357
IMPROVING THE STUDENTS’ VOCABULARY MASTERY
BY USING UNDERCOVER GAMES AT THE EIGHTH-GRADE STUDENT OF SMP NEGERI 05 BAMBANG
Kristin1, Rina Asrini Bakri2, Nurfiriyah Halim3
1STKIP YPUP Makassar, Email : [email protected]
2STKIP YPUP Makassar, Email: [email protected]
3STKIP YPUP Makassar, Email: [email protected]
ABSTRACT
The objective of the research is to find out the improvement of students’ vocabulary by using Undercover Game. This research employed pre-experimental method which one class was given pre-test, treatment, and post-test. The total sample was 18 students and it used purposive sampling technique. The instrument was vocabulary test measure the students’ vocabulary in learning process by Undercover Game. The result of the data showed that Undercover Game was effective in improving students’ vocabulary. The findings indicated that using Undercover Game as method in teaching vocabulary was able to improve the students’
vocabulary. It was proven by the mean score of the students’ post-test was higher than the students’ mean score in pre-test (58.22>78.27) and the t-test value was higher than t-table value (10.38>2.110) at the level of significant 0.05 with degree of freedom was 17. Based on the result of data analysis, undercover game activity can improve the students’ vocabulary and it is the effective activity to make the students active in learning vocabulary. It can be concluded that the implementation of Undercover Game was successful.
Keywords: Vocabulary mastery, Undercover Game.
INTRODUCTION
Language is the most important aspect of human interaction. People communicate and interact with others using the language. Humans cannot communicate with each other without using language, because it is one of the communication tools used by people in general. Mustari (2018) states that language is the most effective tool for establishing or cooperating between people. It can be seen in a variety of settings, such as a market, a hospital, an office, and other locations, where everyone uses language to interact with one another.
English has many skills that students must acquire, such as listening, speaking, reading, and writing.
To support those skills, students need more vocabulary. Vocabulary is an important factor in using English well. It is one of the elements of the language that plays an important role in building language skills.
According to Damayanti (2016) vocabulary is one of the components of language which is very important for the students to learn. Everyone who wishes to do well in English, therefore, needs to know the English words.
Based on the researcher's experience in Teaching Internships, most students were afraid to learn English. They found it difficult to learn English. They were so afraid to make mistakes while studying that they wanted to give up learning. Besides, it was supported by the result of interviewing the English teacher at school, the teacher said that the student of SMPN 05 Bambang considers that learning English is boring, because of lack of student interest in learning English and Weakness of students' vocabulary acquisition.
Changing the impression that English is difficult and boring should be directed to the fact that teachers need to use appropriate strategies or media to teach vocabulary, depending on the level of the student. One of the strategies that may encourage students to learn English is to use undercover games.
Undercover game is one of the best games to increase the motivation of students to learn vocabulary.
358 Undercover games are word guessing games in which players identities are kept secret from another one the aim is to figure out the identity of the another player as quickly as possible to eliminated the Undercover. Undercover game are an effective way to learn English, especially in improving vocabulary.
In addition, this game helps learners enjoy the process of education and learning. The problem statement is can the Undercover Game improve students’ vocabulary mastery of the eighth grade students of SMP Negeri 05 Bambang.
The scope of the research was about improving students' vocabulary by using Undercover Game of the Eighth-Grade of SMP Negeri 05 Bambang. The researcher emphasized the knowledge of the vocabulary mastery. The research focused on teaching noun vocabulary.
METHOD
The researcher used pre-experimental research to know whether undercover game is able to improve students’ vocabulary mastery of SMPN 05 Bambang. The researcher conducted a pre-test to know the basic knowledge of students about their vocabulary. The next step was a treatment that the researcher used undercover game applications as learning media. At the end of the research, there is a post-test. By getting students' scores in pre-test and post-test, the significance between them will be shown. This research consisted of two variables. Those were Dependent variable and Independent variable. The dependent variable was the improvement of students' vocabulary independent variable, and the independent variable was the undercover game, where those are suitable for students. The population of this research was all of the students at the eighth grade of SMP Negeri 05 Bambang. The researcher chose eighth grade where class consist of 18 students. The sampling technique used was the researcher took all of the population to be sample. Which consist of 18 students.
That researchers use in collecting data, while research instruments are research tools used by researchers in collecting data so that their work is easier and the result are better, in a more careful, complete and systematic sense so that it is easier to process. The instrument of this research was to collect the data for this study. There are two types of vocabulary test, pre-test and post-test. Both tests consist of 15 multiple- choice questions and are vocabulary tests. The data were collected through pretest, treatment and posttest.
This research analysis technique aimed to determine the results or students' scores, whether there was progress in the achievement of students' vocabulary, and to find out whether teaching vocabulary used undercover game to improve students’ vocabulary or not significantly.
RESULTS AND DISCUSSION Results
The research findings included students’ pretest (X1) and posttest (X2) scores, the frequency and rate percentage of students’ of students’ pretest and posttest scores, the mean pretest and posttest score, the derivation score, the t-table value, and hypothesis testing. The study’s goal was to see if using possible Undercover Game helped eight-grade students at SMP Negeri 05 Bambang improve their vocabulary. The result of the data was collected through a vocabulary test from the pretest. Both the pretest and posttest present the same topics. Afterward, the result of the score was collected in line with instruments and analyzed using the procedures to obtain the final score of the students.
To obtain the information about the students’ vocabulary achievement, the researcher described it through ways. They are, a) the result of students’ pretest and posttest; b) score classification; c) the students’
total score of pretest and posttest, square of pretest and posttest, and gain and square of the gain; d) the mean score of students’ pretest and posttest and standard derivation; e) the significant different between pretest and posttest and; f) hypothesis testing. The findings are described as follows:
1. The result of students’ pretest and posttest
359 In this chapter, the researcher explained the result of the research they were pretest, treatment, and post-test. In pretest activities and fill-in, the researcher gave the test multiple-choice question of 15 question.
The researcher prepared the questions about vocabulary (nouns and verbs), question divided into two categories and each has a point value.
In this test the researcher found that some students had some difficulty in answering the questions given due to lack of media or inadequate learning resources such as the internet, the absence of internet, making students difficult to learn and see practice questions on the internet. Therefore, the students' pretest scores were low. even though as we know, the internet is very important in the development of students in learning, especially learning vocabulary. Nasution (2006) as cited Rimba (2020) reveals that the internet provides benefits in all fields of business, academic (education), government, organizations and others. etc.
Nasution et al (2006). In addition, the internet also has an important role in motivating students to learn more enthusiastically.
In the book by Anonymous (2005, Overview of the Development of the Internet in Indonesia), it is mentioned several benefits of the internet for education in Indonesia, namely: access to libraries, access to experts, online lectures, academic information services, providing data search engine facilities, providing discussion facilities, and collaboration facilities. The internet as a learning resource should be better utilized in learning so that the internet can be an alternative learning source that is quite effective and efficient. To improve their knowledge of vocabulary, a treatment is needed that can make them enthusiastic in learning vocabulary. So, the researcher applied the treatment to the students in active treatment, the researcher used Undercover Game. The researcher took four meetings for the treatment.
After doing treatment, the researcher prepared the second test to measure the student’s understanding of the material given and the effectiveness of this strategy. The researcher gave the posttest after the researcher delivered the treatments. The researcher gave a posttest, a total number of pretest, complete sentences, which consist of 15 questions. It aims to find out the students’ vocabulary increase after the students have learned vocabulary by the possible sentences strategy. In this test, the researcher interested to know the result value after doing the treatment. It was expected that the students’ posttest result was higher than the pretest score result because the researcher had already given the material. In this test, the researcher found that the students looked easily in answering the questions given. The facial expressions of the students showed that they look so relax and enjoy finishing the test. They worked on the post-test quickly, and they had collected their answer before the due time.
a. Pretest
The test of the pretest was given before the students doing the treatment it aimed at finding out the students’ vocabulary knowledge. The researcher delivered the test using multiple choice before giving clues and explaining how to answer the questions provided. It was caused they were not understanding most of the vocabulary from the test question.
b. Post-test
The post-test was given after the students did the treatment. It aimed to find out the students’
vocabulary improvement after learning vocabulary using an undercover game. In this test, the researcher tried to know the result value after doing the treatment. The post-test result was expected because the researcher had already given the material through an undercover game as a medium for teaching English vocabulary. The researcher passed the test using complete sentences. Before the researcher gave the test, the researcher gave clues and explained how to answer the question. The researcher gave the students 60 minutes to answer the question. And in this test, the researcher found that the students enjoyed answering the questions they had given their expressions. They were focused on the reading their questions had given, and finally, the students collected their answers before time passed. And then, the result of the posttest
360 improved. The student’s score in post-test was also classified into score some criteria. The criteria were very good, good, fairly good, fair, fairly poor, and poor in the following table.
From the table above, the researcher indicated that the vocabulary mastery of the students has improved, where the post-test was categorized as good, and the post-test was categorized as poor. It means that the students were considered different after the treatment. The researcher saw that ten students got a score of 66-75 scores, four were eight students obtained 76-85 score, two student who achieved 86-95 score and two students achieved 96-100 score. It implies that the students vocabulary mastery improved by Undercover Game.
2. The scores classification, frequency, and the rate percentage in the pretest and posttest a. Pretest
The students’ scores on the pretest were classified into some criteria: frequency and percentage.
The researcher showed the result of the criteria percentage and frequency of the students' scores in the pretest were shown in the following table.
Table 1. The frequency and rate percentage of the students’ pretest score No Range of score Classification Frequency Percentage
1. 96-100 Excellent 0 0
2. 86-95 Very good 0 0
3. 76-85 Good 2 11.11
4. 66-75 Fairly good 3 16,66
5. 56-66 Fair 3 16,66
6. 36-55 Fairly poor 10 55,55
7. 0-35 Poor 0 0
Total 18 100%
Based on the table above, the pretest showed that ten students (55,55%) out of the 18 students classified into "fairly poor" classification, four students (16,66%) out of them were classified into "fair" classification, three of the students (16,66%) out of them were classified into "fairly good", and there were two students (11,11%) classified into "good", and there were none of them classified into very good or excellent classification. Based on the table above, it was indicated that the students' classification score in the pretest was fairly poor in learning vocabulary mastery.
Chart 1 the classification, score, and percentage in pretest students 0
10 20 30 40 50 60 70
Poor Fairly Poor Fair Fairly Good Good Very Good Excellent
Pre test
361 Based on chart 4.1, shows none of the student who classified as poor, very good and excellent score.
The higher classification in pre-test was good and lowest category was fairly poor, therefore, the students’
ability low in vocabulary mastery before taught by using Undercover Game.
b. Posttest
The students’ score of post-test was classified into some criteria. The researcher showed the result of the criteria percentage and frequency of the students’ post test score were shown in the following table:
Table 2. The frequency and rate percentage of the students’ posttest score No Range of score Classification Frequency Percentage
1. 96-100 Excellent 2 11,11
2. 86-95 Very good 2 11,11
3. 76-85 Good 4 22,22
4. 66-75 Fairly good 9 50
5. 56-66 Fair 1 5,55
6. 36-55 Fairly poor 0
7. 0-35 Poor 0
Total 18 100%
In the post-test score there was none classified into “poor” and “fairly poor” scores, there was one students in the poor classification (5,55%), there was nine students in to the fairly good classification (50%), four students in to the good classification (22,22%), two students in to the very good classification (11,11%) and also two students in to the excellent classification (11,11%). From the explanation about the classification above, it can be concluded that the use of undercover game has a significant impact on eight- grade at SMPN 05 Bambang. The students’ vocabulary mastery after the treatment (post-test) was “fairly good”.
Chart 2. The classification ,score, and the students’ percentage in posttest
Based on chart 4.2 of the students’ score above shows that none of the students got poor and fairly poor classification score. The classification of excellent was received by two student, while two student in very good classification score. There were four students who were in good classification score and fairly
0 10 20 30 40 50 60
Poor Fairly Poor Fair Fairly Good Good Very Good Excellent
Post test
362 good classification was obtained by nine students. Were one student score were in in fair classification.
Significant different could be seen from the comparison between the students’ pre-test and post-test.
3. The students’ Total score Pretest and Posttest, Square Pretest and Posttest, Gain and Square of the Gain
The researcher has collected the result from two kinds of test, namely pretest and posttest. The pretest was given to the students before having the treatments, which aimed to know the students’
vocabulary mastery, and a posttest was given to the students after having treatments which aimed to know the achievement of the student’s vocabulary mastery after they were taught by using Undercover Games in improving the students’ vocabulary mastery. The pretest and posttest were compared to see whether or not there was a significant achievement of the students’ vocabulary mastery. The following table showed the result of the students’ pretest and posttest.
4. The mean score of students’ pretest and posttest
Based on the data above, the mean score of students’ pre-tests was 58,22 from the total score of 1.048, and the mean score of students’ post-tests was 78,27 from the total score 1.409. It indicates that the mean of the posttest score was greater than the mean of the pretest.
5. The significant difference between Pretest and Posttest
This research uses the T-test value to know the students’ significance in vocabulary mastery after using the undercover game. The T-test in this research alo answer the Null Hypothesis(H0) after using undercover game and Alternafive Hypothesis(H1). The table was taken the level of significance (𝛼)= 0,05 and degree of freedom (df)= 17, so the value of the T-table was 2,110.
Table 3. Distribution the Value of t-test and t-table
t-test t-table
10,38 2,110
According to the table above, the level of significance (𝛼) = 0,05 and degree of freedom (df) = 14. Them the value of t-table = 2,110 and t-test = 10,38. Thus the value of the t-test was higher than t-table ( 10,38 >
2,110). So, the T-test result above showed a significant difference between pretest and posttest after using treatment by undercover game. It can be summarized that the T-test value was higher than the value of the T-table (10,38 > 2,110) at the level of significant 0,05.
Based on the data in table above, the value of the t-test is higher that the value of the t-table. It can be concluded that there was a different result in teaching vocabulary between the students’ pretest and posttest value by using Undercover Games.
6. Hypothesis Testing
After finding out the t-test value was 10,38, the next chapter is to determine the t-table value to know whether pre-test and post-test were significantly different. For the level of significant (𝛼) = 0,05 and the degree freedom (df) = 17 them the t-table = (2,110) and test value of T-test = (10,38). Compared with the test value, the t-test value (10,38) was higher than the table (2,110). On the other hand, the researcher said that 10,38 > 2,110. It means that the null hypothesis (H0) of this research was rejected. The alternative (H1) was accepted because there was a significant difference between the pretest and posttest result of the Undercover Games for improving students’ vocabulary mastery. From the analysis above, the researcher concluded that there was significant achievement toward students’ vocabulary mastery by using Undercover Game at the eight-grade of SMP Negeri 05 Bambang. Based on the data analysis, the researcher
363 concluded that improved the students’ vocabulary mastery troughs the Undercover Game at the eight-grade of SMP Negeri 05 Bambang.
DISCUSSION
The discussion deals with the interpretation of the findings divided from the data analysis. The description of the data collected through vocabulary test, which explained in the previous part, showed that the students’ vocabulary achievement was increased. It was supported by the result of frequency and rate percentage of the students pretest and protest. And also, the students’ scores after pretesting material by using the undercover game in teaching and learning vocabulary tests showed that showed that the score was higher than before the treatment.
After having the pretest and posttest data, the researcher compared the students’ result of the pretest and posttest. It aimed to find out whether there was a significant difference between the result of pretest and posttest. Un the order words whether the result of posttest higher than pretest. And the following is the details of the finding discussion of this research. To know the effect of the undercover game of students in learning the English process and teaching English vocabulary. Seeing on the data, the highest score of pretest that the students got pretest was 80, which categorized fairly good score that the highest score that the student got in posttest was 100 as categorized excellent, and the students got this after the treatment had given. The Undercover Game in teaching and learning vocabulary could improve the student’s achievement from fairly good score to excellent score.
Another case also showed that the improvement of the students’ ability to increase student vocabulary mastery was also proven by the value of the t-test. The t-test of the research 10,38 and the table is 2,110, it explained that the value of the t-test was higher than the value of t-table. It was conclude that the students’
result was significant in pretest and posttest. In other words, using the Undercover Game in teaching and learning vocabulary effectively improved the students’ vocabulary mastery.
Based on the comparison of the data score pretest and posttest before, a could be concluded that the classification of pretest dominant in average classification and in posttest was dominant in good classification. So, if could be concluded that there was significant achievement toward pretest and posttest result.
Another case also showed that the improvement of the students’ ability to increase students’
vocabulary mastery was also proven by the value of the t-test. The t-test of this research was 10,38 and the t-table 2,110. It explained that the value of the t-test was higher than the value of the table. It was concluded that the students’ result was significant in pretest and posttest. In other words, using the Undercover Game in teaching and learning vocabulary effectively improved the students’ vocabulary mastery.
The mean score of students’ post-tests was (78,27) than the students’ pre-test (58,22). It means that this research null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted because there was a significant difference between students pretest and posttest by Undercover Game in teaching vocabulary. Classification of posttest dominant in average play an important.
The average of the students’ score in pretest and posttest determining the successful of technique used in teaching and learning vocabulary. Logically. If, the average of the students’ score in pretest was higher than average score of the posttest, we can conclude that the technique used does not have significance influenced in developing students’ English vocabulary. Automatically the technique cannot be used improving the students’ vocabulary achievement. In the contrary, if the average of the students’ score in pretest was lower than the average of the students’ posttest score, we can conclude that the technique used has significance influenced in improving students’ vocabulary achievement.
Briefly, based on the discussion above, the use of the Undercover Game was good enough to improve students’ vocabulary mastery. Especially, the vocabulary of (nouns). This could be proven and seen by
364 improving the pretest and posttest scores of students. Thus, it shows that the class VIII SMP Negeri 05 Bambang improves their vocabulary mastery, especially by using Undercover Game.
The Undercover Game provides the learners with vocabulary material. They are English nouns. It can help the teacher present the teaching material in more exciting way. The students enjoy the class and are encouraged to practice the vocabulary more, especially during the interaction within their groups in their class. This Game could be applied in teaching vocabulary, as the task given is used as the guideline for the students to master their vocabulary.
From the result of previous studies in accordance with the tittle of the researcher, the researcher concluded that previous researchers had a good and positive impact on the use of Undercover Game.
Therefore, that the research was successfully carried out, and the researchers also succeeded in increasing students’ vocabulary mastery by using the same Undercover Game as previous researcher.
CONCLUSION
Based on the data explained above, the researcher concluded that there was a significant improvement in the students’ vocabulary mastery between pretest and posttest. With the findings and discussion in the preview chapter, the researcher can conclude that using Undercover Game can be used to improve students’ vocabulary mastery. This one strategy can be used to improved student’s vocabulary in the classroom. It was indicated from the posttest (1.409). Which is higher than the pretest means score (1.048), the gain score (361), the total square gain (8.393), the score df (17), the score 𝛼 0,05, the t-test score 10,38, and the score of t-table 2,110. And the most of the students enjoy with teaching and learning process. They were also able to master some new words and remember them easly. The researcher could say that the researcher could say that research success to apply this game at the eight- grade of SMP Negeri 05 Bambang.
Jannah (2011), her thesis entitled Using Game in Improve Students' Vocabulary. concluded that using games could improve students' vocabulary. In addition Sari, (2016) conducted a research entitled
"Increasing the Students Vocabulary Mastery by Using Pictionary Game among the Seventh Grade of Junior High School 8 Metro in the Academic Year of 2018/2019". The result showed that Game is one of the materials that can be used to teach children or young learners about English vocabulary. The game can help them to understand the vocabulary. In another research, entitled Improving Student’s Vocabulary Mastery by Using Monkey in the Middle Game at the Eighth-Grade of SMPN 07 Bambang by Anggraini (2021) concluded that the using game while studying can be very helpful in improving a student's vocabulary.
Furthermore, students can learn a little easier when they have fun. Therefore, it can make learning more enjoyable for students. The students are happy and wants to follow English lessons, especially vocabulary.
REFERENCES
Anggraini,W.(2021) Improving Students' Vocabulary Mastery by Using Monkey in the Middle Game at the Eighth Grade of SMPN 07 Bambang
Anonim. 2005. Sekilas Perkembangan Internet di Indonesia. (www.jurnalkopertis4.org.)Damayanti, T. D.
(2016). English Language Education Study Program Language and Arts Department the Faculty of Teacher Training and Education. Jamber Univesity.
Jannah, M. (2016). Using Game to Improving Students' Vocabulary."Syarif Hidayatullah" State Islamic University
Mustari, A. (2018). Sociolinguistics. Makassar.
365 Rimba. S (2020) pemanfaatan internet sebagai sumber belajar. Vol.2 No.1
Sari, S. M. (n.d.). Increasing The Students Vocabulary Mastery By Using Pictionary Game Among The Seventh Grade of Junior High School 8 Metro In The Academic Year of 2018/2019.
Nasution, Laila Hadri. 2006. Pemanfaatan Internet Guna Mendukung Kegiatan Perkuliahan Mahasiswa Program Pascasarjana UNIMED. http://library.usu.ac.id/downloads/fs/06005176.pdf. Retrieved on the 8th November 2009.
