CHAPTER I

INTRODUCTION

1.1. BACKGROUND OF THE STUDY

English is not only a foreign language but have become a second

language in Indonesia. The government directly and indirectly

recognize the importance of English. In Indonesia, English has started

to be taught since junior high school, and continued until high school

and college equivalents. In fact, now English, in elementary schools has

also been introduced and taught.

English is not only used as one of the subjects at school, but also

considered as one of the important subjects. In fact, English is one of

the subjects tested in national examinations that the question of national

standards and serve as one of the student graduation requirement.

According to Pennycook (1995:40) that English has become a crucial

instrument for the continuation of education, employment and social

status of the community.

In learning English, basically the students have difficulty in

memorizing words. it makes a lack of vocabulary. One causes of

students' lack of vocabulary is students are lazy to read the dictionary

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and do not want to memorize the new vocabulary that they have

learned. Students still have problems in learning English because

English sentence structure is different from that of Indonesian. They get

bored in learning English, because the technique used by the teachers

is not interesting. Therefore the writer use games to improve students'

ability in learning vocabulary. By using games it is expected students

can easily understand and memorise the vocabulary given to them.

According to cuririculum in 1996 the amount of vocabulary that must

be achieved by students is 1000 vocabulary. However, most students

are not able to reach the target of mastering vocabulary, especially

students in the MTs Tarbiyah Tondano.

Based on the background above, the writer felt need to do this

research entitled “Improving Students’ Mastery of Vocabulary through

games conducted at MTs Tarbiyah Tondano”.

1.2. FORMULATION OF THE PROBLEM

Is teaching vocabulary by using games more effective to improve

students’ mastery of vocabulary ?

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1.3. REASON FOR CHOOSING THE TOPIC

There were several reasons for choosing the topic, they are:

- Teaching vocabulary through games is an effective technique.

- Using games bring so many advantages for students and teacher.

- The researcher is interested using games when teaching in the

classroom.

1.4. PURPOSE OF THE STUDY

The purpose of this study was to find out whether the using games can

improve the students’ mastering of vocabulary.

1.5. BASIC ASSUMPTION

- Games activities can increase the students’ mastering of vocabulary.

- If the teacher is using games in the classroom, the student mastery

of vocabulary will be automatically increased.

- Mastery of vocabulary is very important because without mastery of

vocabulary, student cannot increase their English competence in

listening, speaking, writing, and reading.

1.6. HYPOTHESIS

In teaching and learning vocabulary through games can improve

students’ mastery of vocabulary.

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1.7. SIGNIFICANCE OF THE STUDY

This study is expected to get the result that will be useful for readers, in

terms of:

1. As an input data for the English teachers about the using games in

the classroom and the importance of vocabulary in teaching English.

2. To motivate students to increase their vocabulary.

3. It is hoped that this study will contribute or would be of any value to

other students in conducting further research of the similar topic.

4. Directly, the writer’s knowledge can be developed by investigating

the topic.

1.8. DELIMITATION OF THE STUDY

This study was delimited to the applying of three kinds of games

namely Hang man Game, Guessing Game and Word Card Game to

improve the students’ mastery of vocabulary in the second grade of

students at MTs Tarbiyah Tondano. Clearly the writer only discussed

the role of game in helping students learn vocabulary.

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1.9. DEFINITION OF TERMS

- Game activities : Games also help the teacher to create contexts in

which the language is useful and meaningful. The learners want to

take part and in order to do so must understand what others are

saying or have written, and they must speak or write in order to

express their own point of view or give information.

- Vocabulary : acording to Huyen and Nga (2003) : “In

order to communicate well in a foreign language, students should

acquire an adequate number of words and should know how to use

them accurately.

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CHAPTER II

REVIEW OF LITERATURE AND THEORITICAL BASIS

2.1. Teaching

Teacher plays an important role in teaching learning process. In

teaching English as a foreign language the teacher need to vary way of

teaching in order to get the students interest and attention to the lesson.

In teaching learning process there are some factors, which can influence

the successful goals in the school. They are curriculum, materials,

method, teachers, students and the technique.

Richey (1912:1) stated that : “teaching may be considered to be basic to all the other professions are made possible through the work of teachers in elementary and secondary school, college, and university.”

Furthermore Brown (1980:7) stated that : “teaching is showing or helping someone how to do something, given instruction, guiding in the study of something providing with knowledge, causing to know or to understand. Teaching is building and facilitating learning, enabling the learner to learn, setting the conditions for learning.”

It means teaching is a systematic way, teacher as an organizer

should be creative to make learner interested in following the subject.

Teaching may be said to cover not only activities of guiding students’

activities but also those which aim at helping students develop

themselves and be able to adapt themselves in the group to which

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they’re belong. At the result of teaching the students should be able to

interest in their group. They’re learning to think, feel, and act in

harmony through social groups of which they are a part.

2.2. Vocabulary

Vocabulary is one important aspect in learning a foreign

language. Without a proportional amount of vocabulary anyone will get

trouble in her speaking, reading, listening, and writing. Without a shred

of doubt, the writer said that the acquisition of vocabulary would help

people in gaining, understanding, and also enhancing the process of

knowledgeable transfered for a better life. Indisputably the chances for

progress or success in any kind of fields, like computers, technology,

economy, politics, tourism, and educational increase with the size and

applications of vocabulary.

Vocabulary can be defined as a collection of words and it

contains a meaning of word. Nault (1984:337) stated : “ Vocabulary is

the total number of words in a language. It is also a collection of words

a person knew and used in all the aspects of language.”.

According to Harimukti Kridalaksana, vocabulary is a

component of a language that maintains all of information about

meaning and using word in a language.

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Here are some techniques for teaching vocabulary, especially

new words:

1. Say the words clearly and write it on the board.2. Get the class to repeat the word in chorus.3. Translate the word into the students’ own language.4. Ask the students to translate the word.5. Draw a picture to show what the words mean.6. Give an English example to show the word is used.7. Ask a question by using the new word

The first step to take in improving your vocabulary is to

recognize that it is not possible for you to know the meaning of every

word you see. In the short run, not paying attention to words you don’t

know may save you some work. But in the long run, you just won’t

know as much as you should. Here are some ways to find the meaning

of difficult words

- Learn to use the context – that is, clues that surrounding

sentences sometimes give about the meanings of new

words.

- In a word you don’t know, look for parts within the word,

parts whose meanings you might know.

- Learn the difference between what a word means and

what a word suggests or make you feel.

- Learn the difference between words that mean almost the

same thing but have different shades of meaning.

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- Learn to use a dictionary so you can find meanings easily.

- Keep a list of words you want to add to your vocabulary.

Once you’ve found the meaning the new word and think you

understand it, try to make sure that you don’t forget it. To remember

new words :

- Write the word and its definition often, just for practice.

- Say the word. Learn to pronounce it correctly by using the

pronunciation clues in your dictionary.

- Try to learn the word and its meaning the first time you see

it.

- Use index cards to study vocabulary. Write the word on one

side of the card and its definition on the other side.

- Make up the phrase or a sentence that uses the word in a way

you understand.

- Use the word when you talk - in class, on a job, at home.

- Use the word whenever you can in your writing assignments.

- Say the words and its meaning over and over again in your

mind.

- Don’t try to learn long list of new words. Study just a few

words each day several days so that you can learn by

repeating.

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2.3. Games

‘Games also help the teacher to create contexts in which the

language is useful and meaningful. The learners want to take part and in

order to do so must understand what others are saying or have written,

and they must speak or write in order to express their own point of view

or give information.'

According to Jeremy Harmer, games are a vital part of a

teacher’s equipment, not only for the language practice they provide,

but also for the therapeutic effect they have. They can be used at any

stage of a class to provide an amusing and challenging respite from

other classroom activity about their English class.

Learning a foreign language is a hard work, one must make an

effort to understand and to repeat words accurately. English teacher has

to have a good plan to motivate the children, to enrich vocabulary

mastery by using drills and exercise. But, in reality the children fell

bored with these techniques because the process is monotonous. Is

teacher keep using these techniques, the children cannot improve their

English to solve this problem, the English teacher has to create his

teaching with certain technique that enables him to avoid the technique

which is boring.

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English teacher needs to find out good techniques that can make

the children interested in learning English. In this case Julia Khan

stated:

“Children play and children want to play. Children learn through playing. In playing together, children interact and in interacting they develop language skills. Games provide context for play, reasons for playing and routine for playing.”

According to Jeremy Harmer, games are a vital part of a

teacher’s equipment, not only for the language practice they provide,

but also for the therapeutic effect they have. They can be used at any

stage of a class to provide an amusing and challenging respite from

other classroom activity about their English class.

Stephen Mark Silvers said that:

“Most of you who have experimented with language games as a teaching device will be, I am sure, as enthusiastic about their use as I am. Unfortunately, many teachers still feel that game is only for a short time, to give a class break from the monotony of drilling, and some teacher consider games merely frivolous activity”

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Sandra J. Savignon has three reasons why games have to be used

in learning foreign language, they are:

a. The very structure of games provides an opportunity for learners to practice vocabulary and grammar, specific functions, and other language art skills. The task orientation of the games requires that the students “use rather than merely practice language for real and immediate communicative goals” on the other hands require constant, meaningful interaction among the players.

b. They created relaxed atmosphere. This lower the anxiety level or “effective filter” that often keeps students from learning. Games accomplish this in two ways. First, games focus the learners attention on the immediate goal, that is, succeeding at the same itself, rather than in the responsibility of language learning (Stoic, 182). Second, whether the game is competive or not, it requires cooperation. This contributes to the development of a sense group that led in turn to feeling of support and security among the group members. As the result, the learners are less anxious and more open and able to communicate.

c. Games offer strategy for dealing with problems that may arise from code implication. Teacher to provide communication at a level the learners can understand often uses code implication.

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And according to Rebecca L. Oxford and David Crookal game

can encourage good strategy in learning foreign language. They are:

a. Games embody the communicative approach; they provide active

involvement of the whole person (intellectual, physical, social and

emotional).

b. Games change the roles and relations of learners to take more active

role in their own learning process. This has two effects:

1. It gives learners much more opportunity to communicate in the language.

2. It places more responsibility on learning to direct their own learning.

3. Game provide language quantities of input, which can be understood because of meaningful, and engaging context f the activity.

4. Game allows attention to be given to language form as well as to content.

5. Game has additional effective advantages, such as education of anxiety increase in positive feelings and improve self confidence.

6. Game can make the participant encouraged to communicative even when their knowledge and competence in the language is less than they would wish.

7. Games have the learners to identify more closely with the target culture.

8. Game encourages adolescents and adult to once a gain. Play with symbols.

From the explanation above, we know that game is form of play

and can be used as a vital part of a teacher’s equipment in English

teaching.

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2.4. The Types of Games

2.4.1. Hang Man Game

Game is one of the interesting activities that make students enjoy

learning English. According to Tony Augarde (1994) "The origins of

Hangman are obscure, but it seems to have arisen in Victorian times,"

How to play the game ?

- Students are given a story in which there is a new

vocabulary. After that students are divided into two groups.

- The mission of this game is that the students have to rescue

someone who has hanged by guessing the letters of certain

words

- teacher draw a gallows on the board and a few lines that

represent words which must be guessed for example apple.

Means the line is made of the letters in the word apple is 5

lines.

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- students must guess the word is meant, by mentioning the

letters one by one.

- If the students guess the wrong letter (because it does not

represent the word in question), the teacher will draw a circle

like a human head.

- If students still guess wrong letter, the teacher continues to

draw the body.

- If the guess is still wrong, the teacher will continue by

drawing both hands followed by both feet. It is a sign that the

students in one group cannot save their friend who get

punishment.

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- If the students can guess the right letter, the teacher writes the

letter on the lines that has been prepared on the board. For

example they say A the letter A should be put on the first

line, for APPLE. The guessing word will be continued with

for example the letter E. This E should be put on the right

line as can be seen below :

- This game will be done continuously until the other the other

group of students can guess what the word is.

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- The game ends when the students are not able or able to

complete the line with the correct letters, the winners is the

group who can guess the word correctly. In this case the

correct word is “ APPLE “

2.4.2. Guessing Game

According to Klippel (1994), “The basic rule of guessing

games is eminently simple; one person knows something that

another one wants to find out.

Wright and Buck say, “Essentially, in guessing and

speculating games, someone knows something and the others

must find out what it is.”

Based on the definition above , it can be concluded that guessing

games is a game in which a person or participant knows

something and competes individually or in a team to identify or

to find it out.

How to play the game?

- Teacher divides the students into two groups.

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- The group thinks an object that exists in the class. For

example Chair. Then the students give clues by using body

language

- The other groups ask question.

For example :

Group A Group B

Is it desk? No

Is it window? No

Is it black? No

Is it white ? No

Is it big? No

Is it small ? Yes

Is it brown ? Yes

Is it on the wall? No

Is it circle? No

Is it square? Yes

Is it on the table ? No

Is it bag ? No

Is it red? No

Is it Chair ? Yes

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- If the group guess correct they get the score, and if they false

they get the punistment.

2.4.3. Word Card Game

According to Wikipedia “Word games are generally engaged as a source of entertainment, but have been found to serve an educational purpose as well. For instance, young children can find enjoyment playing modestly competitive games.”

Students’ are given a story in which there is a new vocabulary.

After that students are divided into five groups of four to five students.

The students in each group are assigned to look for new words in the

story and write them in a list . then they have to prepare cards as many

as the new words they get from the story. Twenty new words must be

written in the twenty cards which are called English word cards. After

that they have to write the meaning of the new words in the other

twenty cards that are called Indonesian word cards . So each group will

have 40 word cards.

How to pay the game?

- Shuffle or scramble all the word cards on the table. ( English

word cards and Indonesian word cards)

- Each students has to find out English word cards and its

meaning. The more they get, the better.

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- They have to race. The one who gets the most pairs of cards

will be the winner.

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2.5. Why game activities

There is some reasons why activities in teaching learning

process game are very important in teaching English as a foreign

language.

According to Andrew Wright, David Betteridge and Michael Buckby in their books ‘Games for language learning’: 'Language learning is hard work ... Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.'

'The need for meaningfulness in language learning has been

accepted for some years. A useful interpretation of 'meaningfulness' is

that the learners respond to the content in a definite way. If they are

amused, angered, intrigued or surprised the content is clearly

meaningful to them. Thus the meaning of the language they listen to,

read, speak and write will be more vividly experienced and, therefore,

better remembered.

Aydan Ersoz (2000) state that 'Language learning is a hard task

which can sometimes be frustrating. Constant effort is required to

understand, produce and manipulate the target language. Well-chosen

games are invaluable as they give students a break and at the same time

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allow students to practice language skills. Games are highly motivating

since they are amusing and at the same time challenging. Furthermore,

they employ meaningful and useful language in real contexts. They also

encourage and increase cooperation.'

Games are highly motivating because they are amusing and

interesting. They can be used to give practice in all language skills and

be used to practice many types of communication.

Furthermore from 'Creative Games for the Language Class' by

Lee :

'There is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games.'

'There are many advantages of using games in the classroom:

1. Games are a welcome break from the usual routine of the language

class.

2. They are motivating and challenging.

3. Learning a language requires a great deal of effort. Games help

students to make and sustain the effort of learning.

4. Games provide language practice in the various skills- speaking,

writing, listening and reading.

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5. They encourage students to interact and communicate.

6. They create a meaningful context for language use.

2.6. The use of game in developing mastery of Vocabulary

Many experienced textbook and methodology manuals writers

have argued that games are not just time-filling activities but have a

great educational value. W. R. Lee holds that ‘most language games

make learners use the language instead of thinking about learning the

correct forms’ (1995). He also says that games should be treated as

central not peripheral to the foreign language teaching programmed. A

similar opinion is expressed by Richard-Amato, who believes games to

be fun but warns against overlooking their pedagogical value,

particularly in foreign language teaching. There are many advantages of

using games. "Games can lower anxiety, thus making the acquisition of

input more likely" (Richard-Amato 1988:147). They are highly

motivating and entertaining, and they can give shy students more

opportunity to express their opinions and feelings (Hansen 1994:118).

They also enable learners to acquire new experiences within a foreign

language which are not always possible during a typical lesson.

Furthermore, to quote Richard-Amato, they, "add diversion to the

regular classroom activities," break the ice, "[but also] they are used to

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introduce new ideas" (1988:147). In the easy, relaxed atmosphere

which is created by using games, students remember things faster and

better (Wierus and Wierus 1994:218). S. M. Silvers says many teachers

are enthusiastic about using games as "a teaching device," yet they

often perceive games as mere time-fillers, "a break from the monotony

of drilling" or frivolous activities. He also claims that many teachers

often overlook the fact that in a relaxed atmosphere, real learning takes

place, and students use the language they have been exposed to and

have practised earlier (1982:29). Further support comes from

Zdybiewska, who believes games to be a good way of practicing

language, for they provide a model of what learners will use the

language for in real life in the future (1994:6).

It means that Games encourage, entertain, teach, and promote

fluency. If not for any of these reasons, they should be used just

because they help students see beauty in a foreign language and not just

problems that at times seem overwhelming.

Games are often used as short warm-up activities or when there

is some time left at the end of a lesson. Yet, as Lee observes, a game

"should not be regarded as a marginal activity filling in odd moments

when the teacher and class have nothing better to do" (1995). Games

ought to be at the heart of teaching foreign languages. Rixon suggests

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that games be used at all stages of the lesson, provided that they are

suitable and carefully chosen.'

Games also lend themselves well to revision exercises helping

learners recall material in a pleasant, entertaining way. All authors

referred to in this article agree that even if games resulted only in noise

and entertained students, they are still worth paying attention to and

implementing in the classroom since they motivate learners, promote

communicative competence, and generate fluency.

According to Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga

in Asian EFL Journal ‘learning vocabulary through games’ - December

2003 'Games have been shown to have advantages and effectiveness in

learning vocabulary in various ways. First, games bring in relaxation

and fun for students, thus help them learn and retain new words more

easily. Second, games usually involve friendly competition and they

keep learners interested. These create the motivation for learners of

English to get involved and participate actively in the learning

activities. Third, vocabulary games bring real world context into the

classroom, and enhance students' use of English in a flexible,

communicative way.'

Therefore, the role of games in teaching and learning vocabulary

cannot be denied. However, in order to achieve the most from

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vocabulary games, it is essential that suitable games are chosen.

Whenever a game is to be conducted, the number of students,

proficiency level, cultural context, timing, learning topic, and the

classroom settings are factors that should be taken into account.

It means learning vocabulary through games is one effective and

interesting way that can be applied in any classrooms. The results of

this research suggest that games are used not only for mere fun, but

more importantly, for the useful practice and review of language

lessons, thus leading toward the goal of improving learners’

communicative competence.

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2.7. Teaching and Learning Activity

No Teaching Stages

Teaching and Learning Activity

Teacher Activity Students Activity

1

2.

Pre- Activity GreetingGood Morning, StudentsHow are you Today?

I’m Fine too / oh, what a pity, hope you are healthy and happy again

PrayingBefore staring the lesson, I want us to pray first and one of you to lead it, please?

Checking attendanceNow, I will check your presence by order, if I call your names, raise your hand and say “ Present” its means that you are attend.

Warm out / review

Ok now I will start the lesson todayToday we will study about professions.

Did you know what

Good Morning ma’amFine, Thank You / I’m Not well today. How about you ma’am?

Before we begin the lesson let’s say a prayer according to our respective faith. Lets Pray……… Cease Pray

One by one, students raise his/her hand and say “present” if they are attend.

Yes/ No

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3.

While Activity

kinds of profession?

The teacher show the picture about kinds of profession.For example : Teacher, Doctor, Sales Man, driver, Pilot, Nurse, etc. Teacher reads the kinds of profession

Teacher uses games to make students memorize the new words.Now I want to divide you into two groups.

After that, teacher explains the rules of the games.Teacher gives example how to play the game.Hang man Games : teacher gives clue to students about the profession, and than students must guest than say the words one by one.If the answer false, teacher drawn on the board people hang.

Teacher gives exercise the students write sentences about the new words they have found this day.

All students look at the picture.

All Students Repeat after teacher

O.K Ma’am

Students listen

students try the games

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Closing Activity

Teacher ends the day’s activities.O.K. I think enough for today and see you next weekBye-bye

See you ma’am

CHAPTER III

RESEARCH METHODOLOGY

3.1. Research Design

In this research, the writer would like to collect; process; analyzes the

data to get conclusion of the research. This research is called quantitative

research because it will use numbers or statistics. In this research pre-

experimental design with one group pre-test and post-test design will be used.

Pre-test is the test which given to the students’, before the treatment. The post-

test is given to the student’s after the treatment to find out the student’s

achievement.

Butler (1985:65) stated that “ experimental studies are those in which the investigator deliberately manipulates some factors or circumstances in order to test the effect on some other phenomenon”.

So there were two test: T1- the pre-test and T2- the post test. X is used

to symbolize the treatment in the representation of the design:

T1 X T2

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The design above means that the teacher gives them pre-test before

using games then gives them post-test after teaching several times using

games.

3.2. Population and Sample

Population

Population is the area in which you are trying to get information from.

According to Burns (1990 : 62) “Population is an entire group of people

or objects or events which all have at least one characteristics one common,

and must be defined specially and unambiguously”.

In this study, the population is the students of MTs Tarbiyah Tondano

Sample

Sample is a section of your population that you are actually going to

survey.

McMillan and Schumacher (1984:32) say that: “Sample is a group

of subjects selected from the population.” The sample of this research is

the second grade students at MTs Tarbiyah Tondano. They consist of

21 students.

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3.3. Data Collection

The writer gave the students the pre-test and post-test used to

test the students' ability. Pre-test and post-test were same in form as

well as its content but the time and aim are different.

So, students' were given the pre-test before the lesson is begun to

know the students knowledge of the material that has been taught. after

that, students' were given the materials about games. The last step in

the experiment gave the post-test to students' . post-test giving after the

lesson is finished, to know students taught.

Instrument

The data has been collected through a test. The test in form of written

test, the essay test. There are pre-test and post-test. The test is arranged

according to the material given.

3.4. Data analysis

In analyzing the obtained data, the writer used mean score formula :

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Hatch and Farhady (1082 : 30) stated that ;

X̄=∑ X

N

X = Mean score

∑ X = All score of the sample

N = Total number of students

The data presented in frequency distribution, computation or mean score X

and standard deviation and the entire test can be presented on frequency

polygon.

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CHAPTER IV

DATA ANALYSIS

In this chapter one class was chosen by writer as a sample of this

research. The students was taught vocabulary by using games, and the purpose

of this study was to find out wheather games can improve students’ mastery

vocabulary. The data were collected by pre-test and post test that given to the

students.

This chapter was also to organize the data collected. The data are

presented in the matrix and in the table of frequency distribution. To analysis

the data the writer followed this steps:

1. Checking the result of pre-test (X1 )

2. Checking the result of post-test (X 2)

3. Calculating the result of mean score and standard deviation of pre test

(X1 )

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4. Calculating the result of mean score and standard deviation of post test

(X 2)

Table 1. the scores of the students in pre-test.

Students Number Score

1 7

2 7

3 7.5

4 6.5

5 6

6 6

7 6.5

8 7

9 7.5

10 6

11 6

12 5

13 5

14 6.5

15 7.5

16 7

17 7.5

18 6

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19 4

20 7

21 7.5

Table 2. The score of the students in Post-Test

Students Number Score

1 8.5

2 8.5

3 9

4 8.5

5 9

6 9

7 8

8 8

9 9

10 9.5

11 9

12 8

13 8

14 9

15 9

16 8

17 8.5

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18 9

19 8

20 9.5

21 9.5

Table 3. The scores of the students in Pre-Test (first test), Post-test

(second test) and Gain.

Students’ number Pre-test Post-test Gain

1 7 8.5 1.5

2 7 8.5 1.5

3 7.5 9 1.5

4 6.5 8.5 2

5 6 9 3

6 6 9 3

7 6.5 8 1.5

8 7 8 1

9 7.5 9 1.5

10 6 9.5 3.5

11 6 9 3

12 5 8 3

13 5 8 3

14 6.5 9 2.5

15 7.5 9 1.5

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16 7 8 1

17 7.5 8.5 1

18 6 9 3

19 4 8 4

20 7 9.5 2.5

21 7.5 9.5 2

Based on table 3, there were 21 students that took part in the test. And

from 21 students, there was 1 student that got increased 4 point, there was 1

student that got increased 3.5 point, there were 6 students that got increased 3

point, there were 2 students that got increased 2.5 point, there were 2 students

that got increased 2 point, there were 6 students that got increased 1.5 point

and there were 3 students that got increased 1 point.

According to data collected, writer compared the scores of students

from pre-test and post-test. So this research shows that there were increased

scores of every students because scores of post-test were higher that scores of

pre-test and proved that Using games can improving students’ mastery of

vocabulary.

Based on the checking the result of data on table 1 and table 2,

frequency distribution and frequency percentage of the students’ scores of pre-

test and post-test were computed. And the result are presented in table 4 and

table 5.

36

Table 4. Frequency Distribution and percentage of students’ scores of

pre-test (X1 )

Score Tally Frequency Cum- Freq- Frequency %

7.5 IIII 5 21 23.80

7 IIII 5 16 23.80

6.5 III 3 11 14.28

6 IIII 5 8 23.80

5 II 2 3 9.52

4 I 1 1 4.76

The result of pre-test (X1 ) on the table 4, from 21 students there were 5

students got 7.5 or 23.80% and that the highest score in pre-test. And five

students got 7 or 23.80%, three students got 6.5 or 14.28%, five students got 6

or 23.80%, two students got 5 or 9.52% and one students got 4 or 4.76%.

37

Table 5. Frequency Distribution and percentage of students’ scores of

post-test (X 2)

Score Tally Frequency Cum-

Freq-

Frequency %

9.5 III 3 21 14.28

9 IIII III 8 18 38.09

8.5 IIII 4 10 19.04

8 IIII I 6 6 28.57

The result of post-test (X 2) on the table 5, from 21 students there were

three students got 9.5 or 14.28% and they got the highest score in second test

(post-test). And eight students got 9 or 38.09%, four students got 8.5 or

19.04% and six students got 8 or 28.57%.

38

In the first test or pre-test, there was no students got 9.5, 9, 8.5, and 8.

Because the highest score is 7.5 and just five students the got the score. And

the lowest score is 4 that achieved by one student. While in the post-test, there

were three students got 9.5 or the highest score in post-test. And eight

students got 9, four students got 8.5 and six students got 8. It means that after

compared the score of per-test and post-test showed that scores of post-test are

better than pre-test. Because scores of post-test are higher than pre-test.

Table 6. Computation of Mean Score and Standard Deviation of Pre-

Test

Students’ number

Pre-test X 2

1 7 49

2 7 49

3 7.5 56.25

4 6.5 42.25

5 6 36

6 6 36

7 6.5 42.25

8 7 49

9 7.5 56.25

10 6 36

11 6 36

12 5 25

13 5 25

14 6.5 42.25

39

15 7.5 56.25

16 7 49

17 7.5 56.25

18 6 36

19 4 16

20 7 49

21 7.5 56.25

136 899

Computing the Mean score and standard deviation of Pre-Test.

Computing the mean score of pre-test:

X̄=∑ X

n

X̄=13621

X̄=6 .47

Computing the standard deviation of pre-test;

S=√∑ X 2

n−X̄2

S=√89921

−6 . 472

S=√42. 80−41 .86

S=√0 . 94

S=0 .96

40

Table 7. Computation of mean score and standard deviation of Post-test

Students’

number

Post-test X 2

1 8.5 72.25

2 8.5 72.25

3 9 81

4 8.5 72.25

5 9 81

6 9 81

7 8 64

8 8 64

9 9 81

10 9.5 90.25

11 9 81

12 8 64

13 8 64

14 9 81

15 9 81

41

16 8 64

17 8.5 72.25

18 9 81

19 8 64

20 9.5 90.25

21 9.5 90.25

182,5 1591,75

Computing the Mean score and standard deviation of Post-Test.

Computing the mean score of post-test:

X̄=∑ X

n

X̄=182. 521

X̄=8 .69

Computing the standard deviation of post-test;

S=√∑ X 2

n−X̄2

S=√1591 .7521

−8 . 692

S=√75 . 79−75 . 51

S=√0 . 28

42

S=0 .52

Table 8. Frequency Poligon of Pre-Test

4 5 6 6.5 7 7.5 8 8.5 9 100

1

2

3

4

5

6

PRE-TEST

SCORE

FREQ

UEN

CY

Table 9. Frequency Poligon of Post-test

43

7.5 8 8.5 9 9.5 100

1

2

3

4

5

6

7

8

9

SCORE

FREQ

UEN

CY

44

Table 10. Frequency Poligon of Pre-Test and Post-Test

4 5 6 6.5 7 7.5 8 8.5 9 9.5 100

1

2

3

4

5

6

7

8

9

PRE-TEST and POST -TEST

Pre-TestPost-test

SCORE

FREQ

UEN

CY

CHAPTER V

45

CONCLUSION And SUGGESTION

5.1. Conclusion

Based on discussion above, writer at last arrived at the conclusion that

the mean score of the second test or after the treatment was higher than the

first test or before the treatment ( T 2. .>T1=8 ,69>6 ,47 ). This meant that the

using games as a teaching technique in improving students’ mastery of

vocabulary was effectived. This also meant using games as a teaching

technique in improving students’ mastery of vocabulary was an effective,

because it would created conductive and active learning condition which then

motivated students to improving their vocabularies. This had answered the

question whether the technique was effective or not in order to make students

easier to remember the words that had tough before. So this experimentation

was successful in improving students’ mastery of vocabulary.

5.2. Suggestions

46

Bassed on conclusion above lead the research to put foward these

suggestions:

1. Teachers or prospective teachers have to know that this is one of many

techniques suitable to apply when teaching English in classroom to

make easier for students to understand the material.

2. Teachers or prospective teachers who have same problem, are

suggested to use this technique when teaching English as a foreign

language in improving students’ mastery of vocabulary.

47

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