i

IMPROVING YOUNG LEARNERS’ VOCABULARY THROUGH

SPELLING BEE

(A Quasi Experiment Research of the Seventh Grade Students of SMP

Negeri 2 Ambarawa in Academic Year 2020/2021)

FINAL PROJECT

Submitted in Partial Fulfillment of the Requirements to Obtain the Sarjana

Pendidikan Degree in English Education

GITA HUSNA AFIFAH

31801700016

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND COMMUNICATION SCIENCE

SULTAN AGUNG ISLAMIC UNIVERSITY SEMARANG

2021

ii

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VALIDATION

A Sarjana Pendidikan Final Project On

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MOTTO

“ Work harder to make your dreams happen, then, shock everyone”- Writer

DEDICATION

This study is dedicated to:

My lovely grandmother

My father in Jannah

My father and mother

My little sister and brother

My friends

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ABSTRACT

Gita Husna. 2020. Improving Young Learners’ Vocabulary Through Spelling Bee

(A Quasi Experiment Research of the Seventh Grade Students of SMP Negeri 2

Ambarawa in Academic Year 2020/2021). A final project, English Education Study

Program, Faculty of Language and Communication Science, Sultan Agung Islamic

University. Advisor: Mega Mulianing Maharani, S.Pd, M.Pd.

This study was conducted to find out the effectiveness of Spelling Bee game

in improving the seventh grade students’ vocabulary mastery of SMP Negeri 2

Ambarawa in academic year 2020/2021. The researcher implemented a quasi

experimental design that used pre-test and post-test in finding the result. The data

were colleted from the early of November up to December 2020. The quota

sampling was used to determine the sample of this study, in which, 15 students were

as the control group and 15 students in experimental group. The control group was

given only pre-test and post-test while the experimental group was given the

treatment between the tests. The instrument in collecting the data were multiple

choice test with 30 questions. The result of the data analysis showed that the post-

test mean score of control group is 25.93, meanwhile, 28.80 for experimental group.

It showed that the score of experimental group was higher than the control group.

Futhermore, the study found out the significant difference after using Spelling Bee

game as the treatment. It was also supported by the result of t-test showed sig (2-

tailed) was 0.000. It indicated that Ho was rejected and H1 was accepted. Therefore,

Spelling Bee game can be a good recommendation as an effective technique in

teaching vocabulary for young learner.

Keywords: Young Learner, Vocabulary, Spelling Bee

viii

INTISARI

Gita Husna. 2020. Improving Young Learners’ Vocabulary Through Spelling Bee

(A Quasi Experiment Research of the Seventh Grade Students of SMP Negeri 2

Ambarawa in Academic Year 2020/2021). Skripsi jurusan Pendidikan Bahasa

Inggris. Fakultas Bahasa dan Ilmu Komunikasi. Universitas Sultan Agung

Semarang. Dosen Pembimbing: Mega Mulianing Maharani, S.Pd, M.Pd.

Penelitian ini dilaksanakan untuk mengetahui keefektifan permainan

Spelling Bee dalam meningkatkan penguasaan kosakata siswa kelas VII di SMP

Negeri 2 Ambarawa tahun ajaran 2020/2021. Peneliti menerapkan quasi

experimental design yang menggunakan pre-test dan post-test dalam menemukan

hasil. Pengumpulan data dilakukan pada awal bulan November sampai dengan

Desember 2020. Pengambilan sampel menggunakan sistem quota sampling yang

dibagi ke, 15 siswa di control group dan 15 siswa di experimental group. Control

group hanya diberikan pre-test dan post-test sedangkan experimental group

diberikan treatment di antara tes. Instrumen pengumpulan data menggunakan tes

pilihan ganda dengan 20 soal. Hasil analisis data menunjukkan bahwa rata-rata skor

post-test control group adalah 25.93, sedangkan experimental group 28.80. Hal

tersebut menunjukkan bahwa nilai experimental group lebih tinggi daripada nilai

control group. Selain itu, penelitian ini menemukan perbedaan yang signifikan

setelah menggunakan permainan Spelling Bee sebagai treatment, hal ini didukung

oleh hasil dari t-test menunjukkan bahwa sig(2-tailed) 0.000. Dapat disimpulkan

bahwa Ho ditolak dan H1 diterima. Oleh karena itu permainan Spelling Bee dapat

menjadi rekomendasi yang baik sebagai teknik yang efektif dalam mengajarkan

kosakata bagi anak didik.

Kata Kunci: Young Learner, Vocabulary, Spelling Bee

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ACKNOWLEDGEMENTS

Alhamdulillah, in the name of Allah SWT, the researcher personally would

like to reveal the sincerity and the deepest gratitude to Allah for the blessing, giving

healthy body, the patience and also the motivation during arranging this final

project. Peace and blessing from Allah SWT be upon to the propher Muhammad

SAW which has brought us from the darkness to the lightness.

In this precious time, the researcher finally accomplished the final project,

under the title Improving Young Learners’ Vocabulary Through Spelling Bee (A

Quasi Experiment Research of the Seventh Grade Students of SMP Negeri 2

Ambarawa in Academic Year 2020/2021). This final project would not had been

done without the support and help from the surroundings. Therefore, the researcher

would like to express the deepest gratitude to:

1. Drs. Bedjo Santoso, M.T., Ph.D., as the Rector of Unissula.

2. Hartono, S.S., M.Pd, as the Dean of Faculty of Language and

Communication Science of Unissula.

3. Huyi Intan Sari, S.Pd., M.Pd, as the Head of English Education Program.

4. Mega Mulianing Maharani, S.Pd, M.Pd, as the advisor who had given

advices, guidances, suggestions and time during compiling this final project.

5. All of the lectures and staff of the Faculty of Language and Communication

Science, who have given lesson, knowledge, and support during conducting

the research.

6. Drs. Heri Muryanto, M.Pd. as the Headmaster of SMP Negeri 2 Ambarawa,

for the permission in conducting the research.

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7. Diah Ayu Citraningrum, S.Pd, as the English teacher at SMP Negeri 2

Ambarawa for the cooperation and help during the research.

8. The family of SMP Negeri 2 Ambarawa, especially for VII E and VII G in

academic year 2020/2021 for their cooperation during the research.

9. All of my family and also my friends who always beside me to give me big

support during completing this final project.

10. For all people who helped me in making this final project that cannot be

mentioned the name by name.

The words are not be enough to say thank you for your contributions in making

this final project. May Allah SWT guides them always and give them happiness

through their life. The researcher hopes that this study can be useful and give a bit

contribution to the reader and further researcher.

Semarang, January 2021

Gita Husna Afifah

NIM. 31801700016

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TABLE OF CONTENTS

TITLE ............................................................................................................... i

APPROVAL ..................................................................................................... ii

VALIDATION ................................................................................................. iii

STATEMENT OF WORK’S ORIGINALITY ................................................ iv

SURAT PERNYATAAN KEASLIAN............................................................ v

MOTTO ........................................................................................................... vi

ABSTRACT ..................................................................................................... vii

INTISARI ......................................................................................................... viii

ACKNOWLEDGEMENTS ............................................................................. ix

TABLE OF CONTENT ................................................................................... xi

LIST OF TABLES ........................................................................................... xiv

LIST OF APPENDICES .................................................................................. xv

CHAPTER I INTRODUCTION ...................................................................... 1

1.1 Background of Study ......................................................................... 1

1.2 Reasons for Choosing the Topic ........................................................ 4

1.3 Research Questions ............................................................................ 4

1.4 The Objective of the Study ................................................................ 4

1.5 Hypothesis.......................................................................................... 5

1.6 The Limitation of the Study ............................................................... 5

1.7 The Significance of the Study ............................................................ 6

1.8 Definition of Key Terms .................................................................... 7

1.9 Outline of the Study ........................................................................... 8

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CHAPTER II REVIEW OF RELATED STUDY ............................................ 9

2.1 General Concept of Vocabulary ......................................................... 9

2.1.1 The Importance of Vocabulary in Learning Language ............. 9

2.1.2 Kinds of Vocabulary ................................................................. 11

2.1.3 Vocabulary Mastery .................................................................. 11

2.2 General Concept of Game .................................................................. 12

2.2.1 The Use of Game in Teaching Vocabulary............................... 12

2.2.2 Kinds of Game .......................................................................... 13

2.2.3 Advantage and Disadvantage of Game ..................................... 14

2.3 General Concept of Spelling Bee Game ............................................ 14

2.3.1 Definition of Spelling Bee Game .............................................. 14

2.3.2 Procedures of Spelling Bee Game ............................................ 16

2.3.3 Advantage and Disadvantage of Spelling Bee Game ............... 18

2.4 Review of Previous Study .................................................................. 20

CHAPTER III RESEARCH METHODOLOGY ............................................ 23

3.1 Research Design................................................................................. 23

3.2 Subject of the Study ........................................................................... 25

3.2.1 Population ................................................................................. 25

3.2.2 Sample of the Study.................................................................. 26

3.3 Research Instrument........................................................................... 26

3.3.1 Validity ..................................................................................... 27

3.3.2 Reliability ................................................................................ 29

3.4 Variables of the Research .................................................................. 31

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3.5 Technique in Collecting the Data ...................................................... 31

3.6 Data Analysis ..................................................................................... 34

3.6.1 Technique of Analyzing the Data ............................................. 34

3.6.2 Scoring Technique .................................................................... 36

CHAPTER IV RESEARCH FINDING AND DISCUSSION ......................... 37

4.1 The Profil of the School ..................................................................... 37

4.2 Subject of the Study ........................................................................... 37

4.3 Research Finding ............................................................................... 38

4.3.1 Validity and Reliability ............................................................. 40

4.3.2 Descriptive Analysis ................................................................. 42

4.3.3 Analysis of Normality ............................................................... 43

4.3.4 Analysis of Homogeneity ........................................................ 43

4.3.5 Independent Sample T-test ....................................................... 44

4.4 Research Discussion .......................................................................... 45

CHAPTER V CONCLUTION AND SUGGESTIONS ................................... 48

5.1 Conclution .......................................................................................... 48

5.2 Suggestion .......................................................................................... 49

REFERENCES ................................................................................................. 50

APPENDIX ...................................................................................................... 53

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LIST OF TABLES

Table 3.1 Level of Standart Validity ................................................................ 27

Table 3.2 Validation Rubric ............................................................................. 28

Table 3.3 Level of Standart Reliability ............................................................ 30

Table 4.1 The Data of Respondents ................................................................ 38

Table 4.2 Scores of Control Group .................................................................. 39

Table 4.3 Scores of Experimental Group ....................................................... 40

Table 4.4 Validity Statistics ............................................................................. 41

Table 4.5 Reliability Statistics ......................................................................... 42

Table 4.6 Test Descriptive Analysis ................................................................ 42

Table 4.7 The Normality of One-Sample Kolmogorov-Smirnov Test ............ 43

Table 4.8 Test of Homogeneity of Pre-test ..................................................... 44

Table 4.9 Test of Homogeneity of Post-test .................................................... 44

Table 4.10 Post-test .......................................................................................... 44

Table 4.11 Comparison of Post-test in Control and Experimental Group ....... 45

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LIST OF APPENDICES

Appendix 1 : Validation Rubric ....................................................................... 54

Appendix 2 : Syllabus ...................................................................................... 58

Appendix 3 : Lesson Plan ................................................................................ 61

Appendix 4 : Instrument of Pre-test ................................................................. 70

Appendix 5 : Instrument of Post-test ............................................................... 72

Appendix 6 : Permission Letter ....................................................................... 74

Appendix 7 : School Recommendation............................................................ 75

Appendix 8 : Answer Sheet ............................................................................. 76

Appendix 9 : Documentations .......................................................................... 80

1

CHAPTER I

INTODUCTION

This chapter consists of background of study, reason of choosing the topic,

research questions, the objective of the study, hypothesis, the limitation of the

study, the significant of the research, definition of keys term, and outline of the

study.

1.1 Background of Study

Communication takes an important part in achieving students’ academic

accomplishment (Waylen, 2017). Having good communication skill is needed to

reach that goal. It can be obtained if students have good vocabulary knowledge. As

mentioned by Nurjida (2018), vocabulary is the most important core of four skills

which must be learned first beacuse language consists of words. Based on that

statement, vocabulary mastery is one of the keys for being a good speaker. It goes

because vocabulary is a backbone or basis of language and it can build

communication.

Asyiah (2017), states that young learners should have a lot of English

vocabulary because it is the most important thing in learning English. Young

learners can express their thought easily and can be a master of language if they

have sufficient vocabulary. Limited vocabulary makes them suffered in

understanding and learning a language (Mayasari 2018). According to Yusuf

(2017), young learners face difficulties in the next school level if they are still

lacking in vocabulary mastery.

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In Indonesia, the ability of young learners’ English vocabulary is still far from

the expectation. Based on Indonesia’s School-Based Curriculum 2004, the 7th-

grade students should master of 500 – 1000 words in English. Sari and Azhar

(2018) mention that the 7th-grade students in Indonesia face difficulties in

mastering and showing opposite fact from the expected outcome. Students are not

able to convey their ideas in written or spoken tasks, they also can not read the

proper spelling of the words during reading class (Darmojo, 2016). Lacking in

vocabulary mastery is a major reason that makes students face problems. A study

detects the factors of students’ lacking vocabulary that come from students

themselves as follows because they are too lazy to memorize and remember a lot of

vocabulary of new words also they do not have a strong motivation to learn English

vocabulary (Nurpitasari, and Mayasari, 2018). However, the most affected factor

that makes students are not interested in learning vocabulary is that teachers usually

apply a boring method all the time (Taufiq, 2019).

In the perspective of a teacher in a state junior high school when the writer tries

to know more about the students’ vocabulary development, Ibu Wahyuningsih as a

teacher mentions that the students’ problem is still lack in vocabulary mastery. She

states that most of the students in a class face some troubles during the teaching

learning process. Students with a lack of vocabulary mostly do not understand with

the teacher’s explanation even the simple instructions. In this case, the teacher

should repeat the same discussion in the Indonesian language. She adds that the

strongest factor comes from students themselves such as they are not aware of

improving their vocabulary knowledge. Therefore, she also realizes another factor

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because there is no certain meeting that it is only focusing on improving students’

vocabulary. She wishes that there is an additional game such as, arranging words

after meeting or when students feel bored in order to make students more familiar

with English vocabulary.

Based on the information above then it can be said that while delivering

materials, teachers should use the best way that can transfer the main content of

learning and also can attract students’ interest at the same time. Game is one of an

effective way that contains the element of fun and enjoyable for students to practice

vocabulary. As mentioned by the teacher, game is one of the solutions in attracting

students’ interest in learning. It is also declared by Sebba (2011) that games are

challenging activities and can help teachers in attracting students’ motivation to

increase the quality of the learning process. The aim of using games while learning

vocabulary is giving a chance for teachers to build the learning process more

interesting, enjoyable, and effective (Sari,2012).

Spelling bee game is a kind of fun and challenging game that contains

educational learning. This game is required for the players to spell and memorize

the words correctly. Spelling bee can help students to learn pronunciation and to

know more vocabulary while playing the game. Sekarini (2012) has proved that

spelling bee game can increase seventh-grade students’ motivation in learning

English, students’ spelling ability, and their awareness of using proper spelling in

writing a text. By following the uniqueness of spelling bee in vocabulary teaching,

the writer hopes that the writer uses the appropriate game as the solution to the

problems found in real teaching and learning.

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1.2 Reasons for Choosing the Topic

Based on the discussion above, the writer declares several reasons for choosing

the topic as follows. After searching some facts, the writer finds that students in

junior high school still lack in using proper vocabulary. It makes students difficult

to understand English text or to make English sentences. Using an innovative game

just like Spelling Bee, hopefully, can increase students’ vocabulary mastery.

Spelling Bee is an innovative and affordable game that does not need any tools

to run this game. This game can be used in any place of learning and also can be

used in any age of students with different levels of vocabulary. It means spelling

bee can be a good method to increase students' junior high school vocabulary

mastery.

Spelling bee game is not a new game or a new method in the educational world,

but spelling bee is rarely used by Indonesian English teachers in improving students'

vocabulary knowledge. Spelling bee game can be a new method for students in

increasing their vocabulary ability during an English class.

1.3 Research Questions

The research question of this study was, is there any significant improvement

of students’ vocabulary mastery after using spelling bee as a method in learning

English vocabularies?

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1.4 The Objective of the Study

In line with research questions above, the objective of this study was to find out

wheter the use of spelling bee is effective to improve students’ vocabulary.

1.5 Hypothesis

According to Arikunto (2008) there are two hypotheses, named by Ho and H1,

which Ho is a kind of hypothesis that does not have any difference change or zero

difference change with the actual hypothesis, while H1 is a result that contradicts

the null hypothesis. There were two research hypotheses that used in this study,

those hypothesis concerned to the influence the use of spelling bee game on

students’ vocabulary mastery, they were:

1. Research Hypothesis (H1)

H1: There is a significant difference between the result score of the control

group and experimental group. If there is a significant difference score

between those two groups, it means that the research hypothesis is accepted

and spelling bee game is effective in teaching vocabulary.

2. Null Hypothesis (H0)

H0: There is no significant difference between the result score of the control

group and experimental group. If there is no significant difference between

those two groups, it means that the null hypothesis is accepted.

1.6 The Limitation of the Study

Based on the statements above, the writer wanted to apply spelling bee games

as a technique in learning vocabulary for students, in order to make the learning

became more interesting and enjoyable. Then, this research focused on the

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effectivenes of spelling bee in improving students’ vocabulary mastery and their

pronunciation.

1.7 The Significance of the Research

Hopefully, the informations from this study could be used as a motivation in

applying a good technique in teaching vocabulary. Hence, the significant of this

study could be beneficial and useful for students itself, teachers and the readers, as

follows:

1. Pedagogical Significance

This study could assist English teachers search more modern references to

improve their insight in teaching vocabulary using new games. Teachers

needed some effords in finding some techniques to help students master

vocabulary easily.

2. Parctical Significance

a. For students, the result of this study was expected to increase students’

ability in pronuncing words, students’ vocabulary mastery, and also

students’ motivation in learning vocabulary.

b. For teacher, the writer hoped that using spelling bee games in teaching

learning process become a variation for teacher in teaching vocabulary

and could help teacher in improving students’ achievement on

pronunciation and vocabulary mastery.

c. For readers, the writer extremely hoped that readers could receive a lot

of knowledge after knowing the result of this study. The writer hoped

7

that this study can introduce spelling bee game as an additional fun game

in teaching and learning vocabulary.

1.8 Definition of Key Terms

1. Spelling Bee Game

According to Rahayu (2009) in her thesis, spelling bee is an activity that

acquires the participants or the players to compete in spelling words

correctly.

2. Vocabulary

Fauziati (2010) defines that vocabulary is a central unit of language that

consists of one or more spoken sounds which is carrying the meaning as that

can be critical important for typical language learner.

3. Young Learner

Based on Zia & Khan (2017), young learners are devided into four classes

based on their age, first class is Pre-school that consists of students ages 2-

4 years usually still at Kindergarten school. Second is Primary students with

ages 5-7 years, the third is Intermediate that consist of students ages 8-10

normally at Elementary school. The last is Early adolescent that consists of

students ages 11-14 formaly at Junior high school

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1.9 Outline of the Study

Chapter I describes background of study, reason of choosing the topic, research

questions, the objective of the study, hypothesis, the limitation of the study, the

significant of the research, definition of keys term, and outline of the study.

Chapter II focuses on the review of related study such as, general concept of

vocabulary: the importance of vocabulary in learning language, kinds of

vocabulary, vocabulary mastery, general concept of game: the use of game in

teaching vocabulary, kinds of game, advantage and disadvantage of game, general

concept of spelling bee: definition of spelling bee, procedures of spelling bee game,

advantage dan disadvantage of spelling bee game, and review of previous study.

Chapter III covers research design, subject of the study: population and sample

of the study, research instruments: validity and reliability, variables of the research,

technique of collecting the data, data analysis: technique of analyzing the data and

scoring technique.

Chapter IV shows the Profil of the School, the Subject of the Study, the

Research Finding, the Measurement’s Result of Validity and Reliability, the

Descriptive Analysis, the Analysis of Normality, the Analysis of Homogeneity, the

Independent T-test and Discussion of the Research Finding and Result.

Chapter V entails the Conclusion of the study and Suggestions.

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CHAPTER II

REVIEW OF RELATED STUDY

This chapter consists of the review of related study. Those theories are served

as basic in finding the result of the objectives in this study. In detail, this chapter

mentions the general concept of vocabulary: the importance of vocabulary in

learning language, kinds of vocabulary, vocabulary mastery. This chapter also

contains the general concept of game: the use of game in teaching vocabulary, kinds

of game, advantage and disadvantage of game . It also describes spelling bee as the

main focus in this study, which includes general concept of spelling bee: definition

of spelling bee, procedures of spelling bee game, advantage and disadvantage of

spelling bee game. In addition, this chapter also includes some related studies that

support this study in investigating the previous research questions.

2.1 General Concept of Vocabulary

In this part, the researcher delivers some detail informations about the

importance of vocabulary in learning language, kinds of vocabulary and vocabulary

mastery.

2.1.1 The Importance of Vocabulary in Learning Language

Vocabulary is one of the keys in mastering a new language. Vocabulary

knowledge holds an important role in understanding sentences in written and

spoken form while learning English language. Students in English class need to

learn and remember sufficient vocabulary to make their English skill increased.

Having good vocabulary knowledge makes students to be able to catch the purposes

10

of learning English. As mentioned by Richards & Renadya (2002), vocabulary is

the point of language skill and can be a foundation for learners in mastering

listening, reading, speaking, and writing components.

Certainly, each student has different levels of vocabulary mastery, because

vocabulary is a set of words known by individually (Nunan, Terrell, & Brown,

1981). Therefore, students should get proper vocabulary learning strategies in order

to help them discover more new words. Increasing students’ vocabulary ability

makes students easier to know the meaning of words when students find new and

unfamiliar words on their own.

Furthermore, Bintz (2011) states that vocabulary is the core factor in

learning a language, students should learn new words constantly. Without having

enough vocabulary ability, students cannot communicate effectively when they

want to deliver their ideas. Having limited vocabulary also make students struggle

in mastering a language.

Vocabulary is a foundation of any language and takes a crucial part in

learning a language. Students who lack vocabulary mastery are unable to respond

in the learning rather than the master one. Students find difficulties in conveying

their minds in written or oral form when they do not have sufficient vocabulary.

It can be concluded that vocabulary is the basic or the core foundation in

learning a language, without proper ability students cannot catch the essence of

communication. Students should learn sufficient vocabulary to make them capable

of saying or claiming their ideas, and make them easier to be a master of a language.

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2.1.2 Kinds of Vocabulary

According to Hiebert and Kamil (2005), there are two kinds of vocabulary:

productive and perceptive vocabulary. Productive vocabulary is a familiar word that

easily to find and to recognize by students, it is used in written or spoken form.

Otherwise, perceptive vocabulary is less familiar words that hardly used by

students, language learners rarely use this vocabulary in passive sentences.

Furthermore, Mahwah, Erlbaum and Isbn (2006) declare that there are 2

types of vocabulary: active and passive vocabulary. Active vocabulary is the words

that students have already learned, they understand and they can pronounce

properly. Those are words used by students in their daily life or they can use it

continually. While passive vocabulary is the words known by students when they

occur in a context but they rarely use it in daily conversation.

2.1.3 Vocabulary Mastery

Vocabulary mastery is very important for English student. Students need to

build their vocabulary mastery in order to master four skills: listening, reading,

speaking, and writing. Vocabulary mastery is needed to express ideas, to catch and

understand someone’s saying, and to run communication effectively.

Vocabulary mastery is a great skill that owned by individuals who can use

words of a language properly based on their interest and motivation (Asyiah, 2017).

Students who have achieved this vocabulary mastery are able to show their ability

while making sentences using vocabulary. They can clearly show their ability in

expressing vocabulary through their understanding.

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Based on the statements above, the researcher concludes that vocabulary

mastery is students’ great skill in using and in understanding words of a language.

Vocabulary mastery is the purpose of learning vocabulary, students who learn

vocabulary diligently may be resulted in vocabulary mastery.

2.2 General Concept of Game

In this field, the researcher mentions the use of game in teaching vocabulary,

kinds of game, and also advantages disadvantages of game in teaching vocabulary.

2.2.1 The Use of Game in Teaching Vocabulary

Games are usually used as an additional technique in the teaching-learning

process. Games help the teacher creating the contexts of language to become more

useful and meaningful. Using a suitable game creates motivation for students, lower

students’ stress, and give a real chance for students to communicate with each other.

According to Becker (2017), game is an activity that contains rules, a goal, and an

element of fun. Besides, Wright, Betteridge, and Buckby state that game is an

entertaining activity, an interesting activity, and often a challenging activity that

required students to interact with others.

As mentioned before, vocabulary is the most important thing that should be

learned by students before they learn grammar and four basic skills. Learning

vocabulary is the process of facilitating students to improve and develop their

ability in mastering a language. Therefore, the teacher as the facilitator should

create methods in which the learning vocabulary is really enjoyable and interesting.

Games can be an alternative technique in teaching vocabulary. As

mentioned by Nunan, Terrell, and Brown (1981), game is an appropriate teaching

13

method that can be used at the young-learner level in classrooms. Games also

contain fun activities that make the teaching-learning process more interesting.

While playing the games, indirectly, students also learn and get new vocabulary

from the instructions that have given by the teacher. Games also provide a chance

for students to learn, practice, and review their vocabulary mastery.

In conclusion, game is a fun and challenging activity or sport that can be

played in a team or individually to reach the goal based on the rules. Games are

usually related to the syllabus of the teaching-learning process.

2.2.2 Kinds of Game

Derakhshan and Khatir (2015) claim that there are two kinds of games:

competitive game and a co-operative game. Competitive games are those games

that each player or each team's race to be the first in reaching the goal. The games

required players to against one another and where one player winning means

another player loses. There is a winning player and loser player in the outcome of

the competitive game.

In reverse, co-operative games are those games that required the players or

the teamwork together in winning the common goal. The players usually work

together as teammates against one opponent.

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2.2.3 Advantage and Disadvantage of Game

Rohmawati (2015) declares that game can facilitate students in learning a

language, using the game as a method brings several advantages and disadvantages

in the teaching-learning process, as follows:

1. Games are an additional method while doing a usual classroom routine;

2. Games are challenging and motivating;

3. Games are required students to interact and communicate;

4. Games create a meaningful and useful context for language use.

Some disadvantages of using the game as a method are:

1. Teachers who use inappropriate game will be a source of distraction

and waste of time;

2. There will be a gap in teaching and learning if the teacher does not

know the way students play and think.

2.3 General Concept of Spelling Bee Game

In this section, the researcher describes in detail about the definition of spelling

bee game, procedures in playing spelling bee game, advantages and disadvantages

of spelling bee game.

2.3.1 Definition of Spelling Bee Game

Spelling bee is a competition in which the contestants are required to spell

a given word correctly that usually with varying levels of difficulty (Nurjida, 2018).

Spelling bee competition has believed to come from the United States, and now

spelling bee events are also held in some other countries around the world.

15

Spelling bee is a kind of competition in which children, usually young

learners are asked to spell words in front of the audiences, it may be in a team or

individual (Macmillan, 2012). Spelling bee is not only about memorizing words or

letters, but it is a kind of complicated thinking competition. This spelling bee game

can also assist in optimizing students’ English language skills from an early age.

Students as the players receive several clues to answer or to spell the words

correctly, such as the definitions and kinds of words (noun, adjective, verb, etc).

Spelling bee can be an innovative game that used by teachers in teaching

vocabulary. This game is a complete package that helps students in training their

spelling and vocabulary. As already explained by Bee (2008), the purpose of

spelling bee game is to facilitate students in increasing their spelling, improving

their vocabulary, knowing concepts, and developing correct English used. Spelling

bee is one of the cooperative methods that can be applied in the teaching-learning

process. This game is good to train students' accuracy and precision in identifying

words in English, and also can improve the self-confidence of students in speaking

English.

Rohmawati (2015) states that spelling bee is a game that requires the

students to study and understand their spelling words. Students who learn

vocabulary well can play this game properly. While playing this game as a method

in learning vocabulary students can also reach their vocabulary mastery.

Spelling is a very important part of learning a language, applying spelling

bee in the classroom makes students brush up their spelling ability and make

learning become more fun and enjoyable. Spelling bee encourages students in

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learning each spelling of words. Students who have already learned and practiced

their spelling words can be able to use the vocabulary properly and soon they also

can increase their other skills in learning the English language.

According to the statements above, it can be concluded that spelling bee is

a simple and fun game that asked students to spell the words correctly. Spelling bee

can be an alternative technique in learning vocabulary and can improve students’

spelling ability. The use of spelling bee can also increase the self-confidence of

students while using the English language.

2.3.2 Procedures of Spelling Bee Game

Spelling bee is a simple game that requires no preparation, easy to set up,

and easy to play. Before using spelling bee game in a classroom, it is important to

practice so it makes students understand the instructions and procedures clearly.

Spelling bee game is a simple fun game to help students improving their

vocabulary and only need whiteboard and marker as the equipment. Before starting

the game, teachers should choose a certain topic of the words. Spelling bee game

can be played as an individual work and team work, so teachers can use this game

anytime throughout the year with any topic of spelling words.

There are several procedures of spelling bee played by a team :

1. First devide students into groups, each group consists of 5 people.

2. Next, give students a list of words on a paper based on the topic that

teachers have chosen, for example, “Things in the Classroom”,

distribute it for each student, and give them time to understand and

remember each word. Teachers should give a demonstration in front

17

of the class to avoid the misspelling of students and to make students

understand the procedures of spelling bee game. The instructors or the

teachers can spell the words first then followed by the students, ask

the students to repeat the teachers’ spelling.

3. After ensuring the students as players are ready to play the game,

students are be asked to stand in a line like “queue”. The game begins

when teachers say a random word from the list that has been given.

The student who stands in front of the line is given the first turn to

spell the word, if she or he spells the word correctly the group can get

10 scores and 0 for incorrect spelling. Students who have done the

spelling should turn to the back of the line.

4. The timer is started at the time teachers say the first word. After each

player in a group has done the spelling, the timer will be counted. The

team with the most point in the shortest time will be the winner of the

class.

Several procedures of spelling bee played individually :

1. After deciding the topic of words, teachers give 10 words in a list for

each student. Students get a certain time to understand and remembers

each spelling of words.

2. Students should play this game one by one in front of the class. The game

begins when teachers as instructors say a word randomly based on the

list.

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3. Once a student begins spelling that word, he or she cannot change his or

her answer. Students must spell the word independently.

4. Students who spell a word correctly get 10 scores and 0 for incorrect

spelling of the word.

5. There will be no timer and no winner in this individually or single player.

Students get the final score based on the amount of correct spelling, for

example, students who spell 10 words correctly get 100 scores or students

who get 5 words correct spelling get 50 scores.

In conclusion, students who play spelling bee game through those

procedures can be easily knowing the purpose of this game. Spelling bee game is

an inovative and modern technique that help students to get new vocabulary while

playing the game.

2.3.3 Advantage and Disadvantage of Spelling Bee Game

The application of spelling bee as a method brings several advantages and

disadvantages to teaching-learning vocabulary. According to Wafaa (2017),

through spelling bee game students are helped in finding their partner in the learning

of certain topics in the classroom. There are some advantages of using spelling bee

game as a technique in language learning :

1. The outcome of spelling bee usage is gaining students' competency over

vocabulary and improves other skills, such as reading and writing;

2. Spelling bee game also facilitates the students to increase their

confidence level in speaking and develop their cognitive skills in

handling pressure;

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3. Spelling bee is a full package of a technique, using this game students

also learn about the spelling of words, through this game students can

minimize the misspellings and create good motivation in the future.

4. The use of spelling bee game as a method makes the learning of

vocabulary can be more interesting, this condition makes students give

more attention to the lesson and makes them in reaching the goals of the

learning vocabulary;

5. Spelling bee game is a relaxation method that can help students retain

new words easily.

Therefore, the use of spelling bee game as a method in learning vocabulary

cannot be denied, the disadvantages as follow:

1. Using spelling bee game in learning vocabulary cuts the learning time so

there is the limited time for the teacher to explain the material;

2. Teachers become more focused on controlling the students while playing

this game and there is no longer chance for the teacher to help students

memorizing new vocabulary;

3. Spelling bee game requires students to become more active and make the

class noisy. This situation makes teacher difficult to control students

because sometimes they too much moved and spoke.

Based on the statements above, spelling bee game is a good technique that

can be applied in teaching English vocabulary, but there are also some

disadvantages while using this game. To overcome the disadvantages of this game,

teachers can list a good vocabulary with a certain theme which is interesting for

20

students. At the end of applying this game as a method, the teacher can give some

rewards for the best team or the winner in order to motivate them to do better in

learning vocabulary.

2.4 Review of Previous Study

The researcher found several previous studies that had similarities with her

research, which discusses the use of spelling bee in teaching vocabulary of young

learners.

The first related study was carried out by Yusuf, Mustafa and Alqinda in 2017

under the title “The Use of Spelling Bee Game in Teaching Vocabulary to Junior

High School Students”. This study was done in order to find out the improvement

of students’ scores after getting spelling bee game as a treatment. This was an

experimental design that used a simple random sampling to decide the participants.

There were only one group pre-test and post-test consist of 25 seventh grade

students from SMPN 4 Banda Aceh. Each test consist of 25 multiple choice

questions and the form of the test was labeling the name of the pictures. There were

4 days to do this study, two days for the test, and two days for the treatment. The

results showed that the average of the post-tests score was higher than the pre-test

score, there were 88.76 for the post-test and 62.52 for the pre-test. It could be

concluded that spelling bee game could improve students’ vocabulary.

The second study under the title The Effect of Using English Spelling Bee Game

to Enrich The Vocabulary of The Second Year Students of SMPN 40 Pekanbaru was

conducted by Sari, Afrianto, and Azhar in 2018. This journal aimed to find out the

significant effect of using the English Spelling Bee game to enrich vocabulary

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mastery of the second year students of SMPN 40 Pekanbaru in the academic year

2018/2019. This study was pre-experimental research, it conducted one group pre-

test and post-test also used cluster random sampling technique to select the

participants. This study was done in six meetings, there were four days for the

treatments, and the rest for the test meeting. There were 30 students are asked to do

the tests. Each test consists of 20 questions of multiple choices and 10 questions in

matching word form as the instruments of this research. The average of the pre-test

score was 31.413 while in the post-test they got 48.063. There was an increase in

the post-test score it meant there was a significant effect of using the English

Spelling Bee game to improve students’ vocabulary abilities. In short English

spelling bee game could be one of the alternative strategies that can be used in

vocabulary learning.

The third study was from Puspitasari and Mayasari (2018) entitled “The Use of

Spelling Bee Game to Increase The Students’ Vocabulary Mastery of The Seventh

Grade at SMPN 1 Bantan”. This research was conducted to find out the use of

Spelling Bee game on students’ vocabulary mastery. This quasi-experimental

research used simple random sampling to decide the participants. There were 2

groups of seven grade students and divided into 20 students in the control group

and 20 students as the experimental group. The mean of the pre-test score in the

control group was 67 while in the experimental group was 56.25. After getting the

treatment of Spelling Bee game for the experimental group was higher than the

group without spelling bee. The average final score on the post-test was 83 for the

experimental group and 67.5 for the control group. It meant the score of students

22

who got Spelling Bee as a method was higher than the students who did not get

Spelling Bee. In short spelling bee game was effective to increase the students’

vocabulary mastery of seventh-grade students in SMPN 1 Bantan.

From the previous studies that mentioned above, there was some similarity and

difference with my study. For the similarity of the previous studies and my study

was the participants, they were seventh-grade students that qualified into young

learners. For the differences, the previous studies conducted pre-experimental

design that used one group pre-test and post-test beside my study conducted a quasi-

experimental design that used three groups in conducting the study.

23

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the methodology of this study to answer the previous

research question in chapter one. It consists of research design, subject of the study:

population and sample of the study, research instruments: validity and reliability,

variables of the research, technique of collecting the data, data analysis: technique

of analyzing the data and scoring technique.

3.1 Research Design

Concerning the main aim of this study was to investigate the effectiveness of

spelling bee game to improve students’ vocabulary mastery. This study used a

quantitative method in processing the data and getting the result. This study

conducted dependent pre-test and post-test of quasi-experimental design. This kind

of design compared the result of students’ achievement from the control group and

experimental group. Firstly, the control and experimental group got the same pre-

test (01) to analyze their ability before the treatment. Then, the experimental group

was taught vocabulary using spelling bee game as the treatment (X). In the end, the

control and the experimental group were given the post-test (02) to find a significant

difference from the score. This design also used try-out group to assess whether the

pre-test and post-test questions are valid to be used or not. Each group consisted of

10 - 15 seventh grade students from SMP Negeri 2 Ambarawa. Hastjarjo (2019)

states that a quasi-experimental design consists of pre-test, treatment, and post-test,

the formula as follows:

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Group 1 01 X 02

Group 2 01 02

In which:

Group 1 : Experimental Group

Group 2 : Control Group

01 : Pre-test

X : Treatment

02 : Post-test

This study had several reasons for using dependent pre-test and post-test of

quasi-experimental design. First, the situation was quite hard to conduct the other

kind of experimental design that uses a large number of participants. Second, the

limited time and cost, it was not feasible to apply the other kind of experimental

design. Third, this quasi-experimental design was a nonrandom assignment,

therefore, the researcher only used two classes of seventh grade students as the

participants to make sure they had same knowledge before the research.

This kind of method was often used to assign the quality of a technique used by

the researcher to find out the result and the data of a study. The writer as researcher

conducted several meetings to teach students in experimental group how to improve

their vocabulary mastery through spelling bee game. This technique was the main

subject of this study. The researcher expected spelling bee game as a treatment can

improve students’ ability in mastering vocabulary.

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This study was implemented on seventh grade students of SMP Negeri 2

Ambarawa. It is located in the district of Lodoyong, Ambarawa, Semarang

Regency, Central Java. This school is adjacent to an elementary school and hospital,

also the location is near the main street of Ambarawa. It makes students easier to

get the supported facilities during learning in this school. This situation makes the

process of teaching and learning process run well because of the conducive and

comfortable place.

3.2 Subject of the Study

In this section, the researcher describes the population and the sample of this

study.

3.2.1 Population

According to Sugiyono (2012), population is the generalization area that

consists of the whole subject which has quality and specific characteristics that can

be determined by the researcher to be learned and concluded. Derakhshan & Khatir

(2015) add that population is the entire group of people or the objects that have one

characteristic in common.

In other words, population is the whole research subject that have quality

and certain characteristic that catch the interest of research. The population of this

study was a class of seventh grade students of SMP Negeri 2 Ambarawa that divided

into three groups.

26

3.2.2 Sample of the study

Khodadady (2013) mentions that sample is a narrowed group that consists

of selected people from population group. This study used quota sampling as a

technique in taking the sample.

Sampling is the way of drawing a sample in the research, hence, sample is

the amount or the representative of population that has been selected (Darmojo et

al., 2016). Sugiyono (2012) describes that quota sampling is a technique in taking

a sample based on the quota of the researcher’s needs, the samples have drawn

random at area and stratification. The researcher took at least 45 students into three

groups: control group, experimental group, and try-out group. The control group

was given pre-test (01) and post-test (02). The experimental group was given pre-

test (01), treatment (X), and post-test (02) during the research. Students in try-out

group were asked to assess all questions from pre-test and post-test sessions.

3.3 Research Instruments

In collecting the data, this study only used one instrument, namely vocabulary

tests. The vocabulary tests were divided into pre-test and post-test. According to

Nunan, Terrell, and Brown (1981), a test can be used to measure the person’s

ability, knowledge, or performance in a given domain. The researcher conducted

the vocabulary tests to measure students’ achievement on vocabulary mastery

before and after getting the treatment.

The tests were given by organizing the instructions related to the rules of using

spelling bee game. Concurrently, the instrument of this study was made based on

27

the syllabus and vocabulary testing for seventh grade. Before conducting the

instruments, value of the validity and reliability were calculated.

3.3.1 Validity

Validity was an important requirement that can be used to evaluate the

validation of the test. Before giving the pre-test and the post-test to the participants,

the researcher had to analyze the validity and reliability of the questions in order to

find out whether the test is valid to be used as the tests. The validity could be

conducted to find out whether the application of the test is appropriate or not. This

study used the try-out group and kind of content validity to find out the validity of

the instrument. According to Kusaeri and Suprananto (2012), content validity is

used to find out whether the instrument is suitable with students’ ability or not and

it plays an important role in terms of achievement tests. The instrument can be valid

if the result score of the validity test is higher than 0.50 (Graham, McKeown,

Kiuhara, & Harris, 2012). The validity of the test was also calculated using SPSS

22 software for windows. This following table clarified the standart level of test’s

validation:

Table 3.1 Level of Standard Validity

Score Standard

0.80 < rxy 1.00 Very high valid

0.60 < rxy 0.80 Highly valid

0.40 < rxy 0.60 Valid

0.20 < rxy 0.40 Minimally valid

0.00 < rxy 0.20 Unaccepted valid

(Yin, 2011)

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In this study, the researcher asked an English teacher and the advisor as the

expert judgement to measure the validity of the instrument. The English teacher

judged and analyzed the test items based on the curriculum. The form of validation

rubric is presented as follow:

Table 3.2 Validation Rubric

Criteria

Operational

Definitions

*Score Questions NOT

meeting standard

and need to be

revised

1 2 3 4

Content The questions are

related to the

purpose of the

study.

The questions

cover all aspects of

the intended

content.

Clarity The questions are

direct and specific.

The questions are

clear and

understandable.

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Overlapping

Responses

No answer covers

more than one

choice.

Application to

Pratice

The questions are

related to the daily

vocabulary of the

participants

Wordliness There is no

unnecessary words

*Note :

1 = Not Acceptable and need major modifications

2= Below Expectations and need some modifications

3= Meets Expectations and can be improved with minor

change

4= Exceeds Expectations and no modifications needed

3.3.2 Reliability

According to Sugiyono (2012), reliability is assigned as the degree of the

test that is constantly employed to give a measurement on what it measures. In other

words, reliability is a requirement to measure the instrument whether it can measure

something that can be measured constantly. Reliability is the consistency of a test

result, the test gets a low degree of reliability if the test takers get significantly

different results when taken by the same person in a different time.

30

According to Graham et al. (2012), the instrument can be reliable if the

result is higher than 0.60. In analyzing the data, the researcher used t-test, formula

through SPSS (Special Package if the Social Science) version 22 software. The t-

test formula was used to compare the means’ difference results of two tests

(Darmojo et al. 2016). The formula of t-test is showed as follows:

𝑡 =�̅�

√∑ 𝐷2− (∑ 𝐷)2

𝑁

𝑁 (𝑁−1)

In which:

t : The value for non-independent means

D : Mean of difference pf post-test 1 and post-test 2

∑ 𝐷2 : The sum of squared diffrence

N : The number of participants

After the reseracher measured the validity of the test using that formula, the

standard level of reliability is denoted in this following table:

Table 3.3 Level of Standard Reliability

Score Standard

>0.80 Very high reliable

0.70 - 0.80 Highly reliable

0.60 – 0.79 Reliable

0.50 – 0.59 Minimally reliable

<0.50 Unaccepted reliable

(Graham et al., 2012)

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3.4 Variables of the Research

Darmojo (2016) mention that variable is the research objects or points attention

in a research study. There are two variables that used in this study; independent

variable and dependent variable. Hence, the researcher implicated both variables as

follows.

1. Independent Variable

Independent variable is a free and casual variable that can be manipulated

and measured by the researcher (Darmojo, 2016). In this study, the

researcher wanted to find out the effectiveness of spelling bee game in

teaching vocabulary. Thus, the teaching technique of using “Spelling bee

game” was considered as the independent variable that symbolized by “X”.

2. Dependent Variable

Dependent variable is a variable that observed and measured as a result

to determine the effect of independent variable (Darmojo, 2016). In this

study, the dependent variable was “Vocabulary” that symbolized by “Y”.

3.5 Technique in Collecting the Data

Technique of collecting data was used to find out the improvement of students’

ability in learning vocabulary. As mentioned before, this study only used the test as

an instrument to see the success of the actions. The test was conducted two times,

namely pre-test and post-test which were described as follows:

1. Pre-test

Creswell (2012) states that pre-test provides a measure on some

participants’ characteristics or attributes that can be assessed by the

32

researcher before the participants get the treatment. Pre-test can be called as

a test before learning through the treatment has occurred. In this research,

this pre-test was given for the introduction or the pre-activity to measure the

students’ competence before having spelling bee game as a technique in

learning vocabulary. The test consisted of 20 words with the meaning,

students needed to find the appropriate meaning of each word and the time

allocation was 30 minutes.

2. Post-test

Post-test is a test that provides a measure on some participants’

characteristics or attributes that can be assessed by the researcher after

getting treatment (Creswell, 2012). Post-test was given to students after

learning has been occured. It was given after a period of learning through

the treatment to determine what the students have learned. The post-test was

given after students were taught vocabulary using spelling bee game. The

results of pre-test and post-test were compared to find the measure of

students’ progress. The test consisted of 20 matching words with the

meanings and the time allocation was 45 minutes.

In this study, the researcher conducted pre-test and post-test in getting the data

and the result of the treatment. Pre-test was given before students getting the

treatment, and post-test was given after being taught using spelling bee as treatment.

The tests were in form of matching words 20 items. After getting the results from

the data, the researcher could evaluate the tests that given to the students. The

researcher compared and accumulated the results of pre-test and post-test. From this

33

measurement, the researcher could conclude whether spelling bee game was

appropriate or not to teach and to develop the students’ vocabulary. By calculating

the scores from both tests, the researcher could find out how far the effectiveness

of spelling bee game in teaching vocabulary.

In this research, the researcher took the seventh grade students of SMP Negeri 2

Ambarawa which consists of 45 students. The researcher used several platforms

while conducting the tests as a solution during this quarantine situation. The writer

run this research in three ways. There were mentioned as follows:

1. The researcher gave the pre-test to 15 students in a group to know the ability

of students in remembering and mastering vocabulary by asking them to

form some words based on the random letters with the appropriate meaning

of words.

2. After getting the result of pre-test, the researcher conducted the spelling bee

game as a treatment in teaching vocabulary. The researcher taught

vocabulary through spelling bee game, it could be on an individual player

or group players that consists of 5 people for each group.

3. After giving the treatment to the students, the researcher conducted the post-

test to know or to measure the improvement of the students’ vocabulary.

The post-test was used to know the significant differences between the pre-

test and post-test results.

These three ways were arranged to find out the aims of this study. The researcher

needed to know whether there is any significant difference in students’ vocabulary

mastery after getting spelling bee game as a technique in teaching vocabulary.

34

3.6 Data Analysis

In this part, the researcher delivers some detail information about technique of

analyzing the data and scoring technique to find out the result of this study.

3.6.1 Technique of Analyzing the Data

Technique of analyzing the data is one of the efforts that is done by the

researcher to analyze and to measure the data accurately. The researcher analyzed

and processes the quantitative data that described the situation during the teaching

learning process. The test was a quantitative data used by the researcher to conduct

this study, the test consisted of pre-test and post-test. To analyze and to measure the

quantitative data, the researcher compared the result score of pre-test and post-test.

After getting the data, the next step was to analyze the data. In this study,

the researcher used interactive model analysis proposed by Creswell (2012). This

interactive model analysis consisted of two steps; explaining the data, and drawing

a conclusion.

1. Explaining the Data

In this step, the researcher needed to arrange a description of the data. The

researcher measured and described the finding or the result of this study in

the systematic classification form. The formulas that used in measuring the

data are described as follows:

a. Sugiyono (2012) proposes that the mean is the average score that is

acquired by the subject of the study. The researcher used this following

formula to determine the mean of this study:

35

𝑀 = ∑ 𝑥𝑖

𝑁

In which:

M : Mean or the average of the score

∑ 𝑥𝑖 : Total of scores that observed

N : Population or the amount of subject

b. The result of pre-test and post-test score was analyzed using formula

that proposed by Darmojo (2016). The formula is as follows:

𝑋 =∑ 𝑥

𝑁 𝑌 =

∑ 𝑥

𝑁

In which:

X : Mean of the pre-test scores

Y : Mean of the post-test scores

N : Number of subject

2. Drawing Conclusion

In this step, the researcher needed to describe or explain the result of the

measurement from the previous step. It consisted of some informations or

experiences during the tests and also the conclusion from the

measurement.

The researcher analyzed the data to find out the aim of this study. By

conducting those two steps, it became easier to describe and to measure the

students’ improvement after getting the treatment.

36

3.6.2 Scoring Technique

This study used multiple choice design in pre-test session and in post-test

session with the same amount of questions. Sugiyono (2012) mentions that there

are two types of formula that can be used to process the data; the formula with

punishment and the formula without punishment. This study choosed the formula

without punishment in scoring the students’ answers on pre-test and post-test. The

formula is drawn as follows:

S = R

In which:

S : Obtained score (Raw Score)

R : Right anwer

This formula is an easy form of formula that used to measure the students’

knowledge. It makes the scoring technique clearer to know the pure score of

students’ answers. This technique provides an easy measurement to analyze and to

count the students’ right answer.

37

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter, the writer shows the Profil of the School, the Subject of the

Study, the Research Finding, the Measurement’s Result of Validity and Reliability,

the Descriptive Analysis, the Analysis of Normality, the Analysis of Homogeneity,

the Independent T-test and Discussion of the Research Finding and Result.

4.1 The Profil of the School

This experimental research study was conducted on the seventh grade students

of SMP Negeri 2 Ambarawa in the academic year 2020/2021. The research was

held from November 9, 2020 to December 2, 2020. This school is one of the most

favorite school in Semarang Regency that win many academic and non-academic

competitions in various levels. The school’s administrator also provides sufficient

rooms and good facilities to assist students’ needs, such as library, laboratory,

mosque, basketball court, administration’s room, principal’s room, teachers’ office

OSIS room and also canteen. There are 21 classrooms in which 7 classes for grade

VII, 7 classes for grade VIII and 7 classes are for grade IX. SMP Negeri 2

Ambarawa has 38 teachers, and there are three English teachers. The number of the

students comprised 691 students.

4.2 Subject of the Study

The researcher asked the seventh grade students of SMP Negeri 2 Ambarawa

to be the subject of this research. The research was carried out by involving three

groups of classes. The classes were selected based on the TAPKA (Tatap Muka)

38

rundown during the pandemic. The classification of the group is showed in table

below:

Table 4.1 The Data of Respondents

Class Group Students

VII F-2 Tryout 15

VII F-1 Control 15

VII E-2 Experimental 15

Total 45

Based on the table, the VII F was divided into two groups in which, VII F-2 as

the tryout group, while VII F-1 into the control group. Furthermore, the

experimental group consisted of students on the VII E-2. The tryout group consisted

of 15 students, the control group comprised 15 students, and the experimental group

also consisted of 15 students.

4.3 Research Finding

This study was attempted to find the improvement of seventh grade students’

vocabulary mastery after being taught by using “Spelling Bee game” as the

technique. The researcher decided to use spelling bee game as the technique

because it is an unfamiliar game that rarely being used by the English teachers of

SMPN 2 Ambarawa in teaching vocabulary. Furthermore, this “Spelling Bee game”

is an easy game to be applied because it does not need any tools. Inaddition, any

level students can join and play it. Spelling bee game is a good innovation technique

to teach vocabulary. By implementing spelling bee game, the teacher can make sure

that every student has remembered the new vocabularies taught presents. This game

39

can make students more interested in learning new vocabularies because students

can enhance their vocabulary mastery more easily.

In this research, the researcher used control and experimental group to find the

result of conducting the study. The researcher collected the data by giving the tests,

so it concerned on the result of each test. In this session, the researcher shows the

scores of each test from the control and the experimental group. The result of

control group’s vocabulary tests are showed as follows:

Table 4.2 Scores of Control Group

No Sample Pre-test Post-test

1. S-1 90 60

2. S-2 93,3 90

3. S-3 73,3 73,3

4. S-4 70 63,3

5. S-5 83,3 93,3

6. S-6 70 63,3

7. S-7 100 86,6

8. S-8 80 100

9. S-9 93,3 100

10. S-10 100 93,3

11. S-11 90 96,6

12. S-12 86,6 90

13. S-13 96,6 93,3

14. S-14 100 93,3

15. S-15 96,7 100

VII F-1 students as the samples in control group showed the reduction and also

the increase scores of their tests’ result without having treatment between two tests.

In which, there are 6 students indicated the increase of their score and 13 students

showed the reduction from pre-test to post-test score inaddition only one student

(S-3) had the same score in both tests. The experimental group also have done the

40

pre-test and post-test session. The result of experimental group’s vocabulary tests

are showed in the following table:

Table 4.3 Scores of Experimental Group

No Sample Pre-test Post-test

1. S-1 83,3 100

2. S-2 96,6 96,6

3. S-3 83,3 100

4. S-4 83,3 96,6

5. S-5 93,3 96,6

6. S-6 93,3 100

7. S-7 90 90

8. S-8 76,6 93,3

9. S-9 100 100

10. S-10 80 96,6

11. S-11 86,6 100

12. S-12 76,6 83,3

13. S-13 63,3 90

14. S-14 100 100

15. S-15 96,6 96,6

VII E-2 students as the samples in experimental group only showed the

increase scores of their tests’ result after having the treatment by playing “Spelling

Bee game” between two tests. Furthermore, sample number 2 (S-2) showed similar

scores in two tests.

4.3.1 Validity and Reliabilty

This part describes the measurement of validity and reliability.

a. Validity

Validity is a test qualification that should be done before using the test to

a study. This qualification required the researcher to measure the test whether it is

an appropriate test or not. In this study, the researcher applied content validity to

41

ensure the validity of the test. Before using the test, the researcher consulted the

materials of the test with the English teacher. The items of the tests as the

instrument of the study were approved by the advisor and an English teacher.

In order to find out whether the test was suitable with the students’

ability, the researcher also measured the validity of the test by using SPSS

software. The test was adequated into valid if the result is higher than 0.50. The

validity result is showed below:

Table 4.4 Validity Statistics

Referring to the validity measurement on SPSS software and the result

consultancy from two expert, the instrument that used by the researcher was valid.

These were proved by the result of the measurement 0.848 and 0.834. It meant

that the instrument is valid. Based on the validation rubric, the validators assigned

that the instrument passed the expectations because there were thirteen items with

4 score and only 1 item with 3 score. After all, the instrument of the study was

defined into valid to be used.

Correlations

PREE POST SUM

PREE Pearson Correlation 1 ,416 ,848**

Sig. (2-tailed) ,109 ,000

N 16 16 16

POST Pearson Correlation ,416 1 ,834**

Sig. (2-tailed) ,109 ,000

N 16 16 16

SUM Pearson Correlation ,848** ,834** 1

Sig. (2-tailed) ,000 ,000

N 16 16 16

**. Correlation is significant at the 0.01 level (2-tailed).

42

b. Reliability

The researcher also measured the reliability score of the test before doing

the research. This reliability test was used to find the consistency of the test result.

According to Graham (2012), the test can be reliable if the result is higher than

0.60. Furthermore, SPSS software is used to measure the reliability of the tests.

Based on the computation, the result of the reliability comprised into 0.687. It

meant that it was higher than 0.60. Hences the instrument was reliable to be used.

The measurement of reliability is denoted as follows:

Table 4.5 Reliability Statistics

Reliability Statistics

Cronbach's

Alpha N of Items

,687 2

4.3.2 Descriptive Analysis

In this part the researcher shows result of the comparison between control

and experimental group. The table is showed below:

Table 4.6 Test Descriptive Analysis

Descriptive Statistics

N Mean Std. Deviation

Statistic Statistic Std. Error Statistic

PREE_CONTROL 15 26,07 ,796 3,081

PREE_EXPERIMENTAL 15 29,87 ,842 3,262

Valid N (listwise) 15

As showed in table 4.6, the researcher measured the pre-test score of control

and experimental group. The mean of pre-test for the control group was 26.07,

meanwhile the experimental group was 29.87. The standard deviation of the control

group was 3.081 and 3.262 for the experimental group.

43

4.3.3 Analysis of Normality

The researcher used one sample Kolmogorov- Smirnov to know the

standard normality of the groups. It can be seen on the following table:

Table 4.7 The Normality of Pre-test One-Sample Kolmogorov-Smirnov Test

One-Sample Kolmogorov-Smirnov Test

PREE_CONTR

OL

PREE_EXPERI

MENTAL

N 15 15

Normal Parametersa,b Mean 26,27 29,87

Std. Deviation 3,262 3,081

Most Extreme Differences Absolute ,169 ,135

Positive ,126 ,102

Negative -,169 -,135

Kolmogorov-Smirnov Z ,655 ,522

Asymp. Sig. (2-tailed) ,784 ,948

a. Test distribution is Normal.

b. Calculated from data.

Based on the table Asymp. Sig. (2-tailed), the analysis of standard normality

of the control group was 0.784 and in experimental group was 0.948. It was showed

that the data distribution of each control and experimental group are normal, it was

set because the score was higher than 0.05.

4.3.4 Analysis of Homogeneity

The homogeneity test was used to identify if the variants in the test are the

same or not. As the criteria of testing, if the significance score of the test was higher

than 0.05 it could be concluded that the variants were the same or homogenous,

meanwhile if the result was lower than 0.05, it meant that the variants were not the

same or homogenous. The result can be seen in the following tables (Levene

Statistic):

44

Table 4.8 Test of Homogeneity of Pre-test in Control and Experimental Group

Test of Homogeneity of Variances

PreeTest

Levene Statistic df1 df2 Sig.

,274 1 28 ,605

Table 4.9 Test of Homogeneity of Post-test in Control and Experimental Group

Test of Homogeneity of Variances

PostTest

Levene Statistic df1 df2 Sig.

,122 1 28 ,801

The Levene’s Statistic Test for Equality of Variences indicated

homogeneity of the test was F=0.122. Furthermore the significance of homogeneity

of the test was 0.801, hences that higher than 0.05, it meant that the data was

homogenous or equal.

4.3.5 Independent Sample T-test

The researcher used Levene’s test for equality of variances to measure the

independent sample T-test of the study. The table is showed below:

Table 4.10 Post-test

Independent Samples Test

Levene's Test

for Equality of

Variances t-test for Equality of Means

F Sig. T Df

Sig. (2-

tailed)

Mean

Differ

ence

Std. Error

Differenc

e

95% Confidence Interval of

the Difference

Lower Upper

Equal variances

assumed

12,922 ,061 -

2,468

28 ,001 -2,867 1,162 -5,246 -,487

Equal variances

not assumed

-

2,468

17,317 ,000 -2,867 1,162 -5,314 -,419

45

Table 4.11 Comparison of Post-test in Control and Experimental Group

Comparison of Post – test Result in Control and Experimental Class

Descriptive Statistics

Mean N Std. Deviation Minimum Maximum

Std. Error of

Kurtosis

Control 25,93 15 4,250 18 30 1,121

Exsperimental 28,80 15 1,474 25 30 1,121

Total 27,37 30 3,449 18 30 ,833

The result of independent sample t-test showed that the Sig. (2-tailed) was

0.000, and the result was 25.93 for the control group and 28.80 for the experimental

group. It showed that the students’ condition after the treatment had different mean

scores. In other words, there was significant different mean scores of the students

after getting spelling bee game as the treatment in learning vocabulary. It can be

concluded that Ho was rejected, while H1 was accepted.

4.4 Research Discussion

The test was conducted to find out the effectiveness of spelling bee game in

improving students’ vocabulary mastery of the seventh graders of SMP Negeri 2

Ambarawa in the academic year 2020/2021.

This research showed that spelling bee game positively affected students as

young learners in remembering and also learning vocabulary. The result was proven

by the measurements of each tests that had been done by the participants. In line

with the study on Yusuf, Mustafa and Alqinda in 2017, the participants got 62.52

in pre-test and 88.76 in post-test, hences the participants showed higher score after

getting the treatment of the study. In guiding by the previous study, initially, the

researcher conducted the pre-test session to examine the first condition of the

students as the participants. After getting the pre-test, the participants in

46

experimental group were given treatments for two days continuously. The last

process was post-test which was undertaken by the participants to find out the result

after getting the treatment.

Based on the Descriptive Analysis Table (4.6), it mentioned that there are two

groups have joined the study. The control group involved 15 students and also 15

students for experimental group. In the pre-test session, the control group got 26.07

and the experimental group got 29.87 for the mean. Then Table (4.7) about the

normality showed that the result of the normality test of the pre-test showed that

sig. (2-tailed)= 0.784 for the control group and 0.948 for the experimental group. It

could be concluded that the pre-test in control and experimental group were normal,

because both of the scores were higher than 0.05. After that, in Table (4.9) denoted

that the significance score of post-test between the control and experimental groups

were 0.801 ≥ (0.05). In conclusion, the data of the post-test of control and

experimental group were equal or homogenous or had same variances.

After attaining the result of the homogeneity test, the researcher continued in

examining the post-test as the result after giving the treatment by using T-test. In

Table (4.10), it showed that the independent sample T-test for the post-test was

2.468 and the degree of freedom (df)= 28. On Levene’s Test for Equality of

Variences column showed that the sig is 0.061 ≥ 0.05, it meant that the sample was

homogenous.

The sig (2-tailed) of t-test for equality of mean = 0.000 < 0.05, it could be

indicated that there was a significance between two means score of the control

group and the experimental group after getting the treatment. Then the Table (4.11)

47

mentioned about the Descriptuve Statistic of the post-test, it showed that the mean

of the control group was 25.93 and 28.80 for the experimental group. It denoted

that the capability of each groups was relatively different after getting the treatment.

It indicated that Ho was rejected while H1 was accepted.

Furthermore, the result of this study showed the related result of the study on

Puspitasari and Mayasari in 2018, it found out that spelling bee can help students

in improving their vocabulary mastery. It was proved by the experimental group

got higher score than control group in post-test session.

Thus, the researcher proved that using spelling bee game in teaching

vocabulary mastery was effective for students in young learner ages. Finally, based

on the result above, this study found that the use of spelling bee game method had

an effect on vocabulary mastery of seventh graders of junior high school.

48

CHAPTER V

CONCLUSION AND SUGGESTIONS

In this chapter, the Conclusion of the study and Suggestions are mentioned

by the researcher.

5.1 Conclusion

This study was conducted to investigate the improvement of students’

vocabulary mastery after being taught using spelling bee game. Grounded on the

results of the data analysis, this study indicated that improving students’ vocabulary

mastery could be effectively achieved by using spelling bee game. It could be

proven by seeing the mean score of the experimental group and the control group

in the post-test. The mean of the experimental group was 28,80, meanwhile the

mean of the control group was 25,93. It could be concluded that the experimental

group has higher score than the control group. It was evidenced by the result of the

independent t-test in which the sig (2-tailed) was 0.000 < 0.05 indicating that there

was a significant difference in the result of the pre-test and the post-test in the

experimental group. It could be concluded that Ho was rejected while H1 was

accepted.

Based on the finding of this study, teaching vocabulary through spelling bee

game could help students in improving their vocabulary mastery. The majority of

students achieved better score after getting the treatment is provided. By viewing

the result from post-test and pre-test indicated a good improvement of students’

49

vocabulary mastery, which refected the usefullness of spelling bee game in teaching

vocabulary to young learners.

5.2 Suggestions

After carrying out the research, the reseacher hoped that this study could be

useful for the teacher, the students and also the next researcher. The researcher gave

some suggestions that presented below.

1. For the Teacher

Spelling bee game can be a good choice as a technique in teaching vocabulary

since this technique gives a good impact to the students and also can catch their

interest during the learning. Nowdays, teacher should be flexible and

understand students’ need, therefore, by using spelling bee game the teaching

learning process can be fun, enjoyable and interesting.

2. For the Students

By participating the teaching learning process using spelling bee game,

students can be more active in giving their view about the learning. Students

also should be positive to develop the motivation and against the laziness

during the learning.

3. For the Next Researcher

The researcher expected that spelling bee game can be a good topic to conduct

further research. Hopefully, this spelling bee game can be used in teaching

other skills in learning English. Furthermore, with next researcher, the result of

using spelling bee game will be more useful to imporve English learning

process.

50

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53

APPENDICES

54

55

56

57

58

SILABUS K13

MATA PELAJARAN BAHASA INGGRIS

SMP NEGERI 2 AMBARAWA

KELAS VII

Tahun Pelajaran 2020/2021

Kompetensi Inti :

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya

KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam dalam

jangkauan pergaulan dan keberadaannya.

KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam

sudut pandang/teori.

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Alokasi

Waktu

3.5 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik yang dekat dengan kehidupan siswa sehari-hari.

Teks lisan dan tulis

untuk menyatakan

dan menanyakan

nama dan jumlah

binatang, benda,

dan bangunan

publik yang dekat

dengan kehidupan

siswa sehari-hari

Fungsi sosial

Mengenalkan,

mengidentifikasi

benda, binatang,

bangunan umum.

Struktur teks

(ungkapan hafalan,

tidak perlu

dijelaskan tata

bahasanya)

Mengamati

Siswa terbiasa atau sering mendengar dan menyaksikan guru dan warga sekolah lain menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik, dalam bahasa Inggris (keteladanan).

Menanya

Dengan bimbingan dan

arahan guru, siswa

menanyakan dan

mempertanyakan antara

lain tentang perbedaan

antara cara menyebutkan

dan menanyakan nama

24 JP

59

4.6 Menyusun teks

lisan dan tulis

untuk

menyatakan

dan

menanyakan

nama binatang,

benda, dan

bangunan

publik yang

dekat dengan

kehidupan

siswa sehari-

hari, dengan

memperhatikan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

yang benar dan

sesuai konteks.

a. Are they your toys? Which one is your book? What is in your pocket? Who has a red pen?

dan semacamnya.

Unsur kebahasaan

(1) Nama binatang di lingkungan rumah dan sekolah siswa: hen, chicks, house lizard, dragon fly, cockroaches, mosquitoes, dll.

(2) Nama benda di lingkungan rumah dan sekolah: table, pillow, toy, mug, book shelf, pen, bag, dll.

(3) Nama bangunan umum: the post office, the bank, the hospital, dll.

(4) Kata tanya What?Which one? How many?

(5) Penyebutan kata benda singular dengan a dan the, dan plural (-s).

(6) Kata ganti it, they, this, that, those, these.

dan jumlah binatang,

benda, dan bangunan

publik, dalam bahasa

Inggris dengan yang ada

dalam bahasa Indonesia,

kemungkinan

menggunakan ungkapan

lain, akibat jika tidak

melakukan, dsb.

Mengumpulkan

Informasi

Siswa mendengarkan dan menyaksikan banyak contoh interaksi dengan menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik dalam bahasa Inggris dari film, kaset, buku teks, dsb.

Siswa menirukan contoh-contoh interaksi dengan menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik dalam bahasa Inggris dengan ucapan, tekanan kata, intonasi, dan sikap yang benar.

Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri (fungsi sosial, struktur teks, dan unsur kebahasaan) interaksi menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik.

60

(7) Ungkapan There is/are..., Are there ...?

(8) Kata kerja yang menunjuk tindakan yang sangat lazim dan terkait dalam simple present tense: be, have, go, play,get, take, dan sebagainya.

(9) Ucapan, tekanan kata, Intonasi

(10) Ejaan dan tanda baca

(11) Tulisan tangan.

Topik Benda, binatang,

bangunan umum

yang terdapat di

lingkungan siswa,

dengan

memberikan

keteladanan

tentang perilaku

jujur, disiplin,

percaya diri,

bertanggung

jawab, dan kerja

sama.

Secara kolaboratif, siswa berusaha menggunakan bahasa Inggris untuk menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik dalam konteks pembelajaran, simulasi, role-play, dan kegiatan lain yang terstruktur.

Mengasosiasi.

Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang digunakan.

Mengkomunikasikan

Siswa berupaya berbicara secara lancar dengan ucapan, tekanan kata, intonasi yang benar dan menulis dengan ejaan dan tanda baca yang benar, serta tulisan yang jelas dan rapi.

61

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP Negeri 2 Ambarawa

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII / Ganjil

Materi Pokok : Things around us!

Moda : Tapka

Alokasi Waktu : 2 Minggu x 1 Jam Pelajaran @60 Menit

Kompetensi Dasar :

3.5 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk

menyatakan dan menanyakan nama dan jumlah binatang, benda, dan bangunan

publik yang dekat dengan kehidupan siswa sehari-hari.

4.5 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama

binatang, benda, dan bangunan publik yang dekat dengan kehidupan siswa

sehari-hari, dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai konteks.

Tujuan Pembelajaran :

Melalui tayangan video mengenai Spelling Bee game, diskusi dalam kelompok serta

Spelling Bee game, siswa dapat menentukan menyatakan nama benda dan bangunan

publik yang dekat dengan kehidupan siswa sehari-hari dalam suatu bentuk

pertanyaan.

Kegiatan pembelajaran :

1. Guru menyapa siswa, menanyakan kabar dan mencatat presensi siswa yang hadir.

2. Guru menunjukkan suatu video tentang Spelling Bee game.

3. Guru melakukan tanya jawab pemahaman siswa tentang pelafalan abjad dalam

Bahasa Inggris.

4. Guru membagi siswa dalam 4 kelompok sesuai tempat duduk dan memberikan

sebuah gambar dan disiswa diminta untuk menganalisis nama benda dan mencari

bentuk Bahasa Inggris benda tersebut.

5. Guru meminta kelompok siswa maju kedepan untuk memainkan Spelling Bee

game.

62

Penilaian :

1. Pengetahuan :

Guru meminta siswa untuk mengerjakan soal pilihan ganda yang telah disiapkan

(post-test)

2. Keterampilan :

Guru meminta siswa untuk menyebutkan bentuk Bahasa Inggris dari nama

binatang, benda, dan bangunan secara lisan selama memainkan Spelling Bee

game.

Intrumen Penilaian

1. Penilaian pengetahuan :

Soal menggunakan bentuk multiple choice (soal terlampir)

2. Penilaian keterampilan :

Selama ssiwa melakukan praktik Spelling Bee game. (rubrik terlampir)

Semarang, 17 November 2020

Mengetahui

Guru Pembimbing Penelitian Mahasiswa

Diah Ayu Citraningrum, S.Pd

Gita Husna Afifah

63

LAMPIRAN 1

BAHAN AJAR BAHASA INGGRIS KELAS VII TAHUN 2020/2021

CHAPTER

5

Things around us!

Pertemuan : 1

Guru menunjukkan suatu video tentang Spelling Bee game.

Activity 1 : Watch this following video carefully!

Link : https://www.youtube.com/watch?v=6IUhKGqjRFk&t=90s

Guru melakukan tanya jawab pemahaman siswa tentang pelafalan abjad dalam

Bahasa Inggris.

Activity 2 : Let’s learn alphabet!

Link : https://www.youtube.com/watch?v=75p-N9YKqNo

64

Guru membagi siswa dalam 4 kelompok sesuai tempat duduk dan memberikan

sebuah gambar dan disiswa diminta untuk menganalisis nama benda dan mencari

bentuk Bahasa Inggris benda tersebut.

Activity 3 : Let’s play Spelling Bee game!

Instruksi : Cari bentuk Bahasa Inggris dari benda yang ada di gambar!

(secara kelompok)

Vocab :

Blackboard = Papan tulis

Globe = Globe/Tiruan bumi

Bookcase = Rak buku

Aquarium = Akuarium

Windows = Jendela

Maps = Peta

Calender = Kalender

Pictures = Gambar

Vase = Vas bunga

Book = Buku

Chalk = Kapur

Scissor = Gunting

Pencil = Pensil

Ruler = Penggaris

Pen = Pulpen

Bag = Tas

Table = Meja

Chair = Kursi

Guru meminta kelompok siswa maju kedepan untuk memainkan Spelling Bee

game.

Activity 4 : Let’s go!

65

LAMPIRAN 2

Rubrik Penilaian Pengetahuan Pilihan Ganda

Nomor Soal Bobot Soal

1 - 30 1

Jumlah skor maksimal 100

Jika benar 1 nomor mendapat poin 1

Jika salah 1 nomor mendapat poin 0

Penentuan nilai = N = Poin perolehan

3

LAMPIRAN 3

Rubrik Peneliaian Keterampilan

No Aspek yang

dinilai

Nilai

2 3 4

1. Pelafalan Terdapat banyak

kesalahan dalam

pengucapan abjad

Terdapat sedikit

kesalahan dalam

pengucapan abjad,

tetapi abjad yang

dimaksud sesuai

dengan abjad yang

benar

Tidak ada kesalahan

dalam pengucapan

dan setiap abjad

diucapkan dengan

benar

2. Intonasi Terdapat banyak

jeda dan tidak ada

keyakinan dengan

abjad yang

diucapkan

Terdapat sedikit

keraguan dalam

mengucapkan abjad

dan memerlukan

waktu sedikit lama

Tidak ada keraguan

dalam mengucapkan

abjad dan terdengar

yakin dalam

mengucapkannya

3. Ketepatan

abjad

Abjad yang

diucapkan salah

lebih dari 3 kali

Abjad yang

diucapkan sedikit

melenceng dengan

kata yang diberikan

Abjad yang

diucapkan sesuai

dengan kata yang

diberikan

Jumlah

Skor maksimal 12

Penentuan nilai = N = Poin perolehan

3

X 10

X 25

Contoh : N = 12

3

= 4 X 25

= 100

X 25

Contoh : N = 30

3

= 10 X 10

= 100

X 10

66

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP Negeri 2 Ambarawa

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII / Ganjil

Materi Pokok : Things around us!

Moda : Tapka

Alokasi Waktu : 2 Minggu x 1 Jam Pelajaran @60 Menit

Kompetensi Dasar :

3.5 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk

menyatakan dan menanyakan nama dan jumlah binatang, benda, dan bangunan

publik yang dekat dengan kehidupan siswa sehari-hari.

4.5 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama

binatang, benda, dan bangunan publik yang dekat dengan kehidupan siswa

sehari-hari, dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai konteks.

Tujuan Pembelajaran :

Melalui diskusi dalam kelompok serta Spelling Bee game, siswa dapat menentukan

menyatakan nama benda dan bangunan publik yang dekat dengan kehidupan siswa

sehari-hari dalam suatu bentuk pertanyaan.

Kegiatan pembelajaran :

1. Guru menyapa siswa, menanyakan kabar dan mencatat presensi siswa yang

hadir dan mereview pembelajaran pada pertemuan yang lalu.

2. Guru meminta kelompok siswa maju kedepan untuk memainkan Spelling Bee

game.

67

Penilaian :

1. Pengetahuan :

Guru meminta siswa untuk mengerjakan soal pilihan ganda yang telah disiapkan

2. Keterampilan :

Guru meminta siswa untuk menyebutkan bentuk bahasa inggris dari nama

binatang, benda, dan bangunan secara lisan selama memainkan Spelling Bee

game.

Intrumen Penilaian

1. Penilaian pengetahuan dilakukan dengan :

Soal menggunakan bentuk multiple choice (soal terlampir) dalam bentuk bahan

ajar

2. Penilaian keterampilan dilakukan dengan :

Keterampilan siswa selama melakukan praktik Spelling Bee game. (rubrik

terlampir)

Semarang, 17 November 2020

Mengetahui

Guru Pembimbing Penelitian Mahasiswa

Diah Ayu Citraningrum, S.Pd

Gita Husna Afifah

68

LAMPIRAN 1

BAHAN AJAR BAHASA INGGRIS KELAS VII TAHUN 2020/2021

CHAPTER

5

Things around us!

Pertemuan : 2

Guru menyapa siswa, menanyakan kabar dan mencatat presensi siswa yang

hadir dan mereview pembelajaran pada pertemuan yang lalu.

Activity 1 : Let’s review our knowledge!

Instruksi : Sebutkan nama nama benda yang ada digambar dibawah ini.

Guru meminta kelompok siswa maju kedepan untuk memainkan Spelling Bee

game.

Activity 2 : Let’s play again!

Instruksi : Cari bentuk bahasa inggris dari daftar noun di bawah ini!

1. Selimut

2. Sendok

3. Guling

4. Tirai

5. Serbet

6. Talenan

7. Sarung tangan

8. Jam dinding

9. Bel rumah

10. Televisi

69

LAMPIRAN 2

Rubrik Penilaian Pengetahuan Pilihan Ganda

Nomor Soal Bobot Soal

1 - 30 1

Jumlah skor maksimal 100

Jika benar 1 nomor mendapat poin 1

Jika salah 1 nomor mendapat poin 0

Penentuan nilai = N = Poin perolehan

3

LAMPIRAN 3

Rubrik Peneliaian Keterampilan

No Aspek yang

dinilai

Nilai

2 3 4

1. Pelafalan Terdapat banyak

kesalahan dalam

pengucapan abjad

Terdapat sedikit

kesalahan dalam

pengucapan abjad,

tetapi abjad yang

dimaksud sesuai

dengan abjad yang

benar

Tidak ada kesalahan

dalam pengucapan

dan setiap abjad

diucapkan dengan

benar

2. Intonasi Terdapat banyak

jeda dan tidak ada

keyakinan dengan

abjad yang

diucapkan

Terdapat sedikit

keraguan dalam

mengucapkan abjad

dan memerlukan

waktu sedikit lama

Tidak ada keraguan

dalam mengucapkan

abjad dan terdengar

yakin dalam

mengucapkannya

3. Ketepatan

abjad

Abjad yang

diucapkan salah

lebih dari 3 kali

Abjad yang

diucapkan sedikit

melenceng dengan

kata yang diberikan

Abjad yang

diucapkan sesuai

dengan kata yang

diberikan

Jumlah

Skor maksimal 12

Penentuan nilai = N = Poin perolehan

3

X 10

X 25

Contoh : N = 12

3

= 4 X 25

= 100

X 25

Contoh : N = 30

3

= 10 X 10

= 100

X 10

70

PRE TEST

Instruction: Choose the correct answer of these following questions!

1. “Papan tulis” in English is?

a. Blackboard b. Black marker

2. “Buku pelajaran” in English is?

a. Book case b. Text book

3. “Gunting” in English is?

a. Scissor b. Glasses

4. “Peraut pensil” in English is?

a. Coloured pencil b. Pencil sharpener

5. “Penghapus” in English is?

a. Eraser b. Ruler

6. “Pintu” in English is?

a. Window b. Door

7. “Kertas” in English is?

a. Pepper b. Paper

8. “Lampu” in English is?

a. Lamp b. Curtain

9. “Tirai” in English is?

a. Curtain b. Stapler

10. “Staples” in English is?

a. Stapler b. Clock

11. “Ransel” in English is?

a. Backpack b. Notebook

12. “Buku tulis” in English is?

a. Book case b. Notebook

13. “Lem” in English is?

a. Eraser b. Glue

14. “Rak buku” in English is?

a. Book b. Book case

15. “Kursi” in English is?

a. Chair b. Table

71

16. “Kapur” in English is?

a. Chalk b. Marker

17. “Spidol” in English is?

a. Marker b. Chalk

18. “Almari” in English is?

a. Cupboard b. Chalk

19. “Kotak pensil” in English is?

a. Pencil case b. Pencil

20. “Laci” in English is?

a. Drawer b. Cupboard

21. “Tinta” in English is?

a. Ink b. Link

22. “Pulpen” in English is?

a. Spidol b. Pen

23. “Stabilo” in English is?

a. Highlighter b. Marker

24. “Peta” in English is?

a. Stapler b. Maps

25. “Kotak bekal” in English is?

a. Lunch box b. Lunch

26. “Keset” in English is?

a. Mat b. Trash can

27. “Tempat sampah” in English is?

a. Drawer b. Trash can

28. “Kamus” in English is?

a. Dictionary b. University

29. “Atap” in English is?

a. Roof b. Top

30. “Ventilasi” in English is?

a. Drawer b. Vent

72

POST TEST

Instruction: Choose the correct answer of these following questions!

1. “Tempat tidur” in English is?

a. Bed b. Bedroom

2. “Selimut” in English is?

a. Pillow b. Blanket

3. “Bantal” in English is?

a. Pillow b. Bolster

4. “Kaca” in English is?

a. Mirror b. Bolster

5. “Guling” in English is?

a. Bolster b. Hanger

6. “Gantungan baju” in English is?

a. Cupboard b. Hanger

7. “Serbet” in English is?

a. Bed sheet b. Napkin

8. “Seprei” in English is?

a. Fan b. Bed sheet

9. “Kipas angin” in English is?

a. Bookshelf b. Fan

10. “Penanak nasi” in English is?

a. Stove b. Rice cooker

11. “Piring” in English is?

a. Bowl b. Plate

12. “Gelas” in English is?

a. Glass b. Fork

13. “Garpu” in English is?

a. Fork b. Spoon

14. “Cangkir” in English is?

a. Tea pot b. Cup

73

15. “Teko” in English is?

a. Cup b. Tea pot

16. “Taplak meja” in English is?

a. Dining table b. Tablecloth

17. “Pisau” in English is?

a. Kettle b. Knife

18. “Kompor” in English is?

a. Gas b. Stove

19. “Talenan” in English is?

a. Cutting board b. Faucet

20. “Sabun” in English is?

a. Shower b. Soap

21. “Kloset” in English is?

a. Water dipper b. Toilet

22. “Handuk” in English is?

a. Bathtub b. Towel

23. “Pasta gigi” in English is?

a. Toothpaste b. Toothbrush

24. “Kotak bekal” in English is?

a. Toothpaste b. Toothbrush

25. “Sepeda” in English is?

a. Bicyecle b. Motorcycle

26. “Sarung tangan” in English is?

a. Drawer b. Glove

27. “Dinding” in English is?

a. Wall b. Roof

28. “Garasi” in English is?

a. Garage b. Attic

29. “Gerbang” in English is?

a. Gerage b. Gate

30. “Ruang makan” in English is?

a. Bedroom b. Dining room

74

Permission Letter

75

School Recommendation

76

Answer Sheet

77

78

79

80

DOCUMENTATION

Pre-Test of Experimental Class

Treatment to Experimental Class Using Spelling Bee

81

Post-Test of Experimental Class