Dalam penelitian ini, kuantitatif,; Keistimewaan penulis berkorelasi pada delapan lulusan MTs Ma'arif Containsari. Jadi artinya ada pengaruh yang signifikan penggunaan Simon Says Game terhadap penguasaan istilah-istilah keislaman siswa kelas VIII MTs Ma'arif Containsari Lampung Timur. Penelitian ini merupakan penelitian kuantitatif yaitu hubungan antar variabel pada siswa kelas VIII MTs Ma'arif Containsari.
Artinya ada pengaruh antara permainan Simon Says terhadap penguasaan istilah-istilah keislaman siswa kelas VIII MTs Ma'arif containssari. Terima kasih kepada semua guru MTs Ma'arif Menyansari yang telah memberi saya kesempatan untuk melakukan penelitian ini.
INTRODUCTION
- Identification of the Study
- Limitation of the Study
- Formulation of the Study
- The Objectives and Benefit of Study
- The Benefits of Study
- Prior Research
Students will be able to understand the meaning of Islamic terms using the Simon Says game. The third, previous research was conducted by Citra in 2012 in Lampung” the research design in this study was the Classroom Action Research (CAR) design. The fourth, previous research was conducted by Zahrohin 2016 in Cilegon” the research design in this study was an Experimental Research.
REVIEW OF THE RELATED THEORIES
- The Definition of Mastery
- The Concept of Simon Says Game
- Theoretical Framework and Paradigm
- Hypotheses
It means that the meaning of Islamic terms should correspond to the same phraseology, culture and faith. Based on the above statements it can be concluded that Islamic terms are phrases or expressions that have deep meaning in each word, so Islamic terms can be used in the same phraseology and faith. From the above definition it can be concluded that the mastery of Islamic terms is the great ability of an individual in using the Islamic words of the language.
Therefore, it should be noted that the mastery of Islamic expressions is one of the necessary components of the language. The Simon Says game is an implementation of the TPR method, which is suitable for young learners, because in TPR the students are directly involved in the learning process.17 The Simon Says game is used as a game for teaching Islamic terms because it is an effective problem-solving game in Islamic terms. The Simon Says Game is used as a game to teach Islamic concepts because it is effective and easy to play in the classroom as students already know the rules of the game.
In short, games are effective and efficient in reducing boredom in the classroom. Based on the above statement, we can conclude that Simon Says as a game to learn Islamic terms has benefits for teachers and students in learning Islamic terms. The problem faced by the students in Islamic terms is difficulty in memorizing the meaning of words. In other words, the students lacked Islamic terms and often felt bored in learning activities.
So, the author tries to present a new Simon Says game for students' Islamic terms mastery.
RESEARCH METHODOLOGY
Population, Sample and Sampling Technique
- Sample
- Sampling Technique
So that every member of the population in this study has a chance to become a sample.
The Operational Definition of Variables
- Dependent Variable
The students are more active in teaching and learning Islamic terms when using Simon Says Game. The students are more interested in teaching and learning Islamic terms when using Simon Says Game. The dependent variable is called dependent because it is influenced by the independent variable.36 The dependent variable (Y) of this study is the mastery of Islamic terms by the students.
It consisted of two types of tests namely; multiple choices and fill in the blank. Tests have been developed and these aim to measure a wide range of individuals' skills, aptitudes, traits and behaviour.37 A test is used to get. The pre-test will be given to the students before they give a treatment to measure the students' prior knowledge of English Islamic terms.
After the treatment, the writer will give a post-test to the students to find out the result of the treatment whether the use of Simon Says Game is effective or not to enrich students' mastery of Islamic expressions. 25 questions will be asked. These questions are 20 optional and 5 oral test. Documentation as a method used to obtain information from written language or documents (for example: books, journal, memo, rule and others). The instrument that will be used for the documentation method are books, magazines, notes, data from the Internet, etc.
Instrument calibration is the measurement scale that will be used to determine the standard of the instrument that will be used.
Data Analysis Technique
The effect of using the Simon Says game on students' mastery of Islamic expressions. The results of the pre-test of the students for the mastery of Islamic terms in the eighth grader of MTS Ma’arif Mengandungsari. Students' results after the mastery of Islamic terms test, eighth grader MTS Ma'arif Mengandungsari.
And (H0) was rejected, if there was no positive and significant influence of the use of Simon Says Game on the students' Islamic terms mastery. H0: there is no significant influence of the use of Simon Says Game on the students' Islamic terms mastery. Ha: is there any significant influence of using Simon Says Game on the students' Islamic terms mastery.
This means that there is a positive and significant influence of the use of Simon Says Game on the students' Islamic terms mastery. It can be said that there is significant influence of Simon Says Game on students' Islamic Terms Mastery at the eighth grade of MTs Ma'arif Megandungsari. It can be known that there is significant influence of Simon Says Game on students' Islamic terms mastery at the eight grade of MTs Ma'arif Mengandungsari.
Finally, the result of this research explained that the use of Simon Says Game on students' mastery of Islamic terms was successful in the eighth graders of MTs Ma'arif Mengandungsari in Class VIII A 2018/2019.
RESULT OF THE RESEARCH AND DISCUSSION
The Influence of Using Simon Says Game towards the Students’
The researcher conducted a pre-test to find out the Simon Says Game to the students' mastery of Islamic terms in the oral and written test before giving the treatment. Moreover, based on the frequency distribution table above, it can be concluded that out of 20 students as the research sample, only 1 student got the highest score, which is 71. In summary, from the pretest result the researcher found the problem of students in learning Islamic terms.
After conducting the pretest result of Simon Says Game and Islamic terms in oral and written test, the researcher conducted a treatment of Simon Says Game to help the students still have confidence in the class and make it easier for them to understand the meaning of Islamic terms. Mind it, the researcher identified students' difficulties in oral and written test of Islamic terms, and offered the concept of Simon Says Game to know if there was positive and significant impact of it. Moreover, after the students in this class were treated with the concept of Simon Says Game and they understood it, the researcher gave the post test to measure their Islamic mastery in oral and written test.
Based on the table above, it can be concluded that the result of the students in the post-test is high, the students who get a result > 65 is more than 65% of the students. Furthermore, based on the above frequency distribution table, it can be concluded that out of 20 students as the research sample, only 1 student had obtained the highest score, which is 84. In summary, the post-test score was categorized in Sufficient Category although some students were still lacking in the Simon Says game for mastering Islamic terms, but overall, it had certain impact to help students understand better.
The influence of the use of Simon Says Game on the students' mastery of Islamic terms in the eighth grader of MTs Ma'arif Mengandungsari.
The Influence of Using Simon Says Game towards the Students
Statistical test used for this test is kolmogrov and smirnov formula which is helped by SPSS application. Statistical test used for this test is levene statistic: α 5% which is aided by SPSS application. The result of the homogeneity test using the SPSS homogeneity of variance test (pretest and posttest).
Hypothesis testing is being done to know if there is any significant impact or not on variable Y. Based on the normality and homogeneity of the test it can be seen that the data is normal and homogenous. This implies that the more a teacher uses the Simon Says game, the better the students' mastery of Islamic terms will be.
Putting the above data into the t-test formula to get t-observed.
Interpretation
- Interpretation of “t- observed ”
Discussion
So, based on the problem the researcher applied Simon Says Game to help students in learning Islamic terms. Based on the above discussion, the researcher could draw a conclusion that students' mastery of Islamic terms is built after they were taught with Simon Says.
Limitation
After the student became interested, the material taught by the teacher would be more easily understood by the students. Based on the result of the research, the researcher can conclude that Simon Says Game interests the students in the learning process, especially in learning Islamic terms. Based on the result of the research, the researcher made some suggestions on the side related to the following considerations: First, for the teacher, the teacher should use Simon Says Game as the teaching learning process, to have a to have a significant impact on students' Islamic terms.
Secondly, the students must be active in the learning process so that they can understand the material in the English lesson. Increasing students' speaking ability through Simon Says Game in the second year of SMPN3 Pringsewu. 34; Islamic Religious Expressions in the Translation of Naguib Mahfouz Novel The Beginning and the End".
The effectiveness of Simon Says Game on the vocabulary of students in the second grade of the Junior High School of Al-Fath Cilegon. Based on the table, in the oral tests, the pretest prayer consists of 1 digit in number 24. About the Islamic word consists of 3 digits, which are number 21,23,25, and about the confidence of students consists of 1 number in number 22.
Based on the table above, we can conclude that most of the students of MTs Ma'arif get a low score in the pretest, most of them score < 65.
CONCLUSION AND SUGGESTION
Suggestion
TheStudents’ Score on Posttest
SPSS
Documentation
Curriculum Vitae
