can improve the English student of language vocabulary skills on English vocabulary materials and student interests of English lesson.15
15Abu Hasan Rifa’i, Fitri Nurdianingsih, M. Zainudin, "lmproving Students’ Vocabulary using Guessing Word Game at Seventh Graders of MTs. Darul Falah Cepu" lKIP PGRI Bojonegoro, East Java, Indonesia, June 2022
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5) The fifth previous by Nur hasty R,Iriany Kesuma W, and Andy Heartiati A (2022) to find out if the use of the Emoji game can improve the vocabulary of students at seventh grade junior high school of SMP Negeri 1 Bontoramba. This study uses pre- employment experimental methods, This research population is the first grade junior high school at SMP negeri 1 Bontoramba in the 2021/2022 academic year and the sample was VII.3 that consist of 15 students and used the cluster random sampling technique. The result shows that there is a significant difference in the students in the score pre test and post test, where the average score in the test is higher than the pre test (80.9 > 44.4) and the t- test value is greater that t-table value (11.18 > 2.1447) based on the result of the data analysis, it can be concluded that the Effective use of guessing emoji games increase the vocabulary students.16
16Nur hasty R,Iriany Kesuma W,& Andy Heartiati A. “The use Emoji guessing game could improve the students’ vocabulary mastery at the VII.3 Grade of SMP Negeri 1 Bontoramba”.Jurnal Pendididkan Bahasa Inggris Vol.3 No.2 (2022).
14 Table 2.1
The Differences and Similarities between current research and previous research
NO Author and Tittle Differences Similarities 1 Br Ginting, Lumban
Raja, and Tarigan (2019) entitled teaching vocabulary on the word phrase against the guessing strategy until eleventh class students MIA of SMA Santo Petrus Medan.
The previous studies in the objectives of the research are:
1) To know the student's response to guess application strategy in the process of learning vocabulary on the verb.
2) To determine whether the implementation of guessing strategies can increase the vocabulary of students above the fraser verb..
Both of the research focused on vocabulary mastery.
2 Sahrin & Hasan (2019), The master and mastery card
The Previous researcher and co-observer, students took part in a master
Both of the research focused on
15 game improves
student vocabulary acquisition and involvement of the master and mastery card game in
vocabulary teaching processes.
vocabulary game. This work significantly
improved the
development of
vocabulary and
involvement by students’.
vocabulary mastery,
3 Wahyuni,(2020), The research is designed to finding teaching effectiveness by using guessing games of junior high school 19
palembang in
academic year 2018/2019.
The previous research, it can be said that it is significant effective to improve Vocabulary ability of students by using Guessing game.
Both of the research focused on vocabulary mastery,
4 Abu Hasan Rifa’i, Fitri Nurdianingsih, M.
Zainudin, (2022) " To increase the vocabulary
The previous research, it can be concluded that the use of guessing games can improve the English
Both of the research focused on vocabulary
16 of students from the
seventh grade of MTs Darul Falah Cepu.
student of language vocabulary skills on English vocabulary materials and student interests of English lesson.
mastery,
5 Nur Hasty R (2022), The use Emoji guessing game could improve the students’
vocabulary masteryat the VII.3 grade of SMP Negeri 1 Bontoramba.
This previous study uses the pre experimental method, it can be concluded that the effective use of guessing emoji games to increase
the vocabulary
students’.
Both of the research focused on Vocabulary Mastery,
Based on the above explanation, we can conclude that there are similarities and differences between these research and previous research. The researchers still found the gap of the research. there were indeed some differences and similarities, First, the differences can be seen from the method, material, and other activities.
But when we look at the previous research equation and this research is equal in the same goal that is to improve the understanding of the student’s vocabulary. So this
17
study leads to how the method of guessing game can improve the student’s vocabulary.
2. Theoretical Framework a. Vocabulary
1. Definition of Vocabulary
Students have vocabulary targets in the order for mastering the language itself. According to the lehr vocabulary was the knowledge of words and meanings that are used by the people in the process of listening, writing, Reading, and speaking.
Vocabulary is very useful in all language teaching and studying, because it is the basic thing that the learners should know to learn before. Knowing 3000 general academic words is importort because the amount will help learners easily say the words. In Eddition, Richars show thatt learners need to have at least three thousand words to be forever speaking, and at the university level, having five thousand words indicate most success students in academic operators.17
In the vocabulary, the teacher’s role is important to motivate students to understand the vocabulary meanings learned in class not only to be understood then, but also to remember longer time
17Jack C Richards, Teaching Speaking and Listening from theory to practice (Cambridge: Chambridge University Press, 2002), p.259.
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and use in one sentence. Therefore, the fan was quoted in Behbahani stated that there are most of the five steps strategy of vocabulary learning :
Vocabulary learning strategy:
1. Overlooking words
2. Getting the idea of the word in mind 3. Learning it means
4. Using the Words
5. Making a strong relationship between shape and meaning The steps could be a guide for teachers to get motivation of students in learning vocabulary to increase ownership of student vocabulary and word treasuring and to improve creativity of a teacher at doing activities leaning so that students can get involved.18
2. Kind of Vocabulary a. Receptive Vocabulary
Receive or passive vocabulary is defined as "the ability to recognize a word and considering its meaning when encountered". After the first one met with a word, a learner would recognize the word that received, then after some more
18Lea Octavia Dewi, Halimah, Nia Kurniawati, The Merit of Guessing Game in Improving Students' Vocabulary Mastery,Acitya: Journal of Teaching & Education, Vol. 3 No. 2, 2021
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meetings with the word, Learners will understand the meaning of the word and its effect, it will be saved in his words memory.
The knowledge of the vocabulary received was gained through the process of listening and reading.
b. Productive Vocabulary
On the other hand, a productive (active) vocabulary knowledge is defined as the ability to retrieve a particular word from the memory of the moment It is necessary and to be able to use that word at appropriate times and in terms of an appropriate situation. It was clarified earlier in the productive vocabulary involves taking in process (receiving passive knowledge) and produces the correct form of words in written or spoken discourse. that includes knowledge of pronunciation, correct written form, right appropriate spelling and grammar rules. This process takes place when doing productive writing or speaking skills.
Apart from the disagreement about accepting and productive vocabulary knowledge, the conclusion has been drawn that the acquisition of vocabulary learners are developed before his productive vocabulary. Even as one transferring the acceptance process to productive knowledge is unclear, research
20
has concluded that the repertoire is great it is necessary to develop productive knowledge that is important to effective communication.19
The distribution of this definition seems to limit knowledge of treasures and productive only for functioning, meaning and word structure. However, should be investigated to what level? Have a relationship or not in learning both language and foreign languages.
Henriksen divides the vocabulary knowledge into three dimensions (a) partial trends toward precise dimensions that reflect them the degree of meaning and understanding; (b) the dimension of depth, such as system construction that shows the relationship between words; and (c) Dimensions receive reproduction that show a learner's control and Access to knowledge of the word. These dimensions can bring light to guide researchers in determining the vocabulary aspects of stress in their research.20
19Nor Ashikin Abu Manan, Noraziah Azizan, Nur Fatima Wahida Moh Nasir, Receptive and Productive Vocabulary Level of Diploma Students from a Public University in Malaysia, Journal of Applied Environmental and Biological Sciences, (2017), 7(1S)53-59
20Zunita Mohamad Maskor, Harun Baharudin, Receptive Vocabulary Knowledge or Productive Vocabulary Knowledge in Writing Skill, Which One Important?, International Journal of Academic Research in Business and Social Sciences, ( 2016), Vol. 6, No. 11
21 3. Vocabulary Mastery
The vocabulary mastery is a great knowledge of the English word. That means that the English vocabulary is the skill to improve another skills, because in terms of writing, reading, and speaking we need good vocabulary. The vocabulary mastery is not an easy process to do. I thought the process of mastery of vocabulary began when someone is still a baby. The baby's first language came from the mother of the tongue. They will master vocabulary through simple words by listening to the words that are said by others. It is known that the English vocabulary can not be known to succeed without English skills (English ability) because they are very successful in important English and learning processes.21
Based on the above explanation, class action research is a systematic system of learning and is a form of infected in the contracting of the participants in education situations rather than beyond research to solve problems to improve student ability ". In this research, class action research means educational effort made by
21Vilda Ayu Nurvitria Sari, The Influence of Using Guessing Game Toward Student Vocabulary Mastery at Seventh Grades of MTs N 1 East Lampung in Academic Year2017/2018, State Islamic Institute of Metro
22
authors to improve lack of vocabulary mastery in MTs. Miftahul Ulum Rambipuji Jember by using guessing game.22
Vocabulary has some kind of learned. There are types of vocabulary described by experts. One of the explanations is explained by Thornburry. He explained, at least there are four types of vocabulary, One of the types is a (Noun) Those can be described as follows:
Noun
The noun is the name of things. Nouns are one of the important words that students should learn to master vocabulary, because nouns have the ability to take action or subject to not only vocabulary showing people's names, places, objects, objects, animals, ideas, actions, feelings, who have functions as subjects and objects in one sentence.
22Yosephus Setyo Nugroho, Joko Nurkamto, Hefy Sulistyowati, Improving Students’ Vocabulary Mastery Using Flashcards 2011-2012, English Department Teacher Training and Education Faculty Sebelas Maret University, 9
23 4. The Important of Vocabulary
Vocabulary is an essential aspect of learning as language.
according David Wilkins, an linguist (as quoted by thornbury) without the use of very little grammar was presented, but without a vocabulary, there was nothing to be said. Of it information, in a sense, said vocabulary was the first and most important thing learners need to know if they want to use the target language that they learn. Improving the learner's vocabulary will bring great benefits to their language mastery development.
According to the racing expert, it is important to improve learners' vocabulary because when learners increase the vocabulary, they feel the vocabulary smarter. That is because they will find themselves more understanding of how they feel read what they hear.
It would also be easier to express it themselves have better orders than their own language. Besides, Thornbury also said that to communicate in language naturally, one must master at least 2,000 words. From that description, it can't be denied vocabulary played an important role in the mastering of a language.23
23Ana, I.K.T.A. / Teaching English Vocabulary for Young Learners through Electronic Guessing Game, JPAI (Journal of Psychology and Instruction), Volume II, (2018) p ,22-30
24 b. Guessing Game
1. Definition of Guessing Game
Guessing game is one of the techniques of learning when playing.
As we know, there is a tendency to touch that always use the mother's language in the classroom, so when students learn English, habits that still have to do. At school, classrooms usually think in the middle, or even in the last hour, which usually students start feeling lazy and bored.
Therefore, it is necessary to be discontinued innovative teaching techniques to make students more active in English learning. Used media games are very helpful and interesting, therefore have more interpretation of the image for students. Guess this game is a game where someone or team is trying to guess or answer the question that the keyword has been related to the word.
Based on the explanation of the researcher choosing the game guessing method used can be applied in MTs. Miftahul Ulum Rambipuji Jember. The method of learning guess guard is a fun learning method. In this method, students ask to guess the purpose or name of a particular object. How it works, to rely on the provision of basic knowledge included in the students. A series of words or phrases are given only as a guide to direct the students. From an explanation above the interesting
25
researcher to apply the increasing vocabulary of students by using Guess Word Games.24
Guessing games is a game in which the participants compete individually or in teams to identify something that indicate obscurely.
Klippel, defined, the basic rules of the guessing game clearly: one person knows something to know. Based on the definition above, it can be concluded that the guessing game is the game in which people or participants know something and compete individually or in a team to identify or to find the answer. Similarly, Klippel, also says that guessing is the true communicative situation and such are very important for foreign languages practices with excitement and fun. It means that by guessing game the students’ can easy to practice their speaking and more enthusiastic.25
Therefore, the game can help students build good relationships with their friends and also increase their achievements in English learning.
Webster shows a game in which participating compete individually or teams to identification something which indicates obscurely.26
24Fitri Handayani Suleman & Hasan, “Increasing Student Vocabulary by Using Guess Word Game”
English Education Department Universitas Muhammadiyah Enrekang, Indonesia,”Majesty Maspul Journal of English Studies, 3(2), 2021 - 13
25Sri Wahyuni dan Fitri Yulianti, The Use of Guessing Game to Improve Student's Speaking Skill. 16
26Ibid 17
26
According to Lewis the game is exciting and the children like to play it. Playing games is a vital and natural part of growing and learning.
Through games children experiment, finding, and interacting with their environment. Danarti reveals that the language has to be used and practiced in real life, not only for being practiced. Therefore, it is needed by some conditions when students can practice English with a good method. One of them is by using the game (Danarti). Likewise with Danarti, Hadfield, said that the game is an activity that contains the rules, goals and elements of pleasure.27
Guessing game is a game to guess things, people or place, one student or group mentions the clues and other students as a guesswork, person or place. The game to guess can help teachers to hire roles as well as students and students’ courage in teaching English. Research to collect data and find out classroom activity. The results of the study were that the teachers implemented the technique in several steps starting from making group, asking students to discuss, making them present in front of the class by giving clues, and making other groups
27Yunita Rahayu, The Effect of Using Guessing Games on The Seventh Grade Students Speaking Ability at MtsN 2 Jember in The Academic Year 2013/2014, Muhammadiyah University of Jember.
27
guess what the speaker means. By doing this activity, students can develop their talking skills in a fun way.28
Guessing game is an activity that covers the interaction between individuals of groups to determine goals (Harmer). Through guessing games, students can do the teamwork with their friends and change the ideas each other. It can be concluded that the guessing game not only effecting in the cognitive side, but also effecting in students’ emotional because it can improve students to be sociable.29
2. Kind of Guessing Game
There are many kinds of games which can be used in teaching English.
Lewis and Bedson divided games according to their general character and spirit. They are:
a) Guessing game: The aim in the thase games to guess to the answer of the questions given
b) Movement games in which children are physically active.
28Nuraen, Karyati, The Implementation of Guessing Game in Teaching Speaking at Tenth Grade of Senior High, PROJECT Professional Journal of English Education, (2018), 578
29 Ibid, 580-581
28
c) Card games: Games, during which children collect, give away, sort and count cards; cards can have a meaning in a game, or simply serve as symbols for objects or actions.
d) Board games: All games which mainly involve moving makers along a path.
e) Dice games: Games during which players use one or more dice; a dice can have numbers on the faces or colors, letters of alphabet.
f) Drawing games: They require creativity and sensitivity towards world, the children must be able to understand instructions and describe their art.
g) Role-play games: They can vary from guided drama to free speaking activities but it depends on the language level, curiosity, and confidence of players.
h) Team games: They can belong to other categories but also require cooperative teamwork.
i) Word games: These kinds of games allow utilizing children’s enjoyment with words.30
30Sugeng Susilo Adi& Ricky Chandra Wijaya, Teaching English Vocabulary Using Spelling Games for Indonesian Kindergarten Students: A Case Study, Erudio (Journal of Educational Innovation), (2018), 5(2),
29
31
31Ibid 5(2)
Students’ Problem in Vocabulary
Students’ Vocabulary Mastery
The aspect of Vocabulary:
1. Word Meaning 2. Word Combination 3. Word Grammar 4. Extending Word use Part of vocabulary
types : 1. Noun 2. Pronoun 3. Verb 4. Adverb 5. Adjective 6. Conjunction 7. Preposition 8. Interjection
Charades Game
Types of Game:
1. Guessing Games 2. Movement Games 3. Card Games 4. Board Games 5. Drawing Games 6. Role-play Games 7. Team Games 8. Word Games
The Reason:
1. Interesting 2. More Enjoyable 3. Interesting 4. Make students’
enthusiastic 5. Make student
confidence 6. Increase the
students’ vocabulary mastery
30
1. The first column is about the problem of students in learning Vocabulary, 2. The second column how we understand that is "Students Vocabulary
Mastery",
3. The Third column is about," in the way I take "Noun", Pronoun,Verb,and others
4. The fourth column is "some aspect of vocabulary" including: Word Meaning, Word Combination, Word Grammar, and Extending Word use
5. The fifth is a "Charades game", for the square columns is "Types of Game"
concluded by Lewis and Bedson divided games according to their general character and spirit. They are: Guessing Game, Movement Games, Card Game, Card Games, Board Games, Drawing Games, Role-play Games, Team Games, and Word Games So in the research fields "use the" Guessing Game
", and
6. For the last column" The Reason "include: The Student More, enjoy, interesting, make students enthusiastic and in summary we can improve vocabulary in the upper types and steps such as above.
31 CHAPTER III
RESEARCH METHODOLOGY
This chapter present about research method. It consists of research design, research subject, research settings, data collection technique, data analysis technique, and achievement indicator (criteria of success).
1. Research Design
The design of the research was collaborative Classroom Action Research (CAR). It means that in doing the research the researcher will be collaborated with one of the teacher of MTs. Miftahul Ulum Rambipuji Jember. The teacher will help in planning implementation, observing, analyzing and reflecting the action. In this case the research acts as a teacher and the teacher is an observer. The teacher will observe all activities done by the researcher and the students doing the implementation of the guessing game in teaching and learning process. In observing the action, the researcher will use the observation sheet that is arranged. Any model used in the class action research method in the principle always uses 5 stages, either implied or directly written in the methodology of the method :
a. Preliminary study
Preliminary research will be done by researchers to know the actual conditions of learners and teacher problems in teaching and learning the
32
process. In other things to get the real conditions of student problems in vocabulary and vocabulary to know the strategy used by teachers in teaching special English vocabulary.32
b. Planning
After the researcher identified the problem, she makes several plans to choose the action that could be done in the field. In planning actions, she cooperates with English teacher class VIII. MTs. Miftahul Ulum Rambipuji Jember. Both English researchers and teachers discussed the possibility and scale of implementation priorities. In this step, some techniques are selected to improve students’ vocabulary mastery. The plan of the action is as follows:
a) The researcher interviewed the English teacher, observed the class to get the data of students’ and know about students’ vocabulary problem.
b) The researcher formed class schedule.
c) The researcher discussed with the teacher and recounted the method guessing game as a strategy in this research.
d) The researcher determined the materials.
e) The researcher determined the method.
32Andi Harsini, Improving Students’ Vocabulary Achievement by Using Guessing Game at The First Grade of Smpn 2 Ranteangin, (2015). Hlm 24
33 c. Implementing
After planning agreed, the action is implemented in the class. They take action in one cycle. One cycle consists of four meetings. The researchers observed and recorded any of the classroom activities. Based on the students' observation, notes, and responses notes in action, research members discussing the effects of execution to be evaluated in the next cycle. The identification results are considered success or who are not successful. The result of this evaluation process is considered for reflection in the next step.33
d. Observing
When the action is done in the class by a teacher, the improvement action should be observed carefully to see how the application of this action is. So, in this process, it takes more various data collection instruments. A researcher's teacher can be a teacher and observer in his research.34
The observation of students is the most basic thing in the study of classroom actions because in this case we make a direct observation to the attitude and behavior of objects or participants observed by observations that were carried out include :
33Dr. Rudi Ritonga,M,M.,M,Pd, Rossi Iskandar,M,Pd, Yusep Ridwan, M,Pd, Dr. Rizqo Halal Syah Aji, PENELITIAN TINDAKAN KELAS, Strategi Pengembangan Profesi Guru. Hlm 46
http://diahphie.blogspot.com/2014/05/laporan-pengamatan-peserta-didik.
34Ibid, p.86
34
1. Identify the basic needs problems experienced by students.
2. Identify the development problems experienced by students.
3. Identifying the support environment problems experienced by students
Observations of students have two benefits, namely the theoretical benefits and practical benefits :
a) Theoretical Benefits:
As a contribution in understanding the various problems experienced by students in their development which is seen from various terms so that they can be used as a reference for the next research.
b) Practical Benefits:
As a means of training and development of competence for observers to increase insight into their knowledge and abilities related to the scientific field are being studied.35.
e. Reflecting
The reflection was done after each action cycle is completed. All research members discussed such the actions. It is finished to know if the action is successful or not. If the action is done, the researchers will continue to apply
35Ibid, p.90
35
it. However, if the action is not successful, researchers will try to search for the right to make its condition better.36
f. Revising The Plan
In this research the revised plan is needed, when the action of the cycle is not make improvement on students’ Vocabulary mastery. It means that the revised plan is conditional.
2. Research Subject
The subject of this study was based on interviewing the teacher of MTs Miftahul Ulum Rambipuji - Jember. The teacher told researchers that students who had trouble in learning English skills, especially in the mastery of English vocabulary is the student VIll of MTs.Miftahul Ulum Rambupuji - Jember in the 2021/2022 academic year. They consist of 18 students who have problems in learning English. Students who passed the KKM score were 30% of the total number of students. So, that is the reason why they need
"Guessing Game" Method to improve English vocabulary.
36 Dian Ayuningtyas, Improving Students’ Vocabulary Mastery Through Extensive Reading Activities at Grade Xi Ipa 2 of SmaN 1 Pleret Bantul in The Academic Year of 2011/2012, Universitas Negeri Yogyakarta,. Hlm (46-47)
36 3. Research Setting
The research setting is conduct at MTs. Miftahul Ulum Rambipuji Jember especially the students’ of VIII A grade. The researchers chose this school because these schools is one of the schools that still need this method to improve the student's vocabulary mastery, in which the students speak Javanese and Madurese in their daily lives. In fact, most students have difficulty in learning English. Because, English is something weird to say everyday technique
4. Data Collection Technique
The data collection technique used three, There are Test, Interview Data, and Observation Data.
1) Test
The test in this study is an early research and test. Preliminary studies will be done before applying the game. Researchers apply tests to obtain data from the implementation of guessing game in improving student vocabulary. Researchers use preliminary studies in interviews and tests at the end of learning. The test of the research amounts 20 questions, there are four kinds of questions is about :
1. Five questions about animal (6,12,14,15,16) 2. Five questions about fruit (2,7,10,11,13)
3. Five questions about tools in the class (1,3,4,19,17)
37
4. Five human body organs (5,8,9,18,20) 2) Interview Data
The researchers had been interviewed the students’, it is to know the student difficulty in vocabulary. In this case, interviews relate to how the difficulties for the student vocabulary and the students’ masters, This interview is one of the data collection techniques..
3) Observation Data
Observation is collecting data about strategy implementation. Researchers will be done to obtain information about the implementation of game guess to increase the vocabulary of students in the eight grade at MTs.
Miftahul Ulum Rambipuji Jember. Researchers apply observations in pre- research, the students’ responses during teaching process in every study and the teacher performance.
5. Data Analysis
The data analysis in this research is the activity of the students’
observations during teaching and learning processes and interviews before and after the performance of the Class Action research (CAR). In the data analysis that researchers are trying to get on average students’. It uses the formula:
38 X = ∑ 𝑋n
X : mean
x : individual score n : number of students
Secondly, researchers trying to get a percentage of classes that passed at least minimum rate control criteria (KKM 75) adjusted from the school agreement at MTs. Miftahul Ulum Rambipuji Jember, it used the formula:37
P = 𝑁𝐹 x 100%
P : the class percentage F : total percentage score N : number of students 6. The Criteria of Success
This research will be successful if the percentage of Students’ learning results after the cycle increased with the minimum score is 75 or 65% of students could achieve the target score. The use of guessing game can improve students vocabulary mastery. So, in this study why there are score 75, it means that during Class Action Research (CAR) students’ have to achieve the target score of (KKM 75) of vocabulary test.
37AnasSudjono, PengantarStatistikPendidikan, (Jakarta: PT. Raja GrafindoPersada, 2008), 43
39 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter includes a school profile, research findings and discussions about research. These findings are information found from the field, while discussions are the process of making decisions or conclusions on the subject of this research is English vocabulary activities.
A. Profile of MTs. Miftahul Ulum Rambipuji Jember a. History of MTs. Miftahul Ulum
The history of MTs Miftahul Ulum Rambipuji Jember, in the background with the committee of foundations and community figures in Rambipuji who wants to establish the Madrasah Tsanawiyah as the continuation of an existing Institution of Madrasah Ibtidaiyah under resources. community in particular Rambipuji village and community around Rambipuji Village. Finally by through several stages finally on January 07th, 2011 published the Charter of Operational License as well as the registered status. In MTs. Miftahul Ulum there are 12 teachers and the headmaster of MTs Miftahul Ulum is Mr. Guntur Budi Santoso ST.
b. Vision of MTs. Miftahul Ulum
The Miftahul Ulum Rambipuji Jember foundation with the aim of improving human MTs. Miftahul Ulum vision in the development and
40
challenges of the future in the science and technology of the information age and the rapid globalization: "The realization of graduates have qur'ani and achievement"
c. Mission of MTs. Miftahul Ulum
1. MTs. Miftahul Ulum is a cultivating and memorizing the Qur'an with a good and true tartil reading in the school environment and in everyday life.
2. Implementing quality, characterless, competitive learning activities, and technological science.
3. Increase the potential of school through improved quality of human resources, education, and education personnel, development of learners through intracurricular and extracurricular activities.
d. The Objective of MTs. Miftahul Ulum
1. Growing to teach the habit of teaching, memorize the Al-Qur’an and applying it in everyday life.
2. The percentage of students’ in istiqomah implemented school programs, including : Reading Al-Qur’an, memorize Al-Qur’an, praying Dhuha, and praying of Dzuhur together.
3. Increasing students’ awareness in improving liability of Allah SWT, and implementing school programs.
41
4. Developing KTSP by completing the syllabus in academic and non academic fields.
B. Findings
In this chapter, researchers explained about the increase in the mastery of
"vocabulary by using the game guessing method in the eight class MTs.
Miftahul Ulum Rambipuji Jember and also explained about the improvement of action research, data interviews, and reflection of the object and data presentation.
1. Research Findings in the Preliminary study
From the teacher's interview on Monday, March 6th, 2023 The teachers’
said that when he taught the material the teacher focused only on the material explained but that it forgot to memorize or about the vocabulary and also the teacher focused only on hearing, writing, reading and speaking.
So, 1. The teachers still difficult to implement the thematic learning model on the lower class processing. 2. The teachers lack of understanding of the implementation of learning model 3. The selection of learning methods is less varied. 4. The media or learning methods are less utilized optimally.
So the teacher explains the material does not use a technique or method such as guessing the game in the teaching and learning process. From that activity, researchers get information from the list of scores given by the
42
teacher to researchers, students "get a bad or low value in vocabulary activities so that the troubled issue of students:
a) Most students" have difficulty to know the meaning of the word.
b) Students "are also difficult to achieve vocabulary using dictionary.
c) Students" have low motivation in learning English.
d) Students "Consume a fun method of learning making a nice atmosphere.
From the activity, researchers get information from the list of scores given by the teacher to researchers, students "get a bad or low value in vocabulary activities so that the troubled issue of students: a). Most students" have difficulty to know the meaning of the word. b). Students
"are also difficult to achieve vocabulary using dictionary. c). Students"
have low motivation in learning English. d). Students "Consume a fun method of learning making a nice atmosphere.
Moreover, best on the initial test, researchers obtained the data of student mastery score which indicate, only 6 or 23% of students that achieve the minimum magister criteria (KKM 75). For detailed information, See Appendix 9:
43
The researcher calculated the data by using with the formula below:38 a. Mean of the Students’ Score
X = ∑xnn X = 965
18
X = 53
The description of the formula:
X : Mean
∑Xn : Individual
Score : Number of Students’
b. Percentage of completeness of vocabulary test P = NFx 100%
P = 6
18x 100%
P = 23%
The description of the formula:
P : Total class percentage F : Total percentage score N : Number of students‟
Based on the study of preliminary studies conducted on Friday on March 3rd, 2023, the Study Student of the 53, it could be concluded that
38Anas Sudjono, Pe
