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THE EFFECT OF GAMES USED BY PRACTICE TEACHERS ON THE STUDENTS’ ENGLISH ACHIEVEMENT AT SDN SISIR I BATU THESIS By: NURIDDINA ANITA ASMI 08360175 ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG 2013

THE EFFECT OF GAMES USED BY PRACTICE … · Grammar Games: Cognitive, Affective and Drama Activities for EFL Students. United Kingdom: Cambridge University Press. Sabillah, Fardini

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THE EFFECT OF GAMES USED BY PRACTICE TEACHERS ON

THE STUDENTS’ ENGLISH ACHIEVEMENT AT SDN SISIR I

BATU

THESIS

By:

NURIDDINA ANITA ASMI

08360175

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2013

THE EFFECT OF GAMES USED BY PRACTICE TEACHERS ON

THE STUDENTS’ ENGLISH ACHIEVEMENT AT SDN SISIR I

BATU

THESIS

This thesis is submitted to fulfill one of the requirements to achieve

Sarjana Degree in English Education

By:

NURIDDINA ANITA ASMI

08360175

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2013

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MOTTO AND DEDICATION

Happiness will never come if you just sit on your chair.

Happiness will never pick someone to be happy, but happiness will

always come to someone who put an effort for everything.

Idzal ‘azmussytadda wal juhdumtadda wal fuaddu billahittaha

fannajahu lan yurodda.

(Jika tekat telah terbulatkan, jika usaha terhampar, jika hati telah

bersatu dengan sang Pencipta, maka kesuksesan takkan terelakkan).

Dedication,

I am rightfully proud to dedicate my thesis to my

lovely family……

My father, Mr. Asmuni, S.Pd.I

My mother, Mrs. Kasmi, and

My little brother Ghulam Rifa’i

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ACKNOWLEDGEMENT

In the name of Allah, the Most Beneficent and the Most Merciful

Alhamdulillah, all praises to Allah for the strengths and His blessing in

completing this thesis entitled “The Effect of Games on The Students’ English

Achievement Used by Teacher Training Practice Students at SDN Sisir I Batu.”

Special appreciation goes to my first advisor, Iswahyuni, S.Pd, M.Pd for her

supervision and constant support. Not forgotten, my appreciation goes to my second

advisor, Rahmawati Khadijah Maro, S.Pd, M.PEd for her support and knowledge

regarding to this topic. Thank to both my advisors for their invaluable help of

constructive comments and suggestions throughout the thesis.

I would like to express my appreciation to Nura Inayati, S.E, S.S for her

support and help towards my thesis. My acknowledgement also goes to Dra. Thathit

Manon Andini, M. Hum as my academic counselor that always support and give me

good advice. I also thank to all the lectures who gave me the knowledge so I can

shine in the dark. My gratefulness goes to the head master of SDN Sisir I Batu Drs.

Sukari, all the teachers and staffs who gave me chance and time to complete my

thesis.

Sincere thanks goes to all my friends especially Mega, A’yun, Tyas, Ima,

Sisil, Siska, Enggar, Hana, Nonik, Mbak Ida, Nevi, Laila, Salwa and Mbk Risa, I will

never forget all the helps have given to me. I also say thank to my D-one class, my

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Al-Hilal crew and others for their kindness and moral support during my study.

Thanks for the friendship and memories.

Last but not least, my deepest gratitude and very special thank goes to my

beloved parents; Mr. Asmuni, S.Pd.I and Mrs. Kasmi and also to my only one

brother, Ghulam Rifa’i, for their endless love, prayers and encouragement. To those

who indirectly contributed in this research, their kindness means a lot to me. Thank

you very much. Love you with my deeper heart.

Malang, January, 29th

2013

The Writer

vii

THE EFFECT OF GAMES ON THE STUDENTS’ ENGLISH

ACHIEVEMENT USED BY TEACHER TRAINING PRACTICE STUDENTS

AT SDN SISIR I BATU

ABSTRACT

Techniques are the activities that are used for making the learning process more

active. By many kinds of technique used by the teacher, students, especially in the

elementary school will be interested in learning new material. Game is a good

technique to teach students in elementary school. Game is also a fun activity that

makes students at elementary school interested to do it. This research focused on the

effect of games on the students’ English achievement at SDN Sisir 1 Batu. The games

were applied by teacher training practice students at February - March 2012.

There were two problems in this research; what kind of games used by teacher

training practice students and how is the effect of games on the students’ English

achievement at SDN Sisir I Batu. The aims of this research were to describe the kind

of games used by teacher training practice students and to answer the effect of games

on the students’ English achievement at SDN Sisir I Batu.

This research employed a descriptive quantitative research because the data

was analyzed in the form of number and describe about the phenomena that became a

cause. Moreover, this research analysed about phenomena that happened in the past

and the data already existed. Therefore, this research used ex-post facto design. As

the instrument, this research used official document (students’ report). The data were

collected from the lesson plan used by teacher training practice students and the

students’ report. The population of this research was 54 students at fourth grade SDN

Sisir I Batu. The researcher used population research so she took the whole

population as the sample. Because there were two data, describing kind of games and

the effect of games itself, the researcher used descriptive analysis to analyze the

independent variable (games). To know the effect of games towards students’

achievement used paired sample t-test was applied.

Based on the result of this research, two points were shown. First, the games

used by teacher training practice students to teach English at SDN Sisir I Batu were

puzzle, crossword, and guessing games. Second, the result of paired sample t-test

showed that games gave an effect to the students’ English achievement. It was proven

from the calculation of t-test result (t value), which was compared with the result of t

table. The result of t value was 16. 596 by considering the significant level was 0.05,

and degree of freedom (df) = 53. Seeing from the t distribution it was found the t table

was 2.005.

Moreover, the mean score before and after taught by using games showed that

games really gave an effect to the students’ English achievement at SDN Sisir I Batu.

The students’ mean score was 6.11 before they were taught by using games.

However, after games were applied, their mean score was 7.68. By looking at the

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TABLE OF CONTENTS

APPROVAL SHEET ............................................................................................ ii

LEGALIZATION ................................................................................................. iii

MOTTO AND DEDICATION ............................................................................. iv

ACKNOWLEDGEMENT .................................................................................... v

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

TABLE OF CONTENTS ...................................................................................... ix

CHAPTER 1 INTRODUCTION

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

1.2. Statement of the Problems ........................................................ 5

1.3. The Hypothesis of the Study ..................................................... 6

1.4. Purposes of the Study ............................................................... 6

1.5. Significances of the Study ........................................................ 6

1.6. Scope and Limitation ................................................................ 7

1.7. Definition of Key Terms ........................................................... 7

CHAPTER II REVIEW OF RELATED LITERATURE

2.1. Teaching English to Young Learner ......................................... 8

2.2. Characteristic of Young Learner ............................................... 10

2.3. Teaching Technique .................................................................. 11

2.4. Games ....................................................................................... 13

2.4.1. Kinds of Game ................................................................ 15

2.4.2. Advantages of Game ....................................................... 17

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2.5. English Curriculum and Syllabus for Elementary School 18

2.6. Previous Research ..................................................................... 20

CHAPTER III RESEARCH METHODOLOGY

3.1. Research Design ....................................................................... 22

3.2. Population and Sample ............................................................. 23

3.3. Data Collection ......................................................................... 23

3.3.1. Research Instruments ...................................................... 24

3.3.2. Procedures of Data Collection ........................................ 25

3.4. Data Analysis ............................................................................ 25

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

4.1. Findings .................................................................................... 29

4.1.1. The Kind of Games Used by Teacher Training Practice

Students ......................................................................... 29

4.1.1.1. Puzzle ............................................................... 29

4.1.1.2. Crossword ........................................................ 30

4.1.1.3. Guessing Games ............................................... 31

4.1.2. Result of Hypothesis Testing ....................................... 32

4.2. Discussion............................................................................... 35

CHAPTER V CONCLUSIONS AND SUGGESTION

5.1. Conclusion ............................................................................. 37

5.2. Suggestion .............................................................................. 37

REFERENCES

APPENDICES

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