167 IMPROVING STUDENTS’ VOCABULARY MASTERY BY USING BEETLE DRIVE GAME AT THE SEVENTH GRADE STUDENTS OF
MTS MUHAMMADIYAH LIMBUNG Herlina Syam, Hj. Ratna, Andi Haerati Alimudin.
Sekolah Tinggi Keguruan dan Ilmu Pendidikan YPUP Makassar [email protected], [email protected], [email protected]
ABSTRACT
This research aimed at finding out the improvement of students’ vocabulary mastery by using Beetle Drive Game. This research used a pre-experimental method. The population of this research was the second grade students of MTs Muhammadiyah Limbung. The total sample was 25 students and it used a purposive sampling technique. In collecting data, the researcher used vocabulary test that is administered of pre-test and post-test.
The result of this research showed that the mean score in post-test was higher than the mean score in pre-test ( 78,56> 60,44). The result of t-test was greater than the t-table value (18,12 > 13,51) at the significance level of 0,05. Based on the result of data analysis, it is concluded that using Beetle Drive Game can improve the students’
vocabulary mastery at MTs Muhammadiyah Limbung.
Keywords : Beetle Drive Game, vocabulary mastery..
ABSTRAK
Penelitian ini bertujuan mengetahui peningkatan penguasaan kosakata siswa dengan menggunakan Beetle Drive Game. Penelitian ini menggunakan metode pre-experimental.
Populasi penelitian adalah siswa kelas dua MTs Muhammadiyah Limbung dengan sampel penelitian berjumlah 25 siswa dan menggunakan sampel tujuan. Dalam mengumpulkan data, peneliti menggunakan tes vocabulary yang dilaksanakan atas pre- test dan post-test. Hasil penelitian menunjukkan nilai rata-rata pada post-test lebih tinggi dari nilai rata-rata pada pre-test (78,56 > 60,44). Nilai t-test lebih besar dari nilai t- table (18,12> 13,51) pada tingkat signifikansi 0,05. Berdasarkan hasil analisis data, dapat disimpulkan bahwa Beetle Drive Game dapat meningkatkan penguasaan kosakata siswa di MTs Muhammadiyah Limbung.
Kata kunci : Beetle Drive Game, penguasaan kosakata.
INTRODUCTION Background
Teaching English still exists at school, because English language is completely different from the Indonesian language in the system of the structure, pronunciation and vocabulary. For teachers creating English teaching effectively and efficiently is not an easy job, therefore, that the English teacher must be able to organize teaching learning activities. They have to present materials
by using a suitable teaching technique. A good teaching technique makes students understand and master the lesson like the other lessons which need a suitable technique and methods, teaching language also needs a suitable techniques and methods. In reality learning English especially to memorize vocabulary is boring for some students.
Teaching English has the purpose to develop four language skills, they are listening, speaking, reading and writing.
168 Vocabulary is an important element of
these skills. It is also as one aspect of language component which is considered playing a central role as a tool of communication and as a basic tool of communication in the language learning.
By mastering English vocabulary, students can be easy in comprehending language skills, English textbooks and many other English language sources. The acquisition of vocabulary would help people in gaining, understanding, and also enhancing the process of knowledgeable transferred for a better life.
Vocabulary is one of English sub skills that must be taught to the students because vocabulary has an important role for all language skills. Without enough vocabulary, the learners cannot express their feelings and ideas. They cannot even understand if people talk to them or if they read something.
Relating to the problem that faced by the seventh grade Students of MTs Muhammadiyah Limbung, the researcher would like to propose a new game as a solution and one of ways to teaching strategies that can make students motivated to learn English is Beetle Drive game. The use of games not only will change the dynamic of class but also we help student study easily and help the brain to learn more effectively.
Based on the problem above the researcher carried out a research with a title “Improving Students’ Vocabulary Mastery by Using Beetle Drive Game at the seventh grade Students of MTs Muhammadiyah Limbung”.
Problem Statement
Based on the previous background, the researcher formulates a research question as follow “Does the use of Beetle Drive Game improve students’ vocabulary mastery at the seventh grade Students of MTs Muhammadiyah Limbung?”
Objective of the Research
To be able to answer the research question, the objective of the research is to find out the use of Beetle Drive Game
in improving the students’ vocabulary mastery at the seventh grade students of MTs Muhammadiyah Limbung.
Significance of the Research
The result of this research is expected to be an alternative contribution in improving vocabulary mastery and a valuable information for teachers of English especially at MTs Muhammadiyah Limbung to increase their quality in teaching vocabulary.
Furthermore, the result of this research can be used as reference for the other researchers who intend to do research about vocabulary or Beetle Drive Game.
Scope of the Research
The scope of this research is focused on Beetle Drive Game to improve the students’ vocabulary mastery at the seventh Grade Students of MTs Muhammadiyah Limbung. The researcher will focus on teaching noun and verb.
REVIEW OF RELATED LITERATURE Previous Research Finding
To support this research, the researcher exposes some previous of related research as follows:
Asih, (2012) stated a research entitled “Using Beetle Drive game in teaching listening for young learners” in her thesis said that Beetle Drive Game is an information gap game that requires the player to give instructions to the other player in order to completing task. This game can be played indoor and outdoor with large or small amount of students, which time consuming around ten to twenty minutes. And the game can help to develop in cognitive and socio emotional the students.
Tanaya, (2015) conducted a reserach entitled “Improving Students Vocabulary Mastery of the fifth grade students of SDN 01 Wonosekar Pati by Using Beetle Drive Game in academic year 2014/2015”. The researcher found that the Beetle Drive Game can improve the students’ vocabulary mastery.
169 Wafaa (2017) explained a research
entitled “Teaching Students’ Vocabulary by Using Spelling be Game of the Second Year Students at SMPN 3 Sungguminasa Gowa”. The minimum score in pre-test was 32 and the maximum was 60. The minimum post-test was 52 and the maximum was 96. In other side words, it can be said that the rate percentage in post-test was greater that the rate percentage in pre-test from the explanation above, it means learning process by using Spelling be Game can improve their vocabulary significantly.
Lestary, (2017) conducted a research entitled “Improving Students’
Vocabulary Mastery by Using Text Twist Game at Private Islamic Junior High School Al- Hijrah 2 Lau Dendang 2016/2017 Academic Year”. The minimum score in pre-test was 30 and the maximum was 97. The minimum post-test was 33 and the maximum was 100. In other side words, it can be said that the rate percentage in post-test was greater that the rate percentage in pre-test from the explanation above, it means process by using Text Twist Game can improve their vocabulary significant.
Lubis (2017) stated a research entitled “Improving Students’ Vocabulary Mastery by Using Fly Swatter Game in the First Grade of Mts Persatuan Amal Bakti 1 HELVETIA”. The result showed the students’ vocabulary which had been thaught by using Fly Swatter has improved, where pre-test was categorized as poor and post-test categorized as good.
It means that they were considerd tobe different after treatment.
From the research findings above, some researchers used different strategies in teaching vocabulary. The researcher opinion that in teaching and learning vocabulary by using game can involve the students in learning activity and teachers have to catch the students’ attention and improve students’ vocabulary mastery.
SomePertinent Ideas
1. The Concept of Vocabulary
a. Definition of Vocabulary
Oxford Dictionary (2019) defines three definition of vocabulary. First, the words used in a particular subject or sphere of activity or on a particular occasion. Second, the body of words known to an individual person. Third, a list of difficult or unfamiliar words with an explanation of their meanings, accompanying a piece of specialist or foreign language text.
Jim Scrinever in Lubis (2017) states vocabulary is a powerful carrier of meaning. A learner, recognizing the communicative power of vocabulary, might reasonably aim to acquire a working knowledge of a large number of words.
Crystal (2008:373) defines vocabulary linguistics uses this term in its everyday sense,reserving for its technical study the use of terms beginning with LEXI-(cf. LEXIS, LEXICON). A distinction is often made, especially in language learning, between active and passive vocabulary: the former refers to lexical items people use; the latter to WORDS which they understand, but do not themselves use.
From the definitions above, it can be concluded that vocabulary is the total number of words that are needed to communicate ideas and express the speakers' meaning. That is the reason why it is important to learn vocabulary.
b. Kinds of Vocabulary
According to Nation (2001:37) divided vocabulary into two types as follows : 1) Receptive vocabulary.
Receptive carries the idea that we receive language input from others through listening or reading and try to comprehend it. Receptive vocabulary use involves perceiving the form of a word while listening or reading and retrieving its meaning. For receptive use, learners may only need to know a few distinctive features of the form of an item. The practice explanation In normal language learning conditions, receptive use
170 generally gets more practice than
productive use, and this may be an important factor in accounting for differences in receptive and productive vocabulary size, particularly in measures of total vocabulary size. 2) Productive vocabulary. Productive carries the idea that we produce language forms by speaking and writing to convey messages to others. Productive vocabulary use involves wanting to express a meaning through speaking or writing and retrieving and producing the appropriate spoken or written word form. The amount of knowledge explanation Productive learning is more difficult because it requires extra learning of new spoken or written output patterns.
Boers (2008:5) stated that the kinds of vocabulary as follow: 1) Reading vocabulary A literate person's vocabulary is all the words they can recognize when reading. This is generally the largest type of vocabulary simply because a reader tends to be exposed to more words by reading than by listening. 2) Listening vocabulary A person's listening vocabulary is all the words they can recognize when listening to speech.
People may still understand words they were not exposed to before using cues such as tone, gestures, the topic of discussion and the social context of the conversation. 3) Speaking vocabulary A person's speaking vocabulary is all the words they use in speech. It is likely to be a subset of the listening vocabulary. Due to the spontaneous nature of speech, words are often misused. This misuse, though slight and unintentional, may be compensated by facial expressions and tone of voice. 3) Writing vocabulary Words are used in various forms of writing from formal essays to social media feeds. Many written words do not commonly appear in speech. Writers generally use a limited set of words when communicating. For example, if there are a number of synonyms, a writer may have a preference as to which of them to use,
and they are unlikely to use technical vocabulary relating to a subject in which they have no knowledge or interest.
C. The Importance of Vocabulary
Vocabulary has an important role in the language learning. As a linguist David Wilkins in Thornbury (2002: 13) stated that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. His view is echoed in this advice to students from a resent coursebook.
According to Grauberg in Rohmatillah (2015) the process of learning vocabulary involves four stages:
1) Discrimination, This is the basic step. It involves the ability to distinguish sounds, letters from those next to them, and from the sounds and letters of similar words when listening and reading; to keep them distinct when speaking and writing. As will be seen later, failure to discriminate is a frequent source of error. 2) Understanding meaning, This means understanding the concept of the foreign word or phrase. Often this is straightforward because the word can be related to its referent by direct association or because there is equivalent word in English. 3) Remembering, The next step after intoducing and explaining new material is to ensure its retention. Once learners have found out the meaning of a word, they have no reason to attend to it any more, and it will be forgotten. 4) Consolidation and extension of meaning, Learning new words is not an instantaneous processif it were, and if presentation were the only critical variable involved, then words would not be forgotten and need to be relearned. As it is, however, it seems that words are absorbed slowly overtime, and that only gradually do they become fully integrated into the learner‟s personal stock of words, when he can use them with the same sort of fluency that characterizes the words he uses in his native language (Meara as cited in Grauberg (1997: 22). Achieving lexical command is a slow process. If one
171 tries to analyze this process by relating it
to linguistic description of vocabulary learning, pronunciation and spelling are probably acquired first, after the understanding of meaning, control over morphological forms and syntatic links comes next and full semantic knowledge is last.
Hiebert and Kamil (2005:1) stated that the role of vocabulary and reading is a complex one, as reading researchers have long recognized. Words represent complex and, often, multiple meanings.
Furthermore, these complex, multiple meanings of words need to be understood in the context of other words in the sentences and paragraphs of texts. Not only are students expected to understand words in texts, but also texts can be expected to introduce them to many new words. The vocabulary of written language is much more extensive and diverse than the vocabulary of oral language.
d. The Learning of Vocabulary
Nation (2001:98) stated that there are three important general processes in learning vocabulary, they are: 1) Noticing, The first process encouraging learning is noticing, that is giving attention to an item. This means that learners need to notice the word, and be aware of it as a useful language item. This noticing may be affected by several factors, including the salience of the word in the textual input or in the discussion of the text, previous contact that the learners have had with the word, and learners' realization that the word fills a gap in their knowledge of the language. Noticing also occurs when learners look up a word in a dictionary, deliberately study a word, guess from context, or have a word explained to them. 2) Retrieval, The second major process that may lead to a word being remembered is retrieval. A word may be noticed and its meaning comprehended in the textual input to the task, or through teacher explanation or dictionary use. If that word is
subsequently retrieved during the task then the memory of that word will be strengthened. Retrieval may be receptive or productive. Receptive retrieval involves perceiving the form and having to retrieve its meaning when the word is met in listening or reading. Productive retrieval involves wishing to communicate the meaning of the word and having to retrieve its spoken or written form as in speaking or writing. 3) Creative or Generative Use, The third major process that may lead to a word being remembered is generation. There is now an increasing number of studies that show that generative processing is an important factor in first and second language vocabulary learning. Generative processing occurs when previously met words are subsequently met or used in ways that differ from the previous meeting with the word. At its most striking, the new meeting with the word forces learners to reconceptualize their knowledge of that word.
Nation (2001:582) also stated that Vocabulary learning is not a goal in itself.
Vocabulary learning is done to help learners listen, speak, read, or write more effectively. When testing vocabulary, it is important to distinguish between how well a word is known and how well a word is used. By doing this, it is possible to investigate learners with listening, speaking, reading, or writing problems and see if lack of vocabulary knowledge is a source of these problems
Schmitt (2000:132) stated that one approach of facilitating vocabulary learning that has attracted increasing attention is vocabulary learning strategies (VLS). Interest in VLS has paralleled a movement away from a predominantly teaching-oriented perspective to one that includes interest in how the actions of learners might affect their acquisition of language. It seems that many learners do use strategies for learning vocabulary, especially when compared to language
172 tasks that integrate several linguistic
skills.
Thornbury (2002:13) emphasized that vocabulary learning is very important.
He says without grammar very little can be conveyed, without vocabulary nothing can be conveyed. Students may communicate using English productively if they master certain amount of words.
e. The Goals of Vocabulary
According to Nation (2001:643) stated that there are two goals of vocabulary, they are: 1) Principle 1:
Learners should know what vocabulary to learn, what to learn about it, how to learn it, how to put it to use, and how to see how well it has been learned and used.
Because this principle represents the goals of vocabulary learning, it is in essence a summary of most of the other vocabulary learning principles. It includes the three parts of content and sequencing, format and presentation, and monitoring and assessment. 2) Principle 2: Learners should continue to increase their vocabulary size and enrich the words they already know. Whereas Principle 1 focuses on the nature of vocabulary learning, Principle 2 focuses on the results.
2. The Concept of Beetle Drive Game a. Definition of Beetle Drive Game
Asih (2012:3) stated that Beetle Drive Game is an information gap game, which involves students in practicing simple instructions by having group work.
The game can be played outdoor and indoor with a large amount of students or small amount of students. The competition in this game makes the game more challenging and interesting for the students. Through this game, students also can practice and do the simple instructions.
Peter (2018) stated that a beetle drive is a fun, traditional family game suitable for all ages. Equipment required is pencil, paper and dice. The aim of the game is to be the first to draw a beetle.
Master of Games (2018) stated that the beetle drive or beetle game is a traditional party game that any number of players can enjoy. Players or teams compete to complete their drawing of a beetle first to win the game. A roll of the dice determines which body part to draw.
The beetle drive is a great game for large groups and fundraising events, as well as play at home with the family.
Based on the explanation above, we can simply that Beetle drive game is a game which involves students in practicing simple instructions in vocabulary by having group work. The game can be played outdoor and indoor with a large amount of students or small amount of students. The competition in this game makes the game more challenging and interesting for the students. Through this game, students also can practice and do the simple instructions.
b. The Procedure of Beetle Drive Game
Asih (2012:6) concluded that there are some procedure for playing this game, they are: 1) The first is putting the students into group that consist of four or five students. In deciding the group, the teacher must consider some aspects such as students’ ability in English, behavior, and physical condition of the students. In one group, the composition of clever, medium, and low students should be balance. 2) Explaining the rules and procedure clearly to the students. If the class mostly consists of low students, the teacher needs to repeat the instructions slowly. 3) Putting the media such as ornaments, maps, posters and location map for decorating in the place where all the students can see and reach. 4) The teacher puts the groups of students on their area that will be decorated and give a set of material to be used in decorating for each group. 5) The students will take one of the media and helping tools in the middle of the class and mention it to her or his friend. 6) Lastly, the students will
173 get some instructions to place the
ornaments, maps, and posters to decorate the area from the rest of group’s members by following the location given by the teacher. All the players will do the same with the blindfold player until all the objects are placed.
The advantages of Beetle Drive game, such as: the students are more active in learning and improve teamwork with students, the game can reduce students saturation in the learing process in class and material that is learned or communicated can leave an impression for students so that the activities that have been carried out are easy to remember.
And then, the limitation the games such as, the vocabulary obtained is limited and easy to the students.
c. Conceptual Framework
INPUT=Teaching Materials >
PROCESS=Teaching and learning process by using Beetle Drive Game >
OUTPUT=Students’ vocabulary.
d. Hypothesis
The hypothesis of this research is formulated as follows:
H0 : The Beetle Drive Game doesn’t significantly improve students’
vocabulary mastery at the seventh grade students of Mts Muhammadiyah Limbung.
H1 : The Beetle Drive Game
significantly improves students’
vocabulary mastery at the seventh grade students of Mts Muhammadiyah Limbung.
METHOD OF THE RESEARCH Research Method and Design
(Gay:2006) The research method that was applied in this research is pre- experimental method. This method involves a pre-test, treatment, and a post- test. The research design was presented as follows:
O1 X O2 Where:
O1 = Pre-test X = Treatment O2 = Post-test
Variables of the Research
There were two variables in this research namely independent variable and dependent variable. Independent variable is Beetle Drive Game and dependent is the students’ vocabulary mastery.
Population and Sample Population
The population of this research was the seventh grade students of MTs Muhammadiyah Limbung that consisted of two classes, namely VII A and VII B.
So the total number of population 43 students.
Sample
This research was used purposive sampling technique. The researcher choose class VII B as the sample because the students English was still low especially in vocabulary. The total number of sample is 25 students.
Instrument of the Research
The instrument was used in this research is vocabulary test, both of pre- test and post-test. The test consists of 25 items for 10 items multiple choice and 15 items for completion test. The pre-test is used to measure the basic ability of the students in vocabulary, and the post-test is used to know whether there is an improvement of the students’ vocabulary mastery after giving the treatment by using Beetle Drive Game.
Procedure of Collecting Data
In collecting the data, the researcher performed the following procedures: 1) Pre-test, Pre-test is given to the students before giving the treatment by using Beetle Drive Game. It is aimed to know the prior knowledge of the students in vocabulary mastery. 2) Treatment, After giving the pre-test, the researcher given the treatment to the students by using Beetle Drive Game. In this part, the researcher give different topic to the students in each meeting. The treatment is done for four meetings. There are some activities that are done by the researcher, as follows: a) The researcher devided students into group that consist five
174 students. In group, the composition of
clever, medium, and low students should be balance. b) the researcher explained the rules and procedure clearly to the students. c) The researcher put the media such as ornaments, maps, posters and location map for decorating in the place where all the students can see and reach.
d) The researcher put the groups of students on their area that will be decorated and give a set of material to be used in decorating for each group. e) The researcher asked the students that they will take one of the media and helping tools in the middle of the class and mention it to her or his friend. f) The researcher asked the students that they will get some instructions to place the ornaments, maps, and posters to decorate the area from the rest of group’s members by following the location map given by the researcher. 3) Post-test, In this part, the students were given the test again with the same procedure in pre-test. It aims to know the vocabulary mastery of the students after giving the treatment by Beetle Drive game.
Technique of Data Analysis (Kemendikbud, 2017:16).
The data collecting was analyzed by using t-test, the steps are as follows:
1. Tabulating the Students’ Score
Score =
2. (Kemendikbud,2017:16 Classifyingthe students’ scores into five levels as follow:
Level A score 85 - 100 classified as very good
Level B score 75 - 84 classified as good Level C score 65 - 74 classified as fair Level D score 55 - 64 classified as poor Level E score 00 - 54 classified as very poor.
3. (Gay, 2006) Computing the frequency and rate percentage of the students’ score.
P = 𝐅
𝐍 × 𝟏𝟎𝟎 % Where :
P = Percentage
F = Frequency
N = The total number of students
4. (Gay, 2006) Calculating the mean score of students is using by the formula :
Where :
: Mean score
: The sum of all score N : The total number of sample 5. (Gay, 2006) Gain Finding Out Gain
D = ∑ $ Where: %
D : The mean score of gain
∑D : The sum of difference score N : The number of students
6. (Gay, 2006) Calculating the value of the test to indicate the significant difference between the result of the pre-test and post-tes by using the following formula:
t = D'
(∑ 2D $%∑ D&2 N N%N$1&
Where:
t : Test of significant D( : The mean of score
∑ D : The sum of the D (the difference between two pair of score)
*∑ D+2 : Square the sum of D FINDINGS AND DISCUSSION
This chapter particular covers the findings and discussion. The findings were in line with the problem statements stated in the introduction part. The finding of the research present the description of the result of data collected through written test. In the discussions section, the researcher described further explanation of the findings given.
Futhermore, in this chapter, the researcher analyzed the data obtained from the students pre-test and post-test.
The data consisted of the result of the pre- test and post-test. The pre-test was
N X =
å
XX
å x
Gained Scored Total number of items
175 intended to know the skill of the students’
vocabulary before giving treatments, while the post-test was intended to find out whether there was any improvement or not of the students’ vocabulary after having several treatments by applying Beetle Dive Game.
Findings
1. The students’ score in pre-test (X1) and post-test (X2), Gain or difference with the matched pairs (D), and the square of the Gain (D2).
Table 1 shows that the score of students’ pre-test and post-test in improving students’ vocabulary mastery by using Beetle Drive Game. Their score can be shown as follows:
Table 1
The total raw of students’ pre- test and post-test No Sample Pre-
test (X1)
Post- test (X2)
Gain (D)
Square of gain (D2)
1 MAS 35 62 27 729
2 N 86 98 12 144
3 NA 70 87 17 289
4 NW 80 95 15 225
5 MI 62 70 8 64
6 MF 30 55 25 625
7 SSA 70 85 15 225
8 MA 35 60 25 625
9 NM 53 79 26 676
10 HD 40 60 20 400
11 NH 40 69 29 841
12 IJ 70 87 17 289
13 ATL 53 80 27 729
14 MT 80 95 15 225
15 ZAY 55 75 20 400
16 K 75 83 8 64
17 SM 47 69 22 484
18 I 62 85 23 529
19 LRM 75 87 12 144
20 SNI 65 82 17 298
21 ARF 70 82 12 144
22 MD 30 57 27 729
23 AA 75 85 10 100
24 A 75 87 12 144
25 NA 78 90 12 144
Total N=25 1511 1964 453 9287 From the table above, it shows that the total score of pre-test (𝑿𝟏) was 1511 and total score of post-test (𝑿𝟐) was 1964, gain (D) was 453 and the total of square gain (𝑫𝟐) was 9287.
2. The classification, Frequency, and Rate Percentage of The Students’
Score in Pre-test and Post-test a. Pre-test
The data illustrated above shows that the highest score from their pre-test result is 86 consisting of one student, and the lowest score is 30 consisting of two students. This data clearly explains that students’ vocabulary are still low.
Table 2
The Classification, Frequency and Rate Percentage of The Students’ Score in
Pre-Test N
o
Classifica tion
Freque ncy
Percent age 1 Very Good
(91-100) 0 0
2 Good (76-
90) 4 16
3 Fair (61-
75) 11 44
176 4 Poor (51-
60) 3 12
5 Very Poor
(0-50) 7 28
Total 25 100
None of the students (0%) was classified into very good, four students (16%) were classified into good, eleven students (44%) were classified into fair, three students (12%) were classified into poor, seven students (28%) were classidied into very poor.
b. Treatment
After giving the pre-test, the researcher gave treatment to the students to help them improving vocabulary by using beetle drive game. In treatment, the researcher explained the material about things in the class and things in the house of the vocabulary, especially the noun and verb. Ant the researcher devided the students into 5 groups. The procedure of treatment from the first day up to the fourth day were similar.
c. Pro-test
These data clearly show that the students’ vocabulary post-test was higher than pre-test. It means that there was a significant difference before and after teaching vocabulary by using Beetle Drive Game.
Table 3
The Classification, Frequency and Rate Percentage of The Students’ Score in
Post-Test No Classifica
tion
Freque ncy
Percent age 1 Very Good
(91-100)
3 12
2 Good (76- 90)
13 52
3 Fair (61- 75)
5 20
4 Poor (51- 60)
4 16
5 Very Poor (0-50)
0 0
Total 25 100
The data of the table above shows the rate percentage and frequency of the students’ post-test in learning English vocabulary by Beetle Drive Game. The table above, three students (12%) were classified into very good, thirteen students (52%) were classified into good, five students (20%) were classified into fair, four students (0%) were classified into poor, and none of the students (0%) were classified into very poor. It can be said that the rate percentage in the post-test was greater than the rate percentage in the pre-test.
Mean Score Of Pre-Test And Post-Test a. Mean Score
Mean score of the students pre-test 𝑥̅ = ∑ 𝑥
𝑁 𝑥̅ = 1511
= 60,44 25
Thus the mean score of students’ pre-test was 60,44
Maximum in pre-test 86 Minimum in pre-test 30 Standard Deviation in pre-test
SD = !∑ #$
!% (∑ $%)!' '%$
= !()*(*%
(%(%%)!
!(
+*%$
= !()*(*% ,
!!)*%!%
!( - +.
= √()*(*%($0+.,).
+.
= √2+23,$4+.
= √302,92333333
= 17,40
Mean score of the students’ post-test.
𝑥̅ = ∑ ,- 𝑥̅ = ./0123
= 78,56
Thus the mean score of students’ post-test was 78,56
177 Maximum in post-test 98
Minimum in post-test 55 Standard Deviation in post-test SD = !∑ #+
!% (∑ $!)!' '%$
= !$*)3.)%
(%+,-)!
!(
+*%$
= !$*)3.)% ,
*)(.!+,
!( - +.
= √$*)3.) % $*.+($,).
+.
= √024*,$4+.
= =156,50666667
= 12,51
After calculating the result of the students pre-test and post-test, the means score was presented in the following table.
Table 4
The mean score of pre-test and post-test Mean score of
pre-test
Mean score of post-test
60,44 78,56
The data in the table shows that the mean score of the students’ pre-test with the total 60,44 which classified as poor while the mean score of the students post- test with the total 78,56 which classified as good. It means the mean score of the students’ post-test was higher than the mean score of the students’ pre-test.
T-Test Value
𝒕 = 𝐷(
@∑𝐷2−(∑𝐷2) 𝑁 (𝑁 − 1)𝑁
Where:
𝐷 =∑𝐷 𝑁 𝐷 =453
25 𝐷 = 18,12
𝒕 = 18,12
@9287 −4532 25 (25 − 1)25
𝑡 = 18,12
@9287 −205209 25 (24)25
𝑡 = 18,12 E9287 − 8208,36600 𝑡 = 18,12
E1078,64600 𝑡 = 18,12
√1,7977333333
𝑡 = 18,12 1,3407957836
𝑡 = 13,51
After calculating, it was found that the t-test value = 13,51 where assuming that, the level of significant (P) = 0,05 and the degree of freedom (df) = N - 1 = 25 - 1
= 24. The value of t-table = 2,060.
The data in the table shows that the T-test was higher than t-table value (13,51
> 2,060). It can be concluded that there was a significant difference between the result of the students’ pre-test and post- test after using Beetle Drive Game in teaching vocabulary. It means that the null hypothesis (HO) of this research is rejected and the alternative hypothesis (H1) is acceptable because there is significance difference between the pre-test and post- test result by using Beetle Drive Game to improve students vocabulary mastery.
The using of t-test in this research was the students’ significant difference in vocabulary mastery after treatment by using Beetle Drive Game. The using of t- test in this research was also to answer the
178 hypothesis in this research that (HO) is
rejected. There was no significant difference of the students’ vocabulary mastery before and after using Beetle Drive Game and (H1) there was significant difference of the students’
vocabulary mastery before and after using Beetle Drive Game. The result of t-test can be seen in the following table:
Table 5 T-test and T-table Variable T-test T-table
X2-X1 13,51 2,060 Hypothesis Testing
To find out degree of freedom (Df), the formula used is in the following :
Df = N – 1
= 25 – 1
= 24
For level of significance (P) = 0,05 and degree of freedom (df) = 24 the value of t-table = 2,060. Comparing with the test value, it can be concluded, t-test value (13,38) was higher than the t-table (2,060). In other hand we said that 13,38
> 2,060. It means that null hypothesis (H0) of this research is rejected and the alternative hypothesis (H1) is acceptable because there is significance different between the pre-test and post-test result by Beetle Drive Game for improving students vocabulary.
From the analysis above, the researcher concludes that. There was a significance different between the result of pre-test and the post-test of students’
score after using Beetle Drive Game in students’ vocabulary mastery at the seventh grade students of MTs Muhammadiyah Limbung.
Table 6 Table of Significance Df
Level of Significant
(P)
T-test value
T- table value
25 0,05 13,38 2,060
The table above shows that the t- test was higher than t-table value 13,38 while the t-table 2,060. It means that there was a significant difference of the students’ result in pre-test and post-test.
Discussion
The following is detail discussion of the students’ result in both pre-test and post-test. Referring to the data both pre- test and post-test, it can be seen that the total score of pre-test (ΣX1) is 1511 and total score post-test (ΣX2) is 1964 and difference between matched pairs (ΣD) 453 and square of gain (Σ𝐷2) is 9287. It can be concluded that the students’ total score of post-test is higher than the students’ total score of pre-test after they have been taught by using Beetle Drive Game.
The researcher found the result of post-test was higher than pre-test, where the mean score of the students’ in pre-test was 46,73, while the students’ mean score result in post-test was 80,54. It means that the use Beetle Drive Game is effective in improving students’
vocabulary.
Another case also showed the improvement of the students’ ability in improving students’ vocabulary mastery was also proven by the value of t-test. The t-test of this research was 13,38 and the t- table 2,060. It explained that the value of t-test was higher than the value of t-table, it was concluded that there was significance between the students’ result in pre-test and post-test.
Related to the similar research which using Beetle Drive Game by Lestary, (2017) conducted a research entitled “Improving Students’ Vocabulary Mastery by Using Text Twist Game at Private Islamic Junior High School Al- Hijrah 2 Lau Dendang 2016/2017 Academic Year”. The minimum score in pre-test was 30 and the maximum was 97.
The minimum post-test was 33 and the maximum was 100. In other side words, it
179 can be said that the rate percentage in
post-test was greater that the rate percentage in pre-test from the explanation above, it means process by using Text Twist Game can improve their vocabulary significant
The criteria which used to reject or to accept the hypothesis said that the null hypothesis was rejected when the value of t-test was greater than the value of t-table.
After understanding these criteria, the researcher concluded that the alternative hypothesis of this researcher was rejected it means that the students’ score of pre- test and post-test were significantly different.
In brief of the discussion above, the use Beetle Drive Game strategy was good enough to improve the students’
vocabulary especially in noun and verb. It could be proved by seeing the improvement of students’ pre-test and post-test score. Thus, it indicates that the seventh grade students of MTs Muhammadiyah Limbung improved their ability in vocabulary especially by using Beetle Drive Game.
CONCLUSION AND SUGGESTION Conclusion
Based on the result of the data analysis, research findings and discussion in the previous chapter, the researcher formulates the conclusion as follow:
The use of Beetle Drive Game as treatment of the research was applied by teaching vocabulary. The students means score in pretest (before the treatment given) was 60,44 score which could be categorized as very poor, while on the students’ mean score in posttest (after given the treatment) was 78,56 which could be categorized as good. Thus, the application of treatment by using Beetle Drive Game in teaching and learning vocabulary could improve students’
achievement from 60,44 to 78,56 score. It means that the treatment has increased to the achievement of students’ post-test score because it was higher than the pretest scores. It is conluded that using
Beetle Drive Game can improve students’
vocabulary.
Suggestion
Considering the conclution above, the next researcher using learning methods that attract students’ interests such as games, music or collaboration in group. The next researcher is creative to manage material and technique to prevent students’ boring in teaching vocabulary.
In order to make them enjoy and simply remember the vocabulary. The next researcher also pay attention to the students who do not participate actively in learning activity and always motivate them to take part in learning. And then the next researcher gives students a lot of vocabulary and tells them to understand and memorize it. One of the techniques of teaching vocabulary that can be recommended that the use Beetle Drive Game within activities since this technique can interest the students to learn English vocabulary. Students should be encouraged to learn new vocabulary daily.
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