The effectiveness of using text twist game to improve the student's vocabulary

8/18/2019 The effectiveness of using text twist game to improve the student's vocabulary

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THE EFFECTIVENESS OF USING TEXT TWIST GAME TO

IMPROVE THE STUDENTS’ VOCABULARY MASTERY

AT THE ELEVENTH GRADE OF SMAN 1 SAPURAN

IN ACADEMIC YEAR 2012/2013

A THESIS

Submitted as a Partial Fulfillment of the requirement for the Attainment of

Degree of Sarjana Pendidikan in English Education

By :

Isnaini Hidayat

092120157

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCES

MUHAMMADIYAH UNIVERSITY OF PURWOREJO

2013


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MOTTOS

Allah will not change the (good) condition of a people as long as they do not change

themselves

(QS. Ar-Ra’du: 11)

Science without religion is lame, and religion without science is blind

(Albert Einsten)

Knowing is not enough, we must apply. Willing is not enough, we must do

(Johan Wolfgang)


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DEDICATIONS

With Gratitude and love, this thesis is dedicated to

My beloved parents, (my father and my mother)

“Alhamdulillah for the love, support, and motivation they have given. I know that

their love will never end till the end of time. I always remember all the things they

have given and have done for me”

To my brother

“I„ll remember the things we have shared. Hope we can share it again soon. Wish

you will be my best brother ever ”

My beloved Lina Triana Sari

“Thank you very much for your true love, attention, and support that you have given

to me”

My dearest all of best friend

“Thank you very much for your true love, attention, and support that you have given

to me”


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ACKNOWLEDGEMENTS

In the name of Allah, the beneficent, the merciful. All praises be to Allah,

the lord of the worlds, who has given the health and strength to the writer in

completing this thesis. May Allah’s peace and blessing be upon His final Prophet

and Messenger, Muhammad, his family and his companions.

This thesis is presented to the English Department of Muhammadiyah

University of purworejo as a partial fulfillment of the requirement for the Sarjana

Pendidikan Degree of first strata.

It is the great honor for the researcher to make acknowledgement of

indebtedness to convey her sincere gratitude to Mrs. Titi Rokhayati, M. Pd., who

has patiently given valuable advice and guidance to finalize this thesis.

Alhamdulillah, the researcher has finished this thesis. Absolutely it is not

only an effort by her self alone, there are many hands help her. In this occasion,

he presents great honor to:

1. Drs. H. Supriyono, as the rector of Muhammadiyah University of Purworejo;

2.

Drs. H. Hartono, M.M, the Dean of Teacher Training and Educational Faculty of

Muhammadiyah University of Purworejo;

3.

Semi Sukarni, M.Pd, the Head of English Department of Teacher Training and

Educational Faculty of Muhammadiyah University of Purworejo;

4. Titi Rokhayati, M.Pd, as the researcher’s consultant who has given her time,

support, guidance, kindness, contributions, and patience in correcting and helping

his in finishing this thesis;


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TABLE OF CONTENTS

Title Page ......................................................................................................... i

Approval Page .................................................................................................. ii

Ratification Page .............................................................................................. iii

Statements ........................................................................................................ iv

Mottos .............................................................................................................. v

Dedications ....................................................................................................... vi

Acknowledgements .......................................................................................... vii

Table of Contents ............................................................................................. ix

List of Appendices ........................................................................................... xii

Abstract ............................................................................................................ xiii

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

A.

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

B. Identification of the Problem ..................................................................... 3

C. Limitation of the Problem .......................................................................... 5

D. Problem Statement ..................................................................................... 5

E. The Objectives Study ................................................................................. 5

F.

Significance of the Study ........................................................................... 6

G.

Definition of key term ................................................................................ 7

CHAPTER II REVIEW OF RELATED THEORY ................................... 9

A.

Theoretical Framework .............................................................................. 9

1. Definition of Teaching ....................................................................... 9

2. Definition of Learning ....................................................................... 10


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3. Relationship between Teaching and Learning .................................... 11

4. Vocabulary .......................................................................................... 12

a.

Definition of Vocabulary .............................................................. 12

b. Types of Vocabulary ..................................................................... 13

c. Vocabulary .................................................................................... 15

5.

Definition of Game ............................................................................. 16

6. Text twist game ................................................................................... 17

B. Conceptual Framework .............................................................................. 18

C. Hypothesis .................................................................................................. 20

CHAPTER III RESEARCH METHODS .................................................... 21

A. Type of the Research .................................................................................. 21

B. Variabel of the Research ............................................................................ 22

C.

Population, Sampling Technique, and Sample .......................................... 22

D.

Research Instrument ................................................................................... 24

E. Technique for collecting data ..................................................................... 24

F. Technique of Data Analysis ....................................................................... 25

1. Descriptive Statistics ........................................................................... 25

2. Inferential Statistics ............................................................................ 26

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .................. 29

A.

Descriptive Analysis .................................................................................. 29

1.

The Result of Pre-Test and Post-Test ................................................. 30

a.

The Result of the Pre-test ............................................................. 32

b. The Result of the Post-test ........................................................... 33

c. The Result of the Pre-test and Post-test ....................................... 34


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B. Inferential Analysis .................................................................................... 36

1. Prerequisite Analysis Test ................................................................... 36

a.

Test of Normality ......................................................................... 37

b. Test of Homogeneity.................................................................... 37

c. T-test findings .............................................................................. 38

C.

Test of Hypothesis...................................................................................... 39

1. Level of Significance .......................................................................... 40

2. Null Hypothesis .................................................................................. 40

D. Discussion and Result of the Research ...................................................... 40

1. Descriptive Analysis Interpretation .................................................... 41

a. The Pre-test of vocabulary mastery ............................................ 41

b. The Post-test of vocabulary mastery ........................................... 41

2.

Inferential Analysis Interpretation ...................................................... 42

CHAPTER V CONCLUSION AND SUGGESTION ................................. 44

A. Conclusion.................................................................................................. 44

B. Suggestion .................................................................................................. 45

BIBLIOGRAPHY

APPENDICES


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LIST OF APPENDICES

Letters ................................................................................................ Appendix I

Instrument of the Research................................................................ Appendix II

The sample of pre-test ...................................................................... Appendix III

The sample of post-test .................................................................... Appendix IV

Table .................................................................................................. Appendix V


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ABSTRACT

Hidayat Isnaini. 2013. The Effectiveness of Using Text Twist Game to ImproveThe Students’ Vocabularies Mastery at The Eleventh Grade of SMAN 1 Sapuran

in Academic Year 2012/2013. A Thesis. English Department, The Faculty of

Teacher Training and Educational Science, Muhammadiyah University of

Purworejo. Consultant: Titi Rokhayati, M.Pd.

Keywords: Effectiveness, Text Twist game, Vocabulary mastery.

The objective of this research is to describe whether the use of Text twist

game is effective or not to improve students’ vocabulary mastery at the eleventh

grade of SMA N 1 Sapuran in academic year 2012/2013.

The researcher used Text twist game to improve students’ vocabulary

mastery as a teaching method to improving students’ vocabulary mastery at theeleventh grade of SMA N 1 Sapuran in academic year 2012/2013. This is a pre-

experimental research. In this research, the researcher took 40 students at the

eleventh grade of SMAN 1 Sapuran as the sample . Then, the researcher gave

pre-test and post-test. The researcher taught vocabulary by using Text twist game

to the experimental class. The researcher then statistically analyzed the data by

using t-test separated variance.

After analyzing the data, the researcher concluded that Using Text twist

game to improve students’ vocabulary mastery at the eleventh grade of SMA N 1

Sapuran in academic year 2012/2013 is effective. As the fact, the result of t-value

is 5.39. Based on the 0.05 significant level, the value of t-table is 1.684. The result

of computation shows that t-value is higher than t-table, that is 5.39>1.684.Another fact shows that the method used is effective. It is shown by the mean of

post-test that is higher than the mean of pre-test. In the post-test, the mean is

78.25. On the contrary, the mean of pre-test is 70.7. Based on the result finding,

the researcher concluded that the used of Text twist game to improve students

vocabulary mastery as a teaching method is effective in improving students’

vocabulary mastery at the eleventh grade of SMA N 1 Sapuran in academic year

2012/2013. It can be shown that the students’ vocabulary mastery increased.


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CHAPTER I

INTRODUCTION

A. Background of Study

English is spoken all over the world. It is used as a means of international

communication such as in daily life and international affairs among countries.

English is the first foreign language in Indonesia. Beside that English is applied

in many aspects of life like book are written in English, information about

technology is often using English etc. That is why Indonesian government obliges

English is being taught at every school from elementary school until university.

English is essential to be taught for the younger people, for this case; students

from the beginner up to the senior high school. In developing the students’ ability

in mastering English, it cannot be separated from vocabulary mastery. Because it

can be a measurement of students, understand in English.

English teaching involves of four language skills, there are Listening,

Speaking, Reading, and Writing. In teaching and learning a language, there are

four aspects that support four language skills above such as: grammar, vocabulary,

spelling, and pronunciation that are also taught in English teaching and learning

process.

Vocabulary is important aspect in the learning process. It is the basic in

learning English because it will be needed by students when learn skill like

reading, writing, speaking, and listening. Students who learn English must have a

strong foundation on vocabulary in order to make them able to learn English

easily.


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Teaching vocabulary can be done through some ways or some techniques.

One of it is by using game in teaching activities. In this case, students allow

finding the words, which has same to the main word. They can work in-group or

individually. They learn to share knowledge and information about targeted

content, and willingly do this because it is naturally following part of the class

activity. Using games to teach, the students will be more relaxed and more excited

of course. One of it is Text twist game.

Text twist game is one way to improve vocabulary mastery. By using Text

twist game in teaching, indirectly, students might be improved their knowledge of

English vocabulary. At least it will be raised their self-confidence for expressing

themselves openly, especially in understanding the word. Students can share their

knowledge and experience from others, including respectful listening and

appropriate sharing of personal perspectives. Students also reported that their

understanding of concepts were expressed and considered, at least we hope

students can do not only in developing their vocabulary but also they are able to

practice either in speaking or understanding of meaning of words.

The researcher want to prove that using Text twist game is one of technique

for the students in second grade for improving their vocabulary mastery. To be

proved how far the text twist game could be influenced students’ vocabulary skill,

in this occasion the researcher tries to elaborate everything related to the

effectiveness of using Text twist game to improve the students’ vocabularies

mastery.


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3. Situation

The situations also influence vocabulary mastery. Favorable situation

greatly influences the students to increase their vocabulary. Situations in

which students can learn vocabulary safely and comfortably.

4. Facilities

Facilities also influence vocabulary mastery. In this modern era, it is a lot

of facilities that can be used to teach vocabulary to students.

From several factors that influence the vocabulary mastery, the methods

greatly influence students’ mastery on vocabulary, because method is very

important to be used in teaching learning process.

In Senior High School, students are still in growth period to become

adolescent; they still like playing and having fun. Teacher should use the students’

characteristic in using teaching method. Based on the statement above, the

researcher chooses Text twist game as a teaching method, because it will improve

the students’ understanding of the vocabularies, make the students more active in

the classroom and also improve the students’ motivation. There are some of the

problems when student learning English, especially in vocabulary mastery:

1. Students lack of the vocabulary mastery

2.

Teacher does not use various method in teaching English

3.

Students get bored and lose their interest in learning English, so they

become passive students.


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C. Limitation of the problem

The researcher limits the study about, how to improve vocabulary for the

students at the senior high school, through Text twist game in teaching learning

English for the eleventh grade on the Senior High School.

In this research, the researcher focus on to study about the effectiveness of the

Text twist game, apply in teaching learning activity to build up students’

vocabulary mastery.

D. Problem formulation

Based on the importance of this research and the effort for increasing students

in vocabulary mastery, to build up their understanding in vocabulary as many as

possible, the researcher would like to formulate the problem in his research as

follows: Is the use of Text twist game effective to improve students’ vocabulary

mastery at the eleventh grade of SMA N 1 Sapuran in the academic year of

2012/2013?

E. Objective of the study

Based on the reason above, through this research the researcher wants to

describe whether the use of Text twist game is effective or not to improve

students’ vocabulary mastery at the eleventh grade of SMA N 1 Sapuran in

academic year 2012/2013.


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F.

Significance of the study

a. For student

1)

The students are able to increase their skill in vocabulary mastery

indirectly.

2)

By applying Text twist game in teaching learning activity, hopes it can

dig the student’s interest in English because the method is more fun

and enjoyable.

3) Students will be more attracted in learning English without under

pressure feeling and forced.

b. For the teacher

1)

The teacher can motivate the students to improve their vocabulary

through some models of the Text twist game.

2) Teaching vocabulary by using Text twist game is attractive and

variously, so, it is able to improve student’s interest.

3) It makes the students sharing with their friend, about their favorite

things that can be implemented in their class.

c. For the Institution

The Text twist game can be applied for all purposes English learning

to increase student’s skill. It is not only for improving students’

vocabulary skills but also, it can be applied in writing learning, even

though for increasing students in reading skill relate to translate of

difficult words. For the institution Text twist game can help students

in general to develop their English capabilities so the School (the


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institution) gets the achievements and prestige among the education

institution.

d.

For the public (the readers in general)

The implementation of Text twist game for improving students’ ability

in increasing their vocabulary, hoped, it can be followed by another

teacher in teaching learning English activity. For improving students’

vocabulary skill and capabilities in reading comprehension, writing

skill and so on.

G. Definition of the key term

To avoid misunderstanding and misinterpretation on the topic discussed, the

researcher thinks it is better to state the definition of each key word or phrase

stated in the title his choose:

1.

Effectiveness

Effectiveness is the capability of producing a desired result. When

something is deemed effective, it means it has an intended or expected

outcome, or produces a deep, vivid impression.

(http://dictionary.com/d/effectiveness)

2. Text twist game

Text Twist is an online Java based game available at Yahoo.com and the

inspiration of Scrabble Flash. (Lewis & Ferlazzo, 2011: 3)

3.

Vocabulary

Vocabulary is the total number of words in a language. He also says that

vocabulary is all the words known to person or used in particular book,

subject, etc. (Hornby, 1995: 1331)

http://dictionary.com/d/effectivenesshttp://dictionary.com/d/effectivenesshttp://dictionary.com/d/effectivenesshttp://dictionary.com/d/effectiveness


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4. Mastery

Mastery is great skill or knowledge. (Oxford Learner Dictionary New

Edition, 1995, Oxford University Press)


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CHAPTER II

THEORETICAL REVIEW

A.

Theoretical frame work

1. Definition of teaching

Definition of teaching has developed from time to time, so that was not

been a precise definition of teaching which cover all sides. However, numerous

definitions of term have been generated from the way people actually teach.

Hornby (2001: 1) says that teaching is derived from the word “teach”. It

means to show somebody how to do something so that they will able to do it

themselves. Besides, teaching is to give information to somebody about

particular subject or help somebody to learning something.

Brown (2000: 7) states that teaching is guiding and facilitating learning,

enabling the learner to learn and setting the condition for learning. Teaching

means showing or helping someone to learn how does something, providing

with knowledge, causing to know or understand.

Teaching is to give some knowledge or instruct or train someone, or to

show somebody how to do something or to do change somebody‟s ideas.

Teaching is about transmission of knowledge from teacher to students, or is it

about creating conditions in which, somehow, students learn for themselves

(Harmer, 2002: 56).

Seeing many kinds of the definition about teaching above, there is no

definition can be said perfect and satisfied by encompassing all aspect from

many kinds of definition, the researcher make conclusion that teaching is an9


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activity of teacher to help or guide his students to be able to master something

taught by him.

2.

Definition of Learning.

The definition of learning depends on the theory of learning which is done

by someone. Learning is the process of getting knowledge. The word learning

is derived from a word „learn‟ by means again knowledge or skill in a subject

or activity by a study.

Learning is human activity which is done since they were born until die.

Because learning is a process that is very important for human, without learning

human cannot change himself to be better, so they will no more or less than

animals that never think about how to change out their live, attitude, and

behavior.

According to Harmer (2002: 70), learning is human activity which at least

needs manipulation by other. It is obtained from the people who know more or

whom we called them as teacher. Another definition of learning is a process of

creative construction involves trial and error.

Brown (2000: 7) states that learning is acquiring or getting of knowledge of

a subject or a skill by study experience, or experience. According to Brown, the

components of the definition of learning are:

1. Learning is acquisition or getting something.

2. Learning is retention of information or skill.

3. Retention implies storage system, memory, cognitive organization.


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4. Learning involves active conscious focus on and acting upon events

outside or inside organism.

5.

Learning is relatively permanent but subject forgetting.

6. Learning involves some form of practice, perhaps reinforce practice.

7.

Learning is change in behavior.

According to the definitions above, the researcher can conclude that

learning is the process of activity done by person to get something and to

change his behavior or attitude.

3. Relationship between Teaching and Learning

Teaching and learning are not two sides of coin, but are essentially different

activities, although they both take place in the public area of the classroom. The

success of learning cannot be neglected from teacher‟s role. However the

success of teacher‟s working cannot be separated from student‟s participant. It

means that the teaching and learning cannot work without the involvement of

both teaching and learning.

Brown (2007: 7) states that teaching cannot be defined apart from learning.

The concept to teach is different interpreted to the concept of learning. Brown

defines teaching as showing / helping someone learns, giving interaction,

guiding the study of something, providing knowledge, causing to know or

understand.

Based on the descriptions above, the researcher can conclude that teaching

is guiding and facilitating learning, enabling the learning and improve their

skill and attitudes.


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4.

Vocabulary

a. The Definition of Vocabulary

Vocabulary is one of the language components which have to be

mastered by students in learning a new language. The students will get

difficulties in using English if they are lack of vocabularies.

In general most people agree that vocabulary is one the most important

factors in mastering language. By mastering the vocabulary, people will be

able to convey their ideas, message, an even they can express their feeling

as well. Of course they can do these better if they can also master speaking

skill. Vocabulary is also considered as the important component of a

language, because it will help the learner to increase their ability.

According to Hornby (1995: 1331) says that vocabulary is the total

number of words in a language. He also says that vocabulary is all the

words known to person or used in particular book, subject, etc.

Napa (1991: 10) states that vocabulary is one of components of

language and that no language exists without words. Words are sign or

symbols of ideas. It means that words tell our ideas, feelings, thoughts,

either spoken or written.

According to Hanson and Padua (2011: 5) state that vocabulary refers

to words we use to communicate in oral and print language. They have

divided vocabulary in specific reference, such a word:

a)

Receptive vocabulary refers to the words we understand through

reading and listening.


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b) Productive vocabulary refers to the words we use to communicate

through writing and speaking (Lehr, Osborn, & Hiebert, 2004).

In order to communicate effectively using oral and print language, we

must be able to flexibly use words that we recognize and understand.

Based on the definition above it can be concluded that vocabulary is

the list of words or spoken unit of language which has meaning. It has

important role in language, because the language existed because of

words.

b. Types of vocabulary

According to Elena (2008: 2), there are many types of vocabulary, such

as:

1) Reading vocabulary

Reading vocabulary is words we know when we see them in print.

This means it is the words understood by the reader when he or

she is reading a piece of written text. The person is able to

recognize the form of the letters and how they correspond to one

another, and how their sum is understood. This also includes

understanding a word‟s spelling, meaning and the exact meaning

in its context.

2) Listening vocabulary

Listening vocabulary is words we understand when others talk to us.

The listener is able to link the words being spoken to their

meaning. This level of understanding is aided by word context,

intonation and, if there is visual contact with the speaker, by


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gestures and facial expressions. Listening is, like reading, an

interpretational form of vocabulary.

3)

Writing vocabulary

Writing vocabulary is words we use when we write. Writing is the

active vocabulary equivalent to reading. With reading, it forms

the core skills needed for someone to be literate. The writer

demonstrates his or her knowledge of a word in terms of its

meaning and how to spell it and use it correctly. 4) Speaking vocabulary

Speaking vocabulary is words we use when we talk to others. Speaking

is one of the types of vocabulary that demonstrates a person‟s

knowledge of words. It is an active demonstration that can also

rely on other elements such as facial expressions, intonation,

pitch and gestures to help others understand its meaning.

Knowledge of a word is demonstrated by its good usage and

pronunciation.

5. Vocabulary mastery

All language has a vocabulary, a set of words that is the basic for making

and understanding sentences (Milner: 1991). Therefore, without some

knowledge of that vocabulary, neither language production nor language

comprehension would be possible.

In previous information and interpretation, says that vocabulary is the total

number of words in a language. He also says that vocabulary is all the words


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known to person or used in particular book, subject, etc. (Hornby, 1995:

1331). While Hanson and Padua (2011: 5) state that vocabulary refers to

words we use to communicate in oral and print language.

Next, the researcher will explain the definition of “mastery”. According to

Hornby (1995: 721) mastery is (1) complete knowledge; great skill; (2)

control. The word mastery also defines as a complete of great skills of

something. While Morehead (2001: 495), defines mastery as rule, victory;

ascendancy, supremacy; skill.

There are two concepts which can be noted here. First, mastery refers to a

thorough understanding. Second, mastery refers to remarkable ability to do

something. Accordingly, mastery is principally, nor merely due to knowledge

but also due to skills. Therefore, the students‟ mastery of vocabulary indicates

the students‟ thorough understanding or knowledge of the words of language.

The students‟ mastery of words of a language is indicated by their skillful

ability in producing the words.

Thus, from the theory above, it can be concluded that vocabulary mastery

means the students‟ competence in understanding the word in context, or

someone ability to understand a number of vocabulary items. In this case,

vocabulary mastery refers to the vocabulary test. It means that vocabulary test

is used to measure the students‟ mastery of vocabulary.

Mastering vocabulary is the ability to get or receive a lot of words. By

having and mastering vocabulary we will know the meaning of vocabulary in

the context. Measuring vocabulary helps to avoid making mistakes in

understanding.


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6.

The Definition of Game

Hadfield (1999) states that a game is an activity with rules, a goal and an

element of fun. He defined game into two categories; competitive games and

cooperative games.

1. Competitive games, in which player or teams race to be the first to

reach the goal.

2. Cooperative games, in which players or teams work together towards a

common goal.

According to Salen and Zimmerman (2003: 80) state that a game is a

system in which players engage in an artificial conflict, defined by rules, that

results in a quantifiable outcome.

According to Maroney (2001) states that a game is a form of play with

goals and structures.

Based on the definitions above, the researcher can conclude that a game is

structured playing, usually undertaken for enjoyment and sometimes used as an

educational tool.

7. Text Twist game

Teach with text twist game is one activity to increase student‟s vocabulary

in English. It often teaches to be one of the most effective ways of integrating

language skills in the language classroom. Though the terms „text twist‟ have

been interpreted in many different ways by both teachers and textbook writers,

both activities offer a flexible yet principled way of tailoring intergraded skills

to learner needs.


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According to Lewis & Ferlazzo (2011: 3) states that Text Twist is an

online Java based game available at Yahoo.com and the inspiration of

Scrabble Flash. Games like this are useful for developing student‟s vocabulary

in 2 contexts. One is through repetitive play, with family or friends. The main

drawback in this scenario is that only student already possessing a good

vocabulary are more likely to be interested in playing this games. The second

important drawback is that most of this game does not actively contribute to

vocabulary development. They depend on the players' existing knowledge,

and enthusiasm to discuss and look up words in the dictionary, for direct

vocabulary development. The other scenario is when such games are used as

classroom supplement. In such cases, games serve. The important function of

keeping the student's interest alive in the classroom, adding a fun element to

regular coursework and to reduce levels of anxiety thus contributing to better

learning .While these are important factors, vocabulary learning still happens

indirectly.

Mc Donough (1994:217) states that: “Network vocabulary and simulation

work, on the other hand, usually requires the learners to take part in

communication which involves personal experience and emotion”.

Games are useful and effective tools that should be applied in vocabulary

classes. The use of vocabulary is a way to make the lessons more interesting,

enjoyable and effective. By definition above, the researcher conclude that Text

Twist game is one kinds of method to improve vocabulary mastery. It is easy

to use and can be applied to teach vocabulary to students.


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B. Conceptual Framework

Traditionally, vocabulary has not been a particular subject for students to

learn, but has been taught within lessons of speaking, listening, reading and

writing. During the lesson, students use their own vocabulary and are

introduced to new words provided by the teacher and classmates which they

apply to classroom activities. For many learners of English, whenever they

think of vocabulary, they think of learning a list of new words with meanings

in their native language without any real context practice.

A number of learners may share the same experience of looking up words

in a bilingual dictionary to find their meanings or definitions when they

encounter new words. They may even write down lines of new words without

any idea of the real use of them in context.

Working this way, after a short period of time, many learners may find out

that learning vocabulary in lists does not satisfy themselves, and they think the

cause for it is just their bad memorization. Research and publications have

shown that this is not a very effective way to study. Decarrico (2001); states

that words should not be learnt separately or by memorization without

understanding. Moreover, "learning new words is a cumulative process, with

words enriched and established as they are met again", Nation (2000: 6).

Therefore, the "look and remember" way of vocabulary learning seems to be

not very effective for learners of the English language.

Learners of English have to deal with unfamiliar vocabulary during their

language acquisition. In order to learn and retain new words, learners should

participate in different task-based activities in their classroom whether it is a


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guessing task, a describing exercise or conversation making. Such activities

also include vocabulary games which especially focus on helping learners

develop and use words in different contexts by making the lessons enjoyable.

Therefore, it is necessary to explore whether students learn vocabulary

effectively through games and how they learn it.

To teach vocabulary can be done in several ways, one of which is by using

games. In this case the researcher chose Text Twist games to teach

vocabulary.

Text Twist game is one kind of methods to improve vocabulary mastery. It

is easy to use and can be applied to teach vocabulary to students. Games are

useful and effective tools that should be applied in vocabulary classes. The use

of vocabulary is a way to make the lessons more interesting, enjoyable and

effective.

C. HYPOTHESIS

Based on the theoretical review and the conceptual framework, a hypothesis is

proposed in this study. The hypothesis in this research is as follows:

1. Ho: The use of text twist game in teaching vocabulary to eleventh grade

students of SMA 1 Sapuran in academic year 2012/2013 is not effective.

2.

Ha: The use of text twist game in teaching vocabulary to eleventh grade

students of SMA 1 Sapuran in academic year 2012/2013 is effective.


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CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher would like to present the way to carry out

the research. It is in order to solve the problem easier. The researcher presents type

of research, research variables, population, technic sampling, and sample, research

instruments, technique for collecting data, and technique for analyzing data.

A. Type of research

This research is a pre experimental research, because the researcher is doing

experiment and giving treatment to find out whether or not the Text Twist game is

effective in improving students’ vocabulary mastery at the eleventh grade of SMA

1 Sapuran in academic year 2012/2013. Some views on the definition of the pre-

experimental method stated as follow:

According to Sugiyono (2011: 74) states that pre-experimental design is not

yet a truly experimental. Because, there are outside variables that take effect on the

formation of the dependent variable. So the result of an experiment which is the

dependent variable was not solely influenced by the independent variable. This

happens because there are no control variables, and the sample was not randomly

selected.

Based on the statement above, the researcher could determine that pre-

experimental research is the sign used for explaining data in future situation and to

observe the possibility of causal effect by giving treatment to compare the result.

B. Variable of the research

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According to Sugiyono (2011: 38) states that variable is anything that shaped

what is defined by the researchers to be studied in order to obtain information

about them, and then drawn conclusions. In this research, the researcher employs

two kinds of variable. There are:

1. Independent variable.

The independent variable is the major variable, which is used by

researcher to investigate. According to Sugiyono (2011: 39) Independent

variable is a variable that affects or is the cause of the change of the

dependent variable. The independent variable of this research is teaching

vocabulary using Text Twist Game, which is symbolized by X.

2. Dependent variable.

Dependent variable is the variable that the researcher observes and

measures to determine the effect of the independent variable. The dependent of

this research is the students’ vocabulary mastery, which is symbolized by Y.

C. Population, Sampling Technique, and Sample

1. Population

According to Sugiyono (2011: 80) states that population is a

generalization which consists of: objects / subjects that have certain qualities

and characteristics that applied by researchers to learn and then drawn

conclusions.

While according to Arikunto, (2006:115-117) states that: “Population is

the whole of research subject, where as sample is a part of population”.

In this case, the researcher has chosen the eleventh grade of SMA Negeri

1 Sapuran. There are 140 students in the eleventh grade of SMA 1 Sapuran.

2.

Sampling Technique


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Sampling technique is a certain technique to take sample. According to

Sugiyono (2011: 81), there are two types of sampling namely probability and

non-probability sampling. Probability sampling includes simple random,

proportionate stratified random, disproportionate stratified random, and area

random. Non-probability sampling includes systematically sampling, quota

sampling, accidental/incidental sampling, purposive sampling, saturated

sampling, and snowball sampling. The researcher uses purposive sampling in

taking sample. The reason of the researcher chooses this sampling is because

based on the consideration that the limitation of time, energy and fund and

other factors so he cannot take a bigger sample.

3. Sample

According to Sugiyono (2011: 81) states that sample is part of the number

and characteristics possessed by the population.

According to Arikunto (2006:34) the minimum percentage of sample as

follows:

Table 1: percentage Sample

Population Sample

Less than 100

101-300

501-1000

More than 1000

50%

30%-50%

20%-30%

15%-20%

In addition, sample is subset of individuals or cases from within

population. The number of sample and the way of taking sample must

represent the population. In this research, there would be 40 students chosen

through the random sampling.


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D. Research Instrument

An instrument is very important to collect data required in an experiment

research. To collect the data, the researcher needs an instrument. Instrument

includes a part of the way used by the researcher to collect the result of obtaining

the data. Sugiyono (2011: 102) research instrument is a tool which is used to

measure the natural phenomenon and social phenomenon that is observed.

Research instrument is means by which something is performed or affected, and is

a device for precise measurement. The instrument used to collect data in this

research is a test about vocabulary.

A test can be true false, multiple choices, matching, completion or essay. In

this research the researcher uses multiple choices test and matching test. There are

10 items multiple choices and 15 matching test in the research instrument. The test

is pre-test and post-test to know the students’ vocabulary mastery.

E. Technique For Collecting Data

The data collection is carried out on May 29th – June 3rd 2013 with the

cooperation of the principal and the English teacher in SMA N 1 Sapuran.

1. The researcher gives pre-test the vocabulary before the researcher gives a

treatment on May 29th, 2013 at 7.15 am until 8.00 am.

2.

The researcher gives the treatment by using Text twist game to teach

vocabulary to the student. The material is about kinds of text words. In

chosen the material, the researcher is requiring the consideration of

English teacher of SMA N 1 Sapuran.

The time allocations of the treatment:


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Teaching using Text twist game is on May 29th, 2013 at 8.00 am until

8.45 am.

3.

The time allocations of the post-test:

After giving the treatment, the researcher gives post-test. The researcher uses

the test as the instrument to collect the data. Giving post-test is on June 3rd

,

2013 at 8.45 am until 9.30 am.

4. The researcher compares and finds the result of the pre-test and post-test

F.

Technique of Data Analysis

To analyze the data, the researcher applies an appropriate technique to find out

whether it is effective or not teaching using Text twist game on students’

vocabulary mastery at eleventh grade of SMA N 1 Sapuran in the academic year

2012/2013.

There are three kinds of techniques of data analysis:

1. Descriptive Analysis

The descriptive analysis is used to describe the variable of this research that is

the use of Text twist game for improving English vocabulary mastery. The

researcher also uses statistic to compute the students’ ability. The statistics used

are mean analysis and standard deviation analysis. Additionally, the mean, mode,

median, standard deviation, the lowest score, and the highest score are also used to

analyze the data.

2. Inferential Analysis


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a. Prerequisite Analysis Test

In this analysis, the researcher analyzes the data to the hypothesis. This

analysis is done to find out the effectiveness of using Text twist game

in teaching vocabulary.

1) Test of normality

Sugiyono (2009:172) gives certain technique in testing the

normality of data. He uses Chi Square (x2). It is done by

comparing normal curve formed from the gathered data (B) and

standard normal curve (A). If B is not different significantly with

A, so B is included in the normal distribution data. The formula is

as follows:

∑

Where:

x2 = the chi square value

fo = the observed frequency

fh = the expected frequency

The result of the computation is consulted to the table. The

data are normal if the obtained x² value is lower than the critical

value of x² in the table, and the data are not normal if it is higher

than the critical value in the table.

2) Test of Homogeneity


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Sugiyono (2009:199) gives certain technique in testing the

homogeneity of data. To determine the t-test formula, the

researcher applies the variance homogeneity test to test the

variance of two samples. To know whether the variance of two

samples is homogeneous or not, the researcher uses F test. The

computation of F test is as follows:

If F value is lower than F table for the level of significant 5% and

1% (Fh< Ft (5%)< Ft (1%)) so the data that will be analyzed is

homogen or if F value is higher than F table, it means that the

variance is not homogen.

3) Test of Hypothesis

This test is used to know whether it is effective of teaching

vocabulary using Text twist game on students’ vocabulary

mastery at the eleventh grade students of SMA N 1 Sapuran in the

academic year of 2012/2013. To decide which hypothesis that will

be accepted or rejected, the t-test formula is used to compare two

samples. The t- test formula:

The t- test formula:

t =

n

s

n

s

X X

2

2

2

1

2

1

21

Which is:

t : t-value


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1 X : the mean of experimental group

2 X : the mean of control group

S12 : variance of post-test group

S22 : variance of pre-test group

n1 : number of sample of post-test

n2 : number of sample of pre-test

Sugiyono (2009:138)

In this inferential analysis, hypothesis testing is done. In

this testing, the hypothesis will be analyzed through t-test. The t-

test is to see the score difference between the two variables; the

students’ vocabulary achievement of the experimental group and

the control group. After getting the result of t-value, then the t-

value is consulted to the t-table to be interpreted.


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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter, the researcher presents the effectiveness of teaching

vocabulary using Text Twist game to the eleventh grade students of SMA N

1 Sapuran in the academic year of 2012 / 2013. To find out whether it is

effective to teach vocabulary using Text Twist game on the students’

vocabulary mastery, the researcher analyzes the result of pre-test and post-

test, before and after conducting the treatment.

A. Descriptive Analysis

Before doing the analysis, the researcher would like to give some

explanations. The type of this research was quantitative, which was pre-

experimental research. The researcher used pre-test and post-test as the

instruments of collecting data. To collect the data, the researcher came to

SMA N 1 Sapuran. The researcher used pre-test and post-test which

consists of 10 items of multiple choices, and 30 items of matching test.

In conducting the research, the data were collected after doing a

research toward 40 students as sample among 140 populations of the

eleventh grade of SMA N 1 Sapuran which became the sample in this

research. By using the test, the researcher collected some data concerning

the test result. To compute learning achievement test result, it was based on

criteria of scoring. The level of skill shown in the table was defined by

based on the criterion referenced scales (Arikunto, 2006:245). They are as

follows.

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Table 2. Classification of the Students’ Learning Achievement

Range Category Criteria of ability stage

80 - 100

66 - 79

56 - 65

40 - 55

0 – 39

A

B

C

D

E

Very good

Good

Fair

Low

Very low

The researcher collected the data of students by using test. In

conducting this research, the researcher used the result of pre test and post

test.

1. The result of Pre-test and Post-test

Table 3. The result of Pre-test and Post-test

No Name Pre-test Post-test

1 sample 1 76 82

2 sample 2 70 76

3 sample 3 79 81

4 sample 4 59 70

5 sample 5 64 70

6 sample 6 77 83

7 sample 7 72 85

8 sample 8 64 70

9 sample 9 77 80

10 sample 10 71 77

11 sample 11 68 74

12 sample 12 71 77

13 sample 13 71 76


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14 sample 14 49 77

15 sample 15 79 80

16 sample 16 82 92

17 sample 17 71 94

18 sample 18 73 94

19 sample 19 73 79

20 sample 20 74 80

21 sample 21 71 77

22 sample 22 74 80

23 sample 23 76 82

24 sample 24 77 83

25 sample 25 67 73

26 sample 26 71 77

27 sample 27 70 76

28 sample 28 74 80

29 sample 29 76 82

30 sample 30 71 77

31 sample 31 64 70

32 sample 32 72 78

33 sample 33 61 64

34 sample 34 69 75

35 sample 35 65 77

36 sample 36 76 80

37 sample 37 71 77

38 sample 38 73 7939 sample 39 61 66

40 sample 40 69 80

a. The result of pre-test


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From the score table, the researcher concluded that the highest score (H)

was 82. The lowest score (L) was 49. The median (Me) was 71, the mode

(Mo) was 71, the range (R) was 33, and the total score of pre-test (T) was

2828.

From the data (available on appendix), the researcher tried to find the

mean of the data by applying the mean formula and then the researcher tried

to find the mean, the standard deviation, and the variance of pre-test. The

mean (M) was 70.7, the standard deviation (S1) was 6.284, and the variance

(S2) was 39.497. According to the student’s category (table 2), the mean

belonged to good, because the mean was in the score class of 66 - 79.

According to Arikunto (2006: 245) the criteria of assessments of the

students’ achievement of pre-test were shown in the following table.

Table 4. Degree mastery of pre-test score

Interval Interpretation Frequency Percentage

80 – 100 Very Good 1 2.5%

66 – 79 Good 31 77.5%

56 – 65 Fair 7 17.5%

40 – 55 Low 1 2.5%

< 39 Very Low 0 0%

100%

Based on the table above, the researcher concluded that there were no

student belonged to very low category, 1 student (2.5%) belonged to low, 7

students (17.5%) belonged to fair category, 31 students (77.5%) belonged to

good category, 1 student (2.5%) belonged to very good category.


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b. The Result of The Post-test

From the score table, the researcher concluded that the highest score of

the post-test (H) was 94, the lowest score (L) was 65, the range (R) was 30,

the median (Me) was 77.5, the mode (Mo) was 77, and the total score of

post-test (T) was 3130.

From the data (available on appendix), the researcher tried to find the

mean of the data by applying the mean formula and then the researcher tried

to find the mean, the standard deviation, and the variance of post-test. The

mean (M) was 78.25, the deviation standard (S1) was 6.319, and the

variance (S12) was 39.936.

According to Arikunto (2006:245), the criteria of assessment of the

students’ reading comprehension of post-test were shown in the following

table.

Table 5. Degree mastery of post test score

Interval Interpretation Frequency Percentage

80 – 100 Very Good 17 42.5%

66 – 79 Good 22 55%

56 – 65 Fair 1 2.5%

40 – 55 Low 0 0%

< 39 Very Low 0 0%

100%

Based on the table above, the researcher concluded that there was no

student belonged to very low category, no student belonged to low

category, 1 student (2.5%) belonged to fair category, 22 students (55%)


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belonged to good category, and 17 students (42.5%) belonged to very good

category.

c.

The Result of Pre-test and Post-test

The table below is the summarized scores of the pre-test and post-test.

Table 6. The result of Pre-test and Post-test vocabulary mastery

Sources H L R Me Mo T M SD

Pre-test

8

4

3

71 71

282

8

70.7

6.28

4

Post-

test

9

6

3

77.

77

313

0

78.2

5

6.31

9

Notes:

H : the highest score

L : the lowest score

R : the range

Me : the median

Mo : the mode

T : the total scores of the students

M : the mean

SD : the deviation standard

The result of pre-test and post-test vocabulary mastery was reported

here in the form of chart. The vertical line with numbers beside showed the

percentage of students for each grade. The horizontal line showed the grade

of vocabulary mastery scores that was obtained by the students.

There were two charts describing the research findings. The first chart

showed the frequency range of vocabulary mastery result of pre-test and


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post-test. Finally, the sixth chart showed the percentage range differences of

vocabulary mastery result of pre-test and post-test.

Chart 1. The chart of frequency range of vocabulary mastery result of

pre-test and post-test.

The chart above showed the effectiveness of using Text twist game to

improve vocabulary mastery that was applied in experiment class. Very

good category was reached by 17 students of post-test. On the contrary,

there was only 1 student of pre-test who belonged to very good category.

Another fact showed the strategy used by the researcher effective was that

there was no student of post-test who belonged to low category.

Chart 2. The chart of percentage range of Pre-test and Post-test

vocabulary mastery.

0

5

10

15

20

25

30

35

Very Good Good fair low very low

1

31

7

10

17

22

10 0

n u m b e r o f s t u d e n t s

category

Frequency Range of Pre-test and Post-test

Pretest

Postest


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This chart showed the frequency range of the result of pre-test and

post-test vocabulary mastery. The mode of pre-test belonged to good

category. And, the mode of post-test belonged to good category. There was

42.5% of post-test belonged to very good category. Meanwhile, there was

only 2.5% of the pre-test belonged to very good category.

B. Inferential Analysis

1. Prerequisite Analysis Test

The object of the study is to know the effectiveness of using Text

twist game to improve the vocabulary mastery. The researcher applied

the statistical analysis. In this case, t-test is used to analyze the data.

However, before applying the statistical analysis, the researcher

applied prerequisite test analysis to test normality, and homogeneity.

a.

Test of Normality

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

Very Good Good fair low very low

2.50%

77.5%

17.5%

2.50%

0%

42.50%

55.00%

2.5%

0% 0%

P r e c e n t a g e

category

Precentage Range of Pre-test and Post-

test

Pretest

Postest


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The researcher using Kolmogorov-Smirnov Test Technique. A data

is said normal if the value of p is higher tha 0.05 (Sugiyono, 2011: 46).

The table below showed the result of computation done by SPSS.

Table 7. The summary of normality test based on SPSS 16.0

Based on the computation above, it showed that both students’

pretest and post-test were higher than 0.05. They were 0.06 and 0.44 it

means that the data was normal.

b. Test of Homogeneity

This test is to see whether the score of the sample was homogenous

or not. The computation of test normality and test homogeneity were

done manually, the print out is attended on the appendix.

F = 39.936

39.497

= 1.01

From the calculation, the value of F is 1.01. Then, it is

compared with the value of F table with df of numerator and

denominator (40-1=39). Based on the table on F table, it is known

that at the F value on the significant level 0.05 is 1.01. Because F


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obtained is lower than the value of F table (1.01


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t =

t =

√

t =

t = The result of the t-test is 5.39

C. Test of Hypothesis

There were two points involved in testing hypothesis. There were level

of significance and null hypothesis. The two points above were presented in

the following.

1.

Level of Significance

In testing hypothesis, the researcher used the level of significance to

minimize the false conclusion of the research. This was applied to reject

the hypothesis in order to gain the objective conclusion. Generally, the

level used in any research is the 5% or 1% level. By using the level of

significance of the 5% level, it meant that the falseness of conclusion

was 5% and the truth of conclusion was 95%.

2. Null Hypothesis

In testing hypothesis, the researcher commonly faced with the null

hypothesis. By using the null hypothesis, the hypothesis statement will


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be easier to be proved. The hypothesis of this research said “The use of

text twist game in teaching vocabulary mastery to eleventh grade

students of SMA 1 Sapuran in academic year 2012/2013 is effective.”

To prove whether the hypothesis is rejected or accepted, the

researcher changed the research hypothesis into the null hypothesis.

Therefore, the null hypothesis said “The use of text twist game in

teaching vocabulary to eleventh grade students of SMA 1 Sapuran in

academic year 2012/2013 is not effective.”

D. Discussion and Result of the Research

In this section, the researcher described the interpretation of research

result about descriptive analysis and inferential analysis. The following are

the details.

1.

Descriptive Analysis Interpretation

After describing the analysis in the previous section, the researcher

will discuss more about the interpretation of the students’ vocabulary

mastery of post-test and pre-test.

a. The Pre-test of vocabulary mastery

The highest score of the students of pre-test on the eleventh

grade students of SMA N 1 Sapuran was 82 and the lowest one

was 49. The mean of pre-test was 70.7, the standard deviation of it

was 6.28, and the variance was 39.49. The mean was included in

the interval of 66 to 79. It means that the students of control group

on the eleventh grade students of SMA N 1 Sapuran had good


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result on their vocabulary mastery. From 40 samples, the

researcher took the score, there was no student (0.0%) very low in

vocabulary test, 1 student (2.5%) were low in vocabulary test, 7

(17.5%) were fair in vocabulary test, 31 students (77.5%) were

good in vocabulary test, and only 1 student (2.5%) were very good

in vocabulary test.

b. The Post-test vocabulary mastery

The highest score of the students of post-test on the eleventh

grade students of SMA N 1 Sapuran was 94 and the lowest one

was 64. The mean of experimental group was 78.25, the standard

deviation of it was 6.31, and the variance was 39.93. The mean

exist in the interval of 66 to 79. It meant that the students of

experimental group on on the eleventh grade students of SMA N 1

Sapuran had good result on their vocabulary mastery. From 40

samples, the researcher took the score, there were 17 students

(42,5%) were very good category in vocabulary test, 22 students

(55%) were good in vocabulary test, 1 student (2.5%) were fair in

vocabulary test, and none (0.0%) belonged to low and very low

category.

2. Inferential Analysis Interpretation

In this section, the researcher would interpret the hypothesis

testing. As mentioned above, the hypothesis of this research says “The

use of text twist game in teaching vocabulary is effective to improve


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vocabulary mastery at eleventh grade students of SMA 1 Sapuran in

academic year 2012/2013.”

From the previous analysis, it showed that with the amount of

samples (n1= n2 =40) and the level of significance is 5%, the result of

the computation of t-value is 5.39. Based on the value in the t-table for

n1= n2 =40 and the significance level is 5%, the value of t-table is 2.02.

The computation shows that t-value is higher than t-table that is 5.39>

2.02. Therefore, the hypothesis is accepted. It means that the use of

text twist game in teaching vocabulary is effective to improve

vocabulary mastery at eleventh grade students of SMA 1 Sapuran in

academic year 2012/2013.”. The value of t-test is 5.39

After computing t-test separated variance, and after knowing that

the hypothesis is accepted, the theory meets the fact in this case. Then,

from the computation exist in the previous section; the researcher

concluded that the use of text twist game in teaching vocabulary is

effective to improve vocabulary mastery at eleventh grade students of

SMA 1 Sapuran in academic year 2012/2013.


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CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher presents the conclusion of the data analysis

that has been discussed before. Besides, the researcher tries to give some

suggestions related to the result of the data analysis that might be useful for the

teacher and for the students. The objective of this study is to describe the

effectiveness of using Text twist game to improve students’ vocabulary

mastery at the eleventh grade of SMA N 1 Sapuran in academic year

2012/2013.

A. Conclusion

Using Text twist game to improve students’ vocabulary mastery at the

eleventh grade of SMA N 1 Sapuran in academic year 2012/2013 is effective.

It can be seen from the result of t-value is 5.39. Then, the researcher consults

the critical value on the t-table using the 5% (0.05) alpha level significance

and the degree of freedom is 1.684. It shows that the t-value is higher than t-

table (5.39>1.684). It means that the method used by the researcher is

effective in improving the students’ vocabulary mastery at the eleventh grade

of SMA N 1 Sapuran. Therefore, the researcher’s hypothesis with 0.95 or

95% of significance level is accepted and consequently null hypothesis (Ho)

is rejected. Another fact shows that the method used is effective. It is shown

by the mean of post-test that is higher than the mean of pre-test. In the post-

test, the mean is 78.25. On the contrary, the mean of pre-test is 70.7.

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B. Suggestion

In this final section, the researcher would like to present some

suggestions.

a. For the teacher

The teacher should try a new method with interesting technique.

Teaching vocabulary by using Text twist game is attractive and

variously, so, it is able to improve student’s interest. It makes the

students sharing with their friend, about their favorite things that can

be implemented in their class. At least, the teacher can motivate the

students to improve their vocabulary through some models of the

Text twist game.

b. For the student

The students should pay attention to the teacher’s explanation.

Therefore, they could catch the material given by the teacher, not only

know about the new words, but also understand the meaning of some

words. The student should also have high motivation to and practice

what they have read and learn from their teacher everywhere and every

time. The students are able to increase their skill in vocabulary mastery

indirectly. By applying Text twist game in teaching learning activity,

hopes it can dig the student’s interest in English because the method is

more fun and enjoyable. Students will be more attracted in learning

English without under pressure feeling and forced.

c.

For other researchers


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Other researchers are expected to do a similar research with a similar

topic by using a wider scope and larger population. Therefore, the

result will be more applicable in a tertiary level.

The researcher hopes there will be some corrections and critics from

the other researcher who read and investigate the same field to make it

more perfect.


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BIBLIOGRAPHY

Arikunto, Suharsimi (2006). Manajemen Penelitian. Jakarta: PT Rineka Cipta.

Brown, H. Douglas. (2000). Teaching By Principles: An Interactive Approach to

Language Pedagogy. California: Cambridge University Press.

Elena, A M. 2008. Vocabulary Instruction and Language Development for AL.

Bismarck. ND.

Hadfield, J. (1990). A Collection of Games and Activities for Low to Mid-Intermediate

students of English. Intermediate Communication Games. Hong Kong: Thomus

and Nelson and Nelson and Sons Ltd.

Hanson, S., & Padua, J., 2011. Effective Instructional Strategies Series: Teaching

Vocabulary Explicitly. Hawai’i. Pacific Resources for Education and Learning

Harmer, Jeremy. 2002. The Practice of English Language Teaching . London: Longman

Limited.

Hornby, AS. 2000. Oxford Advance Learners’ dictionary of Current English . New

York: Oxford University Press.

Huyen, N. & Nga, K. (2003).Learning Vocabulary Through Games. Asian EFL Journal.

December 2003. http://www.asian-efl-journal.com/dec_03_sub.Vn.php

Lewis, K., & Ferlazzo,M., (2011). Twist text. The final report. Spring. University

Florida.

Maroney, Kevin (2001). My Entire Waking Life. The Games Journal. Retrieved 2008-

08-17

McDonough, J. 1994. A Teacher Looks at Teachers’ Diaries. ELT Journal.

Morehead, Philip D. (2001). The New American Roget’s College Thesaurus in Dictionary Form. New York: New American Library.

Miller, G A. (1991). The Science of Words. New York: Scientific American Library.

Napa, Pieter. A. 1991. Vocabulary Development Skill . Jogjakarta: Kanisius.

Nation, I. S. P. (2000). Learning Vocabulary in Another Language. Cambridge:

Cambridge University Press.

http://www.asian-efl-journal.com/dec_03_sub.Vn.phphttp://www.asian-efl-journal.com/dec_03_sub.Vn.phphttp://www.asian-efl-journal.com/dec_03_sub.Vn.phphttp://www.asian-efl-journal.com/dec_03_sub.Vn.php


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Nunan, D. (1999). Second Language Teaching and Learning . Boston MA:

Heinle/Thomson.

Salen, Katie; Zimmerman, Eric (2003). Rules of Play: Game Design Fundamentals.

MIT Press.

Sugiyono. 2009. Metode Penelitian Pendidikan. Bandung: Alfabeta.

-------------. 2011. Metode Penelitian Pendidikan. Bandung: Alfabeta.

http://dictionary.com/d/effectiveness

http://dictionary.com/d/effectivenesshttp://dictionary.com/d/effectivenesshttp://dictionary.com/d/effectiveness


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Appendices


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Appendix I

Letters


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Appendix II

Instrument of the Research


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RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Nama Sekolah : SMA N 1 Sapuran

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XI / 2 (Dua)

Standar Kompetensi : Memahami kosa kata dan maknanya dalam esei pendek

sederhana berbentuk game

Kompetensi Dasar : Memahami kosa kata dan maknanya dalam esei pendek

sederhana berbentuk game dengan menggunakan Text

Twist Game.Indikator : Memahami kosa kata dan maknanya dalam bentuk teks

esei berbentuk game.

Alokasi Waktu : 2 X 45 menit

A. Tujuan Pembelajaran:

Pada akhir pelajaran siswa dapat : menjawab pertanyaan berbentuk game dengan

teliti dan benar.

B. Materi Pembelajaran:

Memberikan contoh bermain Text twist game.

Memberikan pengajaran dengan menggunakan Text twist game

C.

Metode / Tehnik:

Modelling

D. Langkah-langkah kegiatan:

Kegiatan Awal:

a. Salam dan tegur sapa (greeting)

b. Mengecek kehadiran siswa

c. Memberikan contoh cara bermain Text twist game

Kegiatan Inti:

a.

Siswa diminta untuk membuat kosakata baru dari huruf yang ada pada game

text twist.

b.

Siswa diminta untuk menjawab pertanyaan di depan kelas sebagai model

Kegiatan Akhir:

a. Menanyakan kesulitan siswa selama kegiatan pembelajaran


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b. Menugaskan siswa untuk berlatih di rumah

E. Sumber Belajar:

Netbook (text twist game)

F.

Penilaian:

Tehnik : text twist game

Bentuk : read the text carefully and answer the question with carefully

Mengetahui, Wonosobo , Mei 2013

Guru Bahasa Inggris Mahasiswa

Suprapti, S.Pd Isnanini hidayat

NIP. NIM. 092120157


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RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Nama Sekolah : SMA N 1 Sapuran

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XI / 2 (Dua)

Standar Kompetensi : Memahami kosa kata dan maknanya dalam esei pendek

sederhana berbentuk game

Kompetensi Dasar : Memahami kosa kata dan maknanya dalam esei pendek

sederhana berbentuk game dengan menggunakan Text

Twist Game.Indikator : Memahami kosa kata dan maknanya dalam bentuk teks

esei berbentuk game.

Alokasi Waktu : 2 X 45 menit

A. Tujuan Pembelajaran:

Pada akhir pelajaran siswa dapat : menjawab pertanyaan berbentuk game dengan

teliti dan benar.

B. Materi Pembelajaran:

Memberikan contoh bermain Text twist game.

Memberikan pengajaran dengan menggunakan Text twist game

C.

Metode / Tehnik:

Modelling

D. Langkah-langkah kegiatan:

Kegiatan Awal:

a. Salam dan tegur sapa (greeting)

b. Mengecek kehadiran siswa

c. Memberikan pretest kepada siswa

Kegiatan Inti:

c.

Siswa diminta untuk mengerjakan soal pretest

Kegiatan Akhir:

c.

Menanyakan kesulitan siswa selama kegiatan pembelajaran

d.

Menugaskan siswa untuk berlatih di rumah


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E. Sumber Belajar:

Netbook (text twist game)

F. Penilaian:

A.

Benar x 1

B. Benar x 3

C.

Benar x 3

Mengetahui, Wonosobo , Mei 2013

Guru Bahasa Inggris Mahasiswa

Suprapti, S.Pd Isnanini hidayat

NIP. NIM. 092120157


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PRE-TEST

A.

Choose the correct answer!

1. Back

a. To do something

b. The part behind the front

c. To damage severely, to destroy

d. To give up using or having

e. A container, usually made of glass, to hold liquid

2. Advise

a. To try to hear

b. To help with information, knowledge or ideas in making a decision

c.

To warn of a fault, lightly scoldd. To give reasons for; to make clear

e. To try to do as well as, or better than, another or others

3. Again

a. A cloth cover used to keep warm

b. The hard material in the body

c. To say something or to do something that makes another person

angry or dishonored

d.

To cause to disappear by rubbing out, striking out, etc.e. Another time; as before

4. Age

a. To divide or injure with a sharp tool; to make less

b. The scattered remains of something broken or destroyed; rubble

or wreckage

c. To work as an official; to be employed by the government

d. A picture of the earth’s surface or part of it

e.

How old a person or thing is

5. Admit

a. To sit, lie down or sleep to regain strength

b. To accept; to express one’s guilt or responsibility

c. Of a different or unusual kind; not for general use

d. A plant that lasts for several years; Lasting a very long time,

enduring

e. An area of open land, usually used to grow crops or to raise

animals

6. Any


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a. One or more of no special kind

b. A long-established belief or activity of a people

c. From higher to lower; in a low place

d. To return to good health; to cure

e.

A situation in which a choice between opposing modes of conductis necessary

7. Announce

a. To mix up in a confused or bungling manner

b. Different as possible; completely different from

c. A strong, colorless liquid, usually made from grain, used a drug

d.

To make know publicly; to declare officiallye. The science of changing the genes of a living organism

8. Across

a. At the end; last

b. A structure built over a waterway, valley or road so people and

vehicle can cross from one side to the other

c. A building in which people live; a country’s parliament or lawmaking

group

d.

From side to side; to the other sidee. The side of the road

9. Ask

a. To guard or fight against attack; to protect

b. Any business the produces goods or provides services;

c. To question; to say something is wanted

d. A device that permits a person or thing to fall slowly from

airplane or helicopter to ground

e.

Being without restraint

10. Amount

a. The number, size or weight of anything

b. To have life; to exist

c. Having a thin edge or small point that can cut or hurt; causing

hurt or paint

d. To drive something

e. To make a hole or gap in, to break through


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B. Match the vocabulary words on the left with the definitions on the

right.

1. Family

a. An animal, usu. domesticated or tamed, kept in one's home

for companionship rather than practical use.

2. pup b. To desire; wish for:

3. sorry c. To allow; permit:

4. ask d. Allowing entry or access; not shut, enclosed, or fastened.

5. island e. A dog that is not fully grown; puppy.

6. poor f. To put a question to:

7. cub g. Feeling regret, pity, sympathy, or the like:

8. openh. A body of land smaller than a continent and completely

surrounded by water.

9. want i. without money, possessions, or other means of livelihood.

10. pet j. To gain; obtain; acquire.

11. eight k. A group consisting of parents and their children.

12. sevenl. The number represented by the Arabic numeral 8 and by

the Roman numeral VIII.

13. let m. Past tense and past participle of meet1.

14. get n. To indicate; show:

15. met o. The number represented by the Arabic numeral 7 and bythe Roman numeral VII.

C. Match the vocabulary words on the left with the antonym on the right.

1. Young

2. High

3. Front

4.

Long

a. Back

b. Close

c. Down

d.

Enjoy


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5. Strong

6. Cold

7. Sick

8.

Big9. Sad

10. Bad

11. Won

12. Boring

13. Clever

14.

Up15. Open

e. Good

f. Happy

g. Health

h.

Hoti. Lose

j. Low

k. Old

l. Short

m. Small

n.

Stupid

o. Weak

- Good luck -

Documents

The effectiveness of using text twist game to improve the student's vocabulary