i

THE EFFECTIVENESS OF USINGWORD SEARCH GAME

TO IMPROVE STUDENTS’ VOCABULARY MASTERY

AT THE TENTH GRADE STUDENTS OF SMK NEGERI 1

KEBUMEN IN THE ACADEMIC YEAR OF 2016/2017

S1 Thesis

Submitted as a partial fulfillment of the requirement to obtainSarjana

Pendidikan degree at English Education Program

ofPurworejoMuhammadiyah University

by

HIDAYATUR ROKHMAH

132120139

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

PURWOREJO MUHAMMADIYAH UNIVERSITY

2017

ii

iii

iv

MOTTOS AND DEDICATIONS

Mottos:

I want to sing like the birds sing, not worrying

about who hears or what they think.

(Jalaluddin Rumi)

Then which of the favours of your Lord will you deny?

(Q.S. Ar-Rakhman)

This Thesis is Dedicated to:

My beloved parents Mustofa and SitiDhoripah

for the love, prayers, support and affection;

My beloved brothers (in-law) and sisters (in-law): AnisatunAmalina, Mansur

Nurudin, Kifayatul Amani, ImronRosyadi, RatnaHidayah, Suyatno, and Taufikfor

the spirit, I cry for you;

My beloved heart partner: Siti Fatimah, SitiMarfungah, and Sonia Nur Indah S.:

thanks to all the things that we have done together;

Thanks to my beloved friends, Sulistiyowati, Saryatun:

for the support and sharing the great days;

My Almamater;

v

STATEMENT

I who sign below

Name : HIDAYATUR ROKHMAH

Student‟s Number : 132120139

Department : English Education Program

Declare that this thesis is really my own work, not written by anyone else, not a

plagiarism either partially or wholly. Opinions and findings of others contained in

this thesis are cited using the code of

scientific ethics.

If it is proved that this thesis is plagiarism, I am willing to take

responsibility legally sued by Muhammadiyah University of Purworejo.

Purworejo, 16th

August 2017

The researcher,

HIDAYATUR ROKHMAH

vi

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

AlhamdulillahiRabbil‟alamin, all praised is due to Allah, Lord of the world, who

has given the reseacher love and blessing to finish the last assignment in finishing

this thesis. Peace and salutation be upon to the prophet Muhammad SAW, his

family, his companion, and his adherence.

It is a pleasure to acknowledge the help and contributions to all of

lecturers, institution, family and friends who have contributed in the different

ways hence this thesis is processed until it becomes a complete this thesis which

will be presented to the Teacher Training and Education Faculty in partial

fulfillment of the requirement for the SarjanaPendidikan degree in English

Education Program. The researcher also realized that she never finish this thesis

without help from some people. Therefore, the researcher would like to give her

gratitude and appreciations to:

1. Drs. H. Supriyono, M.Pd., as the Rector of PurworejoMuhammadiyah

University .

2. YuliWidiyono, M.Pd as the Dean of the Teacher Training and Education

Faculty of PurworejoMuhammadiyah University.

3. Sri Widodo, S.S., M.Hum, as the Head of Education Program.

4. AndrianNuriza J, S.S., M.Pd, as the first consultant, for his entire worthy

supports and evaluation. The researcher cannot give her anything for all

his kindness unless a promise; the researcher will give the same nice

things as what he has given to the researcher.

vii

5. Ismawati Ike N. S.S. M.Hum., as the second consultant, for her help in

arranges the thesis.

6. All of lecturers of English Education Program for their guidance during

the completion of this thesis, and all of the staffs.

7. The headmaster of SMK Negeri 1 Kebumen, who has given the

permission to conduct the research.

8. The tenth grade student of SMK Negeri 1 Kebumen, especially to the tenth

grade students of accounting class.

9. All of friends in English Program in the academicyear of 2013, especially

D class and my best friends (Siti Fatimah, SitiMarfungah, Lailatul

Munawwaroh, and Sonia Nur Indah Sari)

10. AtikaSaputri and Tri Swaraswati who always give her support and

motivation.

11. Everyone who support and help the researcher.

Seeing this thesis is far from perfectness, the researcher appreciates

the critics or suggestion for the reader. The researcher hopes this thesis is

useful for the readers, especially the students in Muhammadiyah

University of Purworejo.

Purworejo, 16th

August 2017

HidayaturRokhmah

viii

ABSTRACT

HidayaturRokhmah. 2017. The Effectiveness of Using Word Search Game to

Improve Students’ Vocabulary Mastery at the Tenth Grade Students of SMK

Negeri 1Kebumen in the Academic Year of 2016/2017. S1 Thesis. English

Education Program. Teacher Training and Education Faculty,

PurworejoMuhammadiyah University.

This is an experimental research with quantitative approach. The aims of

this research is to find out whether or not teaching vocabulary using word search

game is effective to improve the students‟ vocabulary mastery, especially at the

tenth grade students of SMK Negeri 1 Kebumen in the academic year of

2016/2017.

The subject of the study was the students of SMK Negeri 1 Kebumen. The

population of this research is the tenth grade students of SMK Negeri 1 Kebumen

in the academic year of 2016/2017. As sample, the researcher took two classes

consisting of 32 students of control group and 32 students of the experimental

group.

The result of this research shows that word search game is effective to

improve students‟ vocabulary mastery at the tenth grade students of SMK Negeri

1 Kebumen in the academic year of 2016/2017. It could be seen from the results

of t-value was 10.156. Based on the 0.05 significance level, the value of t-table

was 2.000 with the degree of freedom is 64, the computation showed that t-value

was higher than t-table (10.156>2.000). In addition, word search game was

effective to improve students‟ vocabulary mastery. It could be proved from gained

score from the experimmental group is higher than control group. The mean score

of experimental group was 64 and the mean score of control group was 52.5. It

means that the means score of experimental group was higher than the means

score of control group.

Keywords: Effectiveness, Word Search Game, Vocabulary Mastery

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TABLE OF CONTENTS

TITTLE ........................................................................................................... i

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

RATIFICATION SHEET ............................................................................... iii

MOTTOS AND DEDICATIONS ................................................................... iv

STATEMENT .................................................................................................. v

ACKNOWLEDGEMENT .............................................................................. vi

ABSTRACT .................................................................................................... viii

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

LIST OF TABLES ........................................................................................... xi

LIST OF CHART ............................................................................................ xii

LIST OF HISTOGRAM .................................................................................. xiii

LIST OF APPENDIXES .................................................................................. xiv

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

A. Background of The Study ............................................. 1

B. The Identification of the Problem ................................. 4

C. The Limitation of the Problem ..................................... 4

D. Statement of the Problem .............................................. 5

E. The Objective of the Study ........................................... 5

F. Significance of The Study ............................................ 5

CHAPTER II REVIEW OF RELATED LITERATURE ........................... 7

A. Theoretical Review ........................................................ 7

B. Previous Study ............................................................... 22

C. Conceptual Framework .................................................. 24

D. Hypothesis .................................................................... 25

CHAPTER III RESEARCH METHODOLOGY ....................................... 26

A. Research Design ............................................................ 26

B. Place and Time of the Research ..................................... 27

C. Population, Sample, and Sampling Technique .............. 28

D. Variables of the Research ............................................. 31

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E. Technique of Collecting Data ........................................ 31

F. Instrument of the Reseach ............................................. 34

G. Technique of Analyzing Data ....................................... 35

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................. 42

A. Data Description ............................................................ 42

B. Research Findings ......................................................... 43

C. Discussion ..................................................................... 66

CHAPTER V CONCLUSSION AND SUGGESTION ............................ 69

A. Conclusion .................................................................... 69

B. Suggestion ..................................................................... 69

REFERENCES ............................................................................................. 71

APPENDIXES ............................................................................................. 74

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LIST OF TABLES

Table 3.1 Table of the Criterion of the Students‟ Achievement . ................. . 36

Table 4.1 Table of the Criterion of the Students‟ Achievement . ................. . 43

Table 4.2 The Test Result of Experimental Group ....................................... 44

Table 4.3 The Descriptive Analysis of Experimental Group . ....................... 45

Table 4.4 Percentage of the Degree Mastery of Experimental Group ........... 46

Table 4.5 The Result of Control Group. ........................................................ 49

Table 4.6 The Descriptive Analysis of Control Group ................................. 50

Table 4.7 Percentage of the Degree Mastery of Control Group ................... 51

Table 4.8 Post-test Result of Experimental Group and Control Group ......... 53

Table 4.9 Chi Square Table of Experimental Group .................................... 58

Table 4.10 Chi Square Table of Control Group ............................................ 59

Table 4.11 Normality Test Using SPSS ......................................................... 60

Table 4.12 Homogenity Test of Variance ..................................................... 62

Tabke4.13 T-test Using SPSS ......................................................................... 64

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LIST OF CHARTS

Chart 4.1 The Chart of Vocabulary Mastery of Experimental Group ............ 55

Chart 4.2 The Chart of Vocabulary Mastery of Control Group ...................... 56

Chart 4.3 The Chart of Vocabulary Mastery of Post-test of Students‟ Achiement

in Control Group and Experimental Group ..................................... 56

xiii

LIST OF HISTOGRAM

Histogram1. Normality Test Using SPSS ....................................................... 60

xiv

LIST OF APPENDIXES

Appendix1. SuratKeputusanPenetapanDosenPembimbingSkripsi

Appendix2. Thesis Consultant Log

Appendix3. SuratPermohonanIzinPenelitian

Appendix4. SuratKeteranganTelahMelakukanPenelitian

Appendix5. SuratPermohonanMenjadi Validator

Appendix6. LembarValidasi

Appendix7. Syllabus

Appendix8. Lesson Plan

Appendix9. Research Instrument

Appendix 10. Key Answer

Appendix11. f-table

Appendix12. t-table

Appendix13. Answersheet

Appendix 14. Documentations

1

CHAPTER I

INTRODUCTION

In this part, some subchapters are presented. The subchapters are the

background of the study, the identification of the problems, the limitation of the

problem, the statement of the problem, the objectives of the study, and the

significances of the study.

A. Background of the Study

Language is an important thing to communicate. They use language as

the main tool in the process of communication. Hilla and Katleen (2006:1)

said that language is the air that we breathe and the water in which we swim.

Language as communication is very important for us to communicate in daily

life. Another definition of language from Christie (2005:2), she defined that

language is the fundamental resource or tool with which teacher and children

work together in schools.

English is the international languages for communication. It has been

used as a means of communication around the globe. According to Leo

(2013:7) in non-English speaking countries, teaching in English has also

became a trend to keep up with international development education.

English as an international language is used in countries throughout the

world, including Indonesia. It is acknowledged not only as a means of

communications, but also as a scientific language. The use of English can be

2

easily found. For instance, many books, articles, advertisements, TV programs

and job vacancies use English. Accordingly, without mastering English,

people cannot communicate with other people and we may be left behind in

science, education and also in job vacancy.

To have a good English, student may have to master the four basic

language skills. They are listening, speaking, reading, and writing. Beside that

they also have to master many language components, such as grammar,

pronunciation and vocabulary. According toFauziati (2010:61) state that

vocabulary is central to language and of critical importance to typical

language learner.

In learning English in Indonesia, vocabulary is one of an important

element that should be learnt by students. Based on the explanation above, it is

known that vocabulary is needed in order to express an idea of someone.

Without a good and accurate vocabulary, the speaker or writer will be difficult

to send his or her message to listener or reader and tend to miscommunication.

In studying English vocabulary, many students get bored because they

must open dictionary, memorize vocabulary, and cannot pronounce the word

well and so on. In addition the method and media that the teacher used for

learning vocabulary is monotonous and less variation for them. It pursues the

teaching learning process during the lesson. In order that the teaching and

learning process is nice, enjoyable, and comfortable, and the students feel

comfortable to study it, the teacher must have creativity teaching vocabulary.

Methods of teaching were fully depend on the teacher. According to Hamid

3

(2014:20) method is a way which should be passed to reach the goal.

However, a strategy could be said that it good, if it could create a good

method.

Problem in learning and teaching English still exist at school, because

English is completely different from Indonesia in the language system of the

structure, pronunciation and vocabulary. For example students tend to forget

the meaning of the word which have been taught or practiced before. It‟s

means that they have many problems in learning vocabulary. In studying

vocabulary a lot of beginners find some difficulties. Generally, they difficult

to remember the meaning of word, memorizing, spelling the word correctly,

and the problems also happen when they cannot pronounce the vocabulary

correctly. It usually happens to the students who have no chance to practice it

orally.

From that explanation above, the researcher tries a game to teach

vocabulary. The name of game is word search game. From this study, the

researcher hopes the result of this study can answer the reader‟s curiosity

about the effectiveness of using word search game to teach vocabulary.

Finally, in this research, the researcher tries to find out “The

Effectiveness of Using Word Search Game to Improve Students‟ Vocabulary

Mastery at the Tenth Grade Students of SMK Negeri 1 Kebumen in the

Academic Year 2016/2017”.

4

B. Identification of the Problem

The researcher finds some problems in this research, and they are as

follows:

1) Students are lazy to memorize vocabulary because the activity during the

teaching learned is boring.

2) The students often lost their focus during the teaching learning process

because the teachers explain the material monotonously. It makes the

students difficult to understand the material that the teachers give.

3) There are no interesting methods that the teachers do to make the students

more interested during the lesson.

C. Limitation of the Problem

In this part the researcher wants to explain about scope and limitation.

The scope of this research is the effectiveness of using word search game to

improve students‟ vocabulary. To make this research more specific, the

researcher just takes the word search game as a media in teaching learning

process to improve their vocabulary. So from the statement above, the

researcher limits this research by discussing the effectiveness of using word

search game which being conducted at the tenth grade students of SMK

Negeri 1 Kebumen.

5

D. Statement of the Problem

The researcher intended to focus on answering the question: Is word

search game effective for improving the students‟ vocabulary?

E. The Objectives of the Study

The objectives of the study were based on the statement of the problem

above that this was to find out whether the use of word search game is

effective to improve the students‟ mastery in vocabulary or not.

F. Significance of the Study

The researcher hopes that the result of this research can give

information about the level of student vocabulary mastery. Then the

researcher also hopes that this research of using word search game in teaching

and learning vocabulary will be useful for all, for the teachers, the students

and the readers.

1. For the teacher.

It would give them a description about how to teach and to

motivate the students to learn about English especially in vocabulary

learning, they would not be stuck only in some particular teaching

strategies.

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2. For the students.

The use of game was a great way to improve the students‟ mastery

in vocabulary that they could enjoy following the lesson without taking it

too seriously.

The positive result of this research could support the learner to

increase their vocabulary mastery. Teaching vocabulary through word

search game would make the students have fun and enjoy in their teaching

learning process, beside that they can increase their vocabulary mastery

without any difficulties.

3. For the next researcher

Hopefully, this research can also be used by the next researchers as

their references if they do research in related topics.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher would like to discuss some points about the

vocabulary, teaching and learning vocabulary, games, the use of word search

game in teaching vocabulary.

A. Theoretical Review

1. Teaching

a. Definition of Teaching

Teaching English is important, like in previous chapter that

English as an international language is used in countries throughout

the world. Teaching vocabulary is not easy. The teacher needs a good

preparation before teaching vocabulary in the classroom. Depending

on the teaching goal, a teacher is required to have knowledge about

what words to be taught. Vocabulary is clearly word. Alqahtani

(2015:24) cited from Thornbury says, teaching word is a crucial aspect

in learning a language as languages are based on word.

According to Leo (2013:1) teaching stands for: Treat,

Encourage, Activate, Coordinate, Heighten, Infuse, Nurture, and

Guarantee. Moreover, according to Harmer (2001:113) teaching may

give us insights into how activities can be managed. Thus, for an

activity where the students are involved in a team game, we will want

to behave energetically (because a game needs excitement and energy).

8

Meanwhile Brown (2000:7) states that teaching means showing

or helping someone to learn how to do something, providing with

knowledge, causing to know or understand.

According to the theories above, it can be concluded that

teaching is a process of transferring knowledge and guiding someone

to do something in order to increase someone‟s intelligent and

experience that occur in a set time and place.

b. Principles in Teaching vocabulary

Behlol (2010:126) in his journal as cited from Blachowicz and

Fisher have identified four principles of teaching vocabulary. Here

they are:

a) The students should personalize word learning.

This principle is to achieve development of vocabulary that

demands actual use of new words. The students decide what word

to learn and how to learn.

b) Needs immersing of the students in the learning of vocabulary.

It means on going commitment for the vocabulary learning

throughout the day in different forms. It is done when language is

not only exposed but explained to the students.

c) Word building needs multiple exposure of different intensity.

A single exposure is not enough to develop of vocabulary. It

takes in many steps over period of time. Each exposure adds

information how the word is used in different contexts.

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d) The students should be active in learning word.

The students not be passive recipient in word knowledge. They

should be encouraged to make connection between their learnt and

previous knowledge. It allows students to experiment with word in

different ways.

Based on the explanation above, it can be concluded that

principles in teaching vocabulary should be reached in order to make

the students easier to understand the new word that the students have

learned.

c. Process for Teaching Vocabulary

Teaching learning process help students understand new

vocabulary and also remember what they have learned. Marzano

(2004:22) explained that there are six step processes for teaching

vocabulary. They are as follows:

1) Explain: Provide a description, explanation, or example of the new

term.

Teacher should provide students with information about the

new word. Teacher can tell a story using the new word, use video

or computer images as a source of information, use current events

to connect the word to something familiar, describe picture, etc.

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2) Restate: Ask students to restate the description, explanation, or

example of the new word.

It is critically that the students only copying what the teacher

has said, the students “own” the new word by constructions their

own descriptions, explanation, or examples.

3) Show: Ask students to construct a picture, symbol, or graphic

representation.

This process forces them to think of the word in totally

different way. Pictures, symbol, and graphic representations

require students to process information in nonlinguistic ways.

4) Discuss: Engage students periodically in structured vocabulary

discussion that help them add to their knowledge in their

vocabulary notebooks.

These activities include having students compare and contrast

word, classify the word, than identify synonyms and antonyms.

5) Refine and Reflect: Periodically ask students to return to their

notebooks to discuss and refine entries.

The students examine their new vocabulary to make changes,

deletions, and additions.

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6) Apply in Learning Games: Involve students periodically in games

that allow them to play.

Game is one of tool in education. Many types of games can

help the teachers in teaching learning process to allow the students

to reexamine their understanding of word.

Based on the explanation above, it can be concluded that the best

and clear process of teaching vocabulary would help students in

understanding new vocabualry and also remember what they have learned

easily.

2. Learning

a. Definition of Learning

Learning is acquiring or getting of knowledge of a subject or a skill

by study, experience, or instruction. Learning is a relatively permanent

change in a behavioral tendency and is the result of reinforced practice

(Brown, 2000:7).

According to Hamid (2013:13), learning is a result of the changes

behavior which impacted by exercising and experimenting. Meanwhile,

according to Skiner in Hamid (2013:13), learning is responsive behavior that

strong toward new information as long as human life.

Another definition of learning by Sardiman A.M. asserted Cronbach,

Harold Spears and Geach opinion, in Hamid (2013:14), as follows:

a. Learning is shown by a change in behavior as a result of

experience.

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b. Learning is to observe, to read, to initiate, to try something

themselves, to listen, to follow direction.

c. Learning is a change in performance as a result of practice.

Moreover, according to Ula (2013:13) learning is an activity

which in fact involves two elements, namely the soul and body.

According to Pivec&Dziabenko in Talak-Kiryk (2010:5) the

learning process should be interesting, easy and it should be fun to

learn. It also should fit with an everyday task and the working

environment in order to achieve optimum results.

Based on the definition of learning above, it can be concluded

that learning is a process of changing of individual‟s behavior which

becomes individual‟s influenced by environment. Learning is highly

individualistic experience of acquiring or getting knowledge of a

subject or a skill by study, experience, or instruction, causing a

relatively permanent change in a behavioral tendency.

3. Vocabulary Mastery

a. Definition of Vocabulary

Fauziati (2010:61) defined that vocabulary is central to

language and of critical importance to typical language learner. It is in

line with Fauziati‟s definition Alqahtani cited from Walters (2015:24)

explanation that vocabulary is a central factor in teaching a language.

13

According to Hiebert&Kamil (2005:3), vocabulary is the

knowledge of word meanings. What complicates this definition is the

fact that words come in at least two forms, oral and printed.

Moreover Richard and Renandya (2002:255) proposed that

vocabulary is an important part of language proficiency and grant

much of the basis for how well learners listen, speak, read, and write.

He said that learners can achieve less than their potential without an

extensive vocabulary and strategies for acquiring new words.

Based on the definitions above, it can be concluded that

vocabulary is stock of words in a language used by the people to

communicate with other people, it is also used by the people to express

their feelings.

b. The Importance of Vocabulary

Vocabulary mastery is very important in learning English. With

having a large vocabulary, it will help students learn the four basic

skills of English, they are reading, speaking, writing, and listening.

Without having large vocabulary, the students will be impossible to

easy to study it. And without having many vocabularies it is

impossible to make sentences in communication and express their

feelings.

If we want our communication in English language runs well,

we should know a lot of words and we should know practice it. By

studying vocabulary we can write, speak, listen, and read in English

14

language easily. To achieve this goal, the students must master of

English vocabulary and structure as well. Related the statement above,

Richard and Renandya (2002:255) say that:

“Vocabulary is a core component of language proficiency and

provides much of the basis for how well learners speak, listen,

read, and write. Without an extensive vocabulary and strategies

for acquiring new vocabulary, learners often achieve less than

their potential and may be discouraged from making use of

language learning opportunities around them such as listening

to the radio, listening to native speakers, using the language in

different context, reading, or watching television”.

From the definitions above, it can be concluded that learning

vocabulary is very important, because without having many

vocabularies, the students will be impossible to study it, and they are

impossible to communicate well.

4. Types of Vocabulary

Haynes and Zacarian (2010:54) explained that there are two kinds

of vocabulary acquisition:

a. Direct Learning

Direct learning occurs when students are explicitly taught

vocabulary for a specific purpose.

b. Indirect Learning

Indirect learning occurs when students acquire vocabulary by

hearing it in school or at home, or by reading.

According to Hiebert&Kamil (2005:3), there are four forms of

vocabulary. They are follows:

15

1) Oral Vocabulary

Oral vocabulary is the set of words for which we know the

meaning when we speak or read orally.

2) Print Vocabulary

Print vocabulary consists of the words for which the meaning is

known when we write or read silently.

3) Productive Vocabulary

Productive vocabulary is the set of words that an individual can use

when writing or speaking. They are words that are well-known,

familiar, and used frequently.

4) Receptive (recognition) Vocabulary

Receptive (Recognition) vocabulary is that set of words for which

an individual can assign meanings when listening or reading.

These are words that are often less well known to students and less

frequent in use. Individuals may be able assign some sort of

meaning to them, even though they may not know the full

subtleties of the distinction.

Based on the theories above, it can be concluded that each types of

vocabulary have a different language concern, its depend on when they

used vocabulary in defferent situation.

16

5. Strategies of Teaching Vocabulary

Before we discuss more advanced, we must know what strategy is.

Herrell and Jordan (2004:5) defined that strategy as approaches that can be

used across curricular areas to support the learning of students.

In other word, Ginanto (2011:28) explained that teaching strategies

are a numbers of ways which have done by teacher with purpose to make

easier in achieving the final purpose in teaching.Teachers who lack the

strategy is can be said to suffer from KUSTA (KUrangSTrAtegi).

Rifa (2012:26) cited from Shilberman in his book entitled “101

StrategiPembelajaranAktif” stated several kinds of active learning

strategies such as game. In using game, Shilberman suggest to use fun

activities or games to get ideas, knowledge, and students‟ skills.

Haynes and Zacarian (2010:68) explained that there are some

strategies for practicing vocabulary. Here are some other strategies that

teachers can use to help their students practice vocabulary:

1) Thumbs-Up!

The teacher says a definition of a vocabulary word. If the students

know the word, they raise their hands in a thumbs-up position. The

teacher then counts to three, and the students quietly say the word.

2) Find the word

The teacher says a sentence but omits a vocabulary word. Each

student has a pile of cards with a vocabulary word on each and puts

17

the card with the missing word face down on his or her desk. On

the count of three, the students turn their cards over.

3) Word Search Vocabulary

The teacher has students create a word search game on graph paper

using their vocabulary words. Instead of providing a list of the

words to be found, the students list the words‟ definitions as clues.

When they are done, the students solve each other‟s puzzles.

Based on the theories above, it can be conclude that, strategies is a

numbers of way to support the learning in order to reach the goal of

learning easier. Game is one of the way of teaching vocabulary that can be

used by the teacher.

6. Game

a. Definition of Game

In teaching English, the teacher should prepare some material

for their students to enrich their vocabulary. If the teachers keep using

monotony methods of learning vocabulary of course it will make the

students get bored. The teachers have to plan some activities that make

students enjoy in learning vocabulary. This enjoyable situation will be

found by the students when the teacher using fun activities such as

game.

Games are fun activities that promote interaction, thinking,

learning, and problem solving strategies. Games are effective tools for

learning because they offer students a hypothetical environment in

18

which they can explore alternative decision without the risk of failure

(Talak-Kiryk, 2010:4). In line with Talak-Kiryk, Rifa (2012:8) defined

that game is an activity which include play and toy.

Kasvi in Eskandariet. al in his journal (2014:3), presents that

games can create a situation in which requirements of a good language

learning environment could be partially met.

In addition, based on El-Shamy definition in Talak-Kiryk

(2010:7) games enhance repletion, reinforcement, retention and

transference.

From those source, the researcher concludes that game is

effective tools for learning because they offer a fun situation.

b. Game as Educational Media

In presenting the material we need the tools so that goals can

be achieved more easily and simple. Educational tools can also be

called by educational media. Hamid (2014:149) states that educational

media means of communication channels, the channels of

communication between educators with their students in a lesson.

According to Arsyad (2011:3) in his book entitled Media

Pembelajaran, media comes from the Latin “medium”, which literally

means “middle, intermediary or introductory”. Educational media is

used in the context of communication and interaction of teachers and

students in the learning process.

19

Another definition of media from Tatang (2012: 98), he define

that media is component source learning that contain instructional

material in student environment which can stimulate the student to

study.

Hamid (2014:151) explained in his book, MetodeEduteinment,

there are some characteristics of a good learning media, and they are as

follows:

a. Educational media or tools have to be interesting the attention

of students, so that they can focus on the message that will be

conveyed by the media or tools.

b. Media or tools should be able to develop the interest of

students in order they can follow the material presented.

Aldrich, in Learning by Doing(2005), explains that there are

three essential elements of successful educational experiences:

simulation elements, game elements, and pedagogy elements.

Simulation elements represent the real world and learner interactions

with it, game elements provide entertaining and engaging elements to

increase student motivation, and pedagogical elements ensure that

specific learning objectives are being met.

In Media Pembelajaran, Arsyad(2011:34) said that a game is

one of classical media. And in this book there are three kinds of

games, there are:

20

a. Puzzle

b. Simulation

c. Board games

Based on the theories above, it can be concluded that game as one

of media in teaching learning process can be used as a tool to make the

students interested during learning process.

7. Word Search Game

a. Definition of Word Search Game

The fun activities such as game in learning vocabulary would

create positive atmosphere to the students. The name of the game that

can be used by the teacher is word search game, but in the internet you

can also find this game with different name, the name is hidden word

game. So, the word search game is synonym from hidden word game.

Hidden word game or word search game is find the hidden words in

the grid the terms bellow the grid are clues to help the student find the

hidden words. Words can appear horizontally, vertically, or

diagonally, forwards or back words. Patterson (2007) on his article in

internet (http://www.ehow.com/how4597859word-searchgame.html)

defined that word search game is made up of a large grid of seemingly

random letters.

b. The Use of Word Search Game in Teaching Vocabulary

Word search game are suitable for the students of Elementary

School (SD), Junior High School (SMP), and Senior High School

21

(SMA), this is depend on the content of hidden word game are created

upon materials of each school level. To be able to capture the objective

of the educational goal, word search game had better be created by the

teacher steps to making instruction in word search game are:

According to Dunlap (2013: 35) there are some steps that the

teachers have to do:

1. The teacher can prepare the word search in advance and either

write it on the board or make photocopies to distribute to

students. The teacher can also write a list of the words used.

2. Make a grid with hundreds of letters.

3. Words will be hidden inside the letters, written horizontally

and vertically (can also be backwards and diagonally). Here is

an example of a puzzle with the words “school” and “learn”:

S O C K L E N S

C T H A E W Z R

H X O C A I N Q

O C A S R S L H

O D H R N H K V

L O V E F I H O

4. The students should circle the words when they find them.

They can cross the words off from the list when they find them

and continue until all of the words are found. For example, the

words in the puzzle above spell: “We love to learn in school.”

5. These words can also form a jumbled (mixed-up) sentence that

the students need to unscramble.

6. The task can be completed individually or in small groups.

22

Moreover, Patterson in her article entitled “How to Your Own

Word Search Puzzles” explained there are some steps to play with

word search game:

1) Step 1: Make a list of words you will include in your word

search on a piece of printer paper. The words may all fit into a

theme, such as dinosaurs or medical terms, or they may just be

a collection of words.

2) Step 2: Fill in a piece of graph paper with your words by

writing one letter in each box on the paper. Write words going

across, down and diagonally. You may even make some of the

words going backwards for a more challenging. Write the

words in all capital letters so as not to give away their location

within the word.

3) Step 3: Fill in the rest of the graph paper with random letters,

again with all capital letters.

4) Step 4: Make an equal number of copies of the word list, one

for each person who will be doing the word search. Staple one

word list to each word.

B. Previous Study

The researcher conducting this research has research references. There

are some researchers who have conducted the study of using game as media to

improve students‟ vocabulary mastery.

23

The first research that had been done by Aprilia Tri Fajarwati entitled

“The Effectiveness of Using Hidden Word Game for Teaching Vocabulary of

the Eleventh Grade Students of SMKN 4 Purworejo in the Academic Years

2015/2016”. The result of the research shows that the mean score of pre-test

in experimental group is 59.1 and the mean score of post-test is 82.5. While

the mean score of pre-test in control group is 59.6 and the mean score of post-

test is 64.9. The result of computation shows that t-value is higher than t-table,

so it can be stated that the hypothesis “Hidden word game as media for

teaching vocabulary is effective” is accepted.

The second study, the research had been done by IkaFitria which has

title “The Use of Word Search Game to Develop Students’ Mastery of

Vocabulary of the Seventh Year Students of MTs TarqiyatulHimmah in the

Academic year of 2013/2014”. The data in her research was tested using t-test

formula by comparing the mean score of pre-test and post-test from both

classes. The level of significance was set equal or less than 5%. The result of

this study showed that t-value 5, 011 was higher than t-table 2.

In this research, the researcher conducts a research entitled The

Effectiveness of Using Word Search Game to Improve Students’ Vocabulary

Mastery at the Tenth Grade Students of SMK N 1 Kebumen in the Academic

Year of 2016/2017. The similarity between two previous studies with this

research is in using word search game or hidden word game in improving

vocabulary mastery.

24

The differences between Fajarwati‟s thesis and this thesis are in object.

The object is eleventh grade students of SMK N 4 Purworejo in the academic

years 2015/2016. The object in this research is the tenth grade students of

SMK Negeri 1 Kebumen in the academic year of 2016/2017. Then, the

different between this thesis and Fitria‟s thesis are also in object. The object is

the seventh year students of MtsTarqiyatulHimmah in the academic year of

2013/2014.

C. Conceptual Framework

Vocabulary is the important things that support the students‟ ability to

master the four language skills, namely speaking, writing, reading, and

listening. Vocabulary has an important role in teaching learning process.

Knowing vocabulary is really important, and it gives a great significance to

language learners. Media is one of the important components in teaching

learning process; it is needed by the teacher to present the material in the

classroom. Using media in the classroom is more interesting and effective.

However, good and bad class activities not only depend on the appropriate

material but also how teacher chooses an appropriate media to use to present

the material.

In this research word search game is one of media which can be used

to teach vocabulary. Word search game is a kind of game word which can

give a good stimulus to the students especially to improve students‟ memory

in memorizing or remembering English words. Through applying this game in

25

teaching learning process, the researcher tries to improve students‟ vocabulary

mastery so that teaching and learning process will be interesting and fun. It

also can be good stimulus to develop students‟ vocabularies store.

D. Hypothesis

Creswell (2012:137) states that hypotheses are statement that narrow

the purpose statement into specific predictions about the relationship among

variable.According to Creswell (2012:126) explained there are two types of

hypotheses are Null hypotheses and Alternative hypotheses. It is called null

hypotheses if there is no relationship between independent and dependent

variable or no difference between groups of an independent variable or a

dependent variable. In contrast to the null hypotheses, alternative hypothesis is

if there is a change, a relationship, or a difference between independent and

dependent variable.

The researcher purposes two hypotheses here which used as a

temporary answer. However, this hypothesis need to be proved later in the

chapter IV. These are two hypotheses as follow:

Ho : The use of word search game is not effective to improve the tenth

grade students‟ vocabulary mastery of SMK Negeri 1 Kebumen

in the academic year of 2016/2017.

Ha : The use of word search game is effective to improve the tenth

grade students‟ vocabulary mastery of SMK Negeri 1 Kebumen

in the academic year of 2016/2017.

26

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher would like to presents the research method,

it will discuss about the method used by the researcher in conducting this study.

The discussion would cover research design, setting and subject of the study,

population and sample, variable and hypothesis, data and data source, data

collecting method and instrument, and technique of analyzing data.

A. Research Design

Research design is the process includes planning and doing the

research. According to Kumar (2011:96) research design is a procedural plan

that is adopted by the researcher to answer questions validly, objectively,

accurately and economically. In this study the researcher uses experimental

design with quantitative approach. This research is experimental research

because the researcher gives experiment to find out the effectiveness of

applying word search game to increase the students‟ vocabulary mastery of

the tenth grade students of SMK Negeri 1 Kebumen.

This study was conducted by comparing the experimental group and

control group. The control group is the class which is not taught vocabulary

by using word search game. The class which is taught by using word search

game was indicated as experimental group. Both of experimental group and

control group in this study were taken from the different students or different

classes with the same level.

27

27

In this experimental design, the researcher evaluated the experimental

group before and after given a treatment. Meanwhile, the other group was as

control group and isolated from the treatment. In other word, control group

was not given any treatment. The research design in this research can be seen

as follows:

O1 X O2

O3 -- O4

Figure 1

In which:

O1 : Pre-test before given treatment for experimental group

O2 : Post-test after given treatment for experimental group

O3 : Pre-test for control group

O4 : Post-test for control group

X : Treatment for experimental group

B. Place and Time of the Research

To make the study more feasible, it is important for the researcher to

know the research area where the research was conducted. It means that the

research must be conducted in a certain area. This research is conducted at

SMK Negeri 1 Kebumenwhich located at JalanCemara Numb. 37, Karangsari,

sub - districKebumen, districKebumen. Pos code 54351. Telephone 0287-

381132.The researcher takes tenth grade students of SMK Negeri 1 Kebumen

in academic year of 2016/2017 as the subject of the research.

28

C. Population, Sample, and Sampling Technique

1. Population

Population is a set of research subject. If someone wants to search

all of the elements inside of the research area, it is called population of

research. Arikunto (2010:173) states that a population is whole of research

subject. Creswell (2012:142) states that a population is a group of

individuals who have the same characteristic. Similarly, Sugiyono

(2015:61), population is the generalization areas that consists of object or

subject that have the quality and the certain characteristic carried out the

researcher to learn and to draw conclusion. It means that the population

was the whole of object of the research.

The population of this research is the tenth grade students ofSMK

Negeri 1 Kebumen in the academic year of 2016/2017.

2. Sample

According to Creswell (2012:142) defines that a sample is a

subgroup of the target population that the researcher plans to study for

generalizing about the target population. The same definition comes from

Arikunto (2010:174), sample is a part of representative population of the

research. Part of population is called sample. It means that sample was

part of object research which is observed. In this research, the researcher

takes the students of the tenth grade students of accountant 1 and 2 in

SMK Negeri 1 Kebumen in the academic year of 2016/2017. The

29

researcher takes 64 students as a sample. The tenth grade students of

accounting class one consists of 32 students and the tenth grade students

of accounting class 2 consists of 32 students.

3. Sampling technique

Sampling is the way of drawing a sample in the research

(Arikunto, 2010:176). There are many sampling technique which can be

choosen to draw sample accurately in research:

a. Random Sampling

The researcher shuffles the subject of population so each subject

has a chance to choose.

b. Stratified Sampling

Stratified sampling is used when the researcher assumes that the

population has different level. The sampling can be done randomly

because the sample has to represent every level of population.

c. Area Probability Sampling

The area probability sampling is a sampling technique in which the

sample is drawn from every area in the population.

d. Purposive Sampling

Purposive sampling is one of technique by drawing out sample

based on certain purpose. A researcher often uses this technique

because of some factors; such as the limitation of time and expense.

e. Proportional sampling

30

This sampling technique is used by the researcher based on certain

purposive available.

f. Quota sampling

This sample technique is based on the determined number of

population. The most important thing in using this technique is if the

population has fulfilled the determined number.

g. Cluster sampling

This technique is based on a criteria group or cluster, which is

found in the society such as school, farmers, fisherman, etc.

h. Double sampling

Double sampling takes two samples. The number of the first

sample is bigger than the second sample. The second sample is useful

to check the truth of data of the first sample or to complete the number

on the first sample.

Based on the kinds of sampling technique types above, the

researcher uses the purposive sampling; one would be treated as the

experimental group and the other as the control group.

The reason of the researcher in choosing this sampling is limitation

of the time, energy, and fund. The researcher cannot hold a long time to do

the research in the school and the researcher has a very limit fund to do the

research.

D. Variables of the Research

31

Sugiyono (2015:2) states that variable is everything which is settled by

the researcher to be learnt as the purpose to get information about these, and

then get the conclusion. Based on the title, the research has two kinds of

variables. They are independent variable and dependent variables.

1. Independent Variable (X)

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

the researcher to investigate. This variable is often called as stimulus,

predicator, or antecedent. Independent variable of this research is the use

of word search game to improve students‟ vocabulary mastery, which is

symbolized by “X”.

2. Dependent Variable (Y)

The dependent variable is the variable that the researcher observed

and measures to determine the effect of the independent variable.

Dependent variable of this research is the students‟ vocabulary mastery.

Dependent variable of this research will be symbolized by “Y”.

E. Technique of Collecting Data

In doing the research, the researcher used several appropriate

techniques and methods. To carry out this study, the researcher had to collect

data containing some information needed for this research.

In this research, the researcher used the pre and post test. The aims of

using pre and post test were to know the students‟ responses during the

32

activities and to see their abilities in mastering the vocabulary and their

progress.

In collecting data, the researcher obtained the data from the teaching

and learning process and the result of the students‟ test. The data collection

was carried out on 8th

May to 19th

May 2017 at the SMK Negeri 1 Kebumen.

The researcher explained the direction as clearly as possible to make the

students understand the material being tested.

There are three steps that carried out by the researcher:

1. Giving pre-test

This test was conducted in the beginning of the experiment. It was

done to know the students‟ vocabulary mastery before getting treatment.

The researcher gave a pre-test to the experimental group and the

control group. Here are the time allocations of the pre-test:

a. Giving pre-test to the tenth grade students of accounting class 2 as

the experimental group is on 8th

May, 2017 at 14.00 until 15.00.

b. Giving pre-test to the tenth grade students of accounting class 1 as

the control group is on 12th

May, 2017 at 09.15 until 10.00.

2. Conducting the Treatment

After the pre-test, researcher gave the treatment to the experimental

group and gave taught the control group about descriptive text. In the

control group the researcher taught using memorizing vocabulary, open

dictionary, and understand to vocabulary using a text.

33

In the experimental group, the researcher gave treatment by using

word search game to teach descriptive text. Before the students study

vocabulary, the researcher gave explanation about word search game to

the student. After all of the students understand with the rules of word

search game the researcher, the researcher asked the students to look for

the words in the boxes which are about ecotourism destination and

historical building.

The vocabulary material is about Descriptive Text. In chosen the

material, the researcher requires the consideration of English teacher in

SMK Negeri 1 Kebumen and syllabus. Here are the time allocations of the

pre-test:

a. Giving treatment to the tenth grade students of accounting class 2

as the experimental group is on 8th

May, 2017 at 15.00 until 16.00

and 15th

May, 2017 at 14.00 until 15.00.

b. Giving conventional learning to the tenth grade students of

accounting class 1 as the control group is on 12th

May, 2017 at

10.30 until 11.30 and 19th

May, 2017 at 09.15 until 10.30

3. Giving Post test

After giving the treatment, the researcher giving post test. Post test

is given after learning to know there was or there were any significant

different between experimental group and control group. In other words,

the researcher determined whether the treatment made different or not.

The researcher give post-test for both classes to measure students‟

34

vocabulary mastery. The researcher uses the test as the instrument of

collecting the data. Here are the time allocations of post-test:

a. Giving post-test to the tenth grade students of accounting class 2 as

the experimental group on 15th

May, 2017 at 15.00 until 16.00.

b. Giving post-test to the tenth grade students of accounting class 1 as

the control group on on 19th

May, 2017 at 10.30 until 11.30.

4. Analyzing the result of both tests of class.

5. Scoring

F. Instrument of the Research

An instrument is a tool to get the data. The researcher uses a

significant instrument to collect data. Instrument includes a part of the way

used by the researcher to collect the result of obtaining the data. Arikunto

(2010:203) said that instrument is a tool used by a researcher when conducting

a research method. The data collection procedure and instruments were

needed to obtain the data in the research. The aim of data collecting in

conducting scientific research was to get the materials needed. The materials

must relate to each other and to the problem to be solved. In this research the

researcher used test as instrument to get the data.

Arikunto (2010:150) states that test is a series of question, exercise or

other means which is use to measure the skill, knowledge intelligent, ability or

talent that is have by individual or group. Thus, test method to gain the data by

giving some question to the respondents.

35

There were two kinds of test. They are pre-test and post test. Before

the researcher gave the treatment to experimental group, the researcher gave

the pre-test to experimental group and control group to know the students‟

vocabulary mastery. It was done in 8th

to 19th

May, 2017 with the total number

of test items are 25 items. It divided into two parts, they are:

a. Filling gap

b. Matching test

G. Technique of Analyzing Data

1. Descriptive Analysis

The descriptive analysis is used to describe the variable of this

research that is the use of word search game as a media to develop the

students‟ vocabulary mastery. The statistics used are mean analysis and

standard deviation analysis. Descriptive analysis includes the

measurement of central tendency (mean, median, modus), and the

measurement of group variance (range, variance, and standard deviation).

The research will take some simple formulas through these

following steps:

a. Mean

Sugiyono (2015:49) states that mean is the average of the set

scores, obtained by adding the scores together and dividing by the total

number of the students. The researcher applied the following formula

to determine the mean:

36

∑

= Mean

∑x = Total score

n = Number of sample

The interpretation of students‟ achievement based on the mean to

measure the students‟ proficiency is proposed by Arikunto (2009: 245).

The table below will show the category of the students‟ ability of their

vocabulary achievement.

Table 3.1.

Table of the Criterion of the Students’ Achievement

Range Category Criteria of ability

stage

80-100 A Excellent

66-79 B Good

56-65 C Fair

40-55 D Poor

<39 E Fail

The level of mastery shown in the table is defined based on the

criterion references scales.

b. Median

Sugiyono (2015: 48) states that median is one of explanations

based on the middle value of the data which has been organized from

the lowest score to the highest score or from the highest score to the

lowest score.

37

c. Modus (Mode)

Modus is technique of group explaining which is based on the

score which is being popular, or it can be called as a score which the

most often appears (Sugiyono, 2015: 47).

d. Range

According to Sugiyono (2015: 55), range is a way to talk about

the spread of distribution of scores. The range formula is as follows:

R = higest score – lowest score.

e. Variance

Variance is the arithmetic mean of the squares of the deviations

of all values in a set of numbers from their arithmetic mean.

(Sugiyono, 2015: 57)

The formula is as follows:

∑

In which:

S = variance

∑ = the total of square for each score subtraced by mean score

N = the total number of students

f. Standard Deviation

Standard deviation is the way of showing the spread of score. It

measures the degree to which the group of scores deviates from the

mean. In the other words, it shows how all the scores are spread out,

and that gives a fuller description of test scores than a range, which

38

simply describes the gap between the highest and the lowest marks and

ignores the information provided by all the remaining scores

(Sugiyono, 2015: 57).

The formula to calculate standard deviation is as follows:

S = √∑

Notes:

S : Standard Deviation

n : Number of samples

: Score

: Mean

2. Prerequisite Analysis Test

Before employing the inferential analysis, the researcher mainly

applied prerequisite test analysis to test the homogeneity of variance and

test of normality. This inferential analysis belongs to statistical parametric.

The use of statistical parametric requires the variance of two samples must

be homogeneous, and the data must have normal distribution.

a. Test Homogeneity of Variance

Sugiyono (2015: 140) gives certain technique in testing the

homogeneity of data. To determine 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. Statistically, if the

39

value of F obtained is lower than the value of F table, it means that the

variance of two samples is homogeneous. The formula is as follows:

b. Test of Normality

The objective of this test is to see whether the distribution of the

data is normal or not. Statistically, if the value of obtained ( ) is

smaller than the value of table ( ), it means that the data

distribution of the variable is normal (Sugiyono, 2015:107). The

formula is as follows:

= ∑

Notes:

: Chi square value

: Frequency obtained

: Frequency hoped

3. Inferential Analysis

In this analysis, the researcher analyses the data to the hypothesis.

This analysis is done to find out the effectiveness of word search game in

improving students‟ vocabulary mastery.

a) Test of hypothesis

This test is to know whether word search game is effective or

not in improving students‟ vocabulary mastery at the tenth grade

student of SMK N 1 Kebumen in the academic year of 2016/1017. To

40

decide which hypothesis that will be accepted or rejected, the t-test

formula is used to compare the two samples. T-test is statistical

procedure for testing the difference between two or more means. It is

used for estimating the probability that means have been drawn from

the same or different population (Utsman, 2015: 153). The following

are formulas:

t =

Note:

T : t value

: Mean of experimental group

: Mean of control group

: Standard error of the difference between mean

To calculate t-test, the researcher should know the total of

firstly. The researcher use standard error of the difference

between means (Ustman, 2015:154), the formula as follow:

= √

[

]

Note

: Standard error of the difference between means

: Variance of experimental group

: Variance of control group

: Number of sample of experimental group

: Number of sample of control group

41

In this inferential analysis, hypothesis testing is done. In this

testing, the hypothesis will be analyzed through t-test. If t value is

smaller than t table then the null hypothesis (Ho) accepted. And on the

contrary, if t value is greater than t table then the null hypothesis (Ho)

is rejected and the alternative hypothesis (Ha) accepted.

The t-test is probably the most widely used statistical test for

the comparison of two means, because it can be used with small

sample. The t-test is to see the score difference between two variables:

the students‟ vocabulary mastery of experimental group and control

group.

42

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

In this chapter, the researcher presents the research finding and discusses

how the researcher has analyzed the data through the research procedure discuss

in the previous chapter. The researcher has collected the data from the students

who attended pre-test and post-test. Specifically, the activities are to discuss the

effectiveness of using word search game as a media to increase the students‟

vocabulary mastery at the tenth grade students of SMK Negeri 1 Kebumen after

given treatment. To find out whether word search game is effective or not to

improve students‟ vocabulary mastery, the researcher analyzed the result of the test

conducted in experimental and control group. The data is collected from 64 students

at the tenth grade of SMK Negeri 1 Kebumen in the academic year of 2016/2017.

A. Data Description

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

explanations. In conducting this research, the researcher took two classes.

The experimental group consists of 32 students, and control group consists of

32 students.

By using the test, the researcher investigates some data concerning the

test result. To compute the vocabulary test result, the score is based on the

criteria of scoring. To determine the level of the students‟s achievement test

scores are interpreted according to Arikunto (2009:245), the table can be seen

on the following criteria:

43

Table 4.1

Table of the Criterion of the Students’ Achievement

Value Grade Level of Achievement

80-100 A Excellent

66-79 B Good

56-65 C Fair

40-55 D Poor

<39 E Fail

The goal of doing the vocabulary test in this research is to know the

ability of the students in mastering the vocabulary. This test also to

showswhether word search gameis effective or not as one of a media to improve

the students‟ vocabulary mastery in teaching descriptive text.

In conducting this research, the researcher uses the result of the test

from both classes; control group and experimental group. The data of the

students‟ achievement divided into two kinds, which gained from pre-test and

post-test that were applied in both of class.

B. Research Finding

As it has been mentioned previously, the researcher wanted to know

whether word search game is effective or not as one of a media to improve the

students‟ vocabulary mastery. The result of the test was presented as follows:

1. Descriptive Analysis

The data of this research is gained by conducting a test before the

treatment (pre-test) and after the treatment (post-test). The description of

the data is shown above. Then, the researcher tries to analyze the data.

Here is the description analysis of control group and experimental group.

44

a. Pre-test and Post-test result of Experimental Group

Experimental group is the class which is given the treatment by

the researcher. In this class, the researcher taught the descriptive text

material by using word search game. The data were taken on May8th

,

2017 for the pre-test and on May 15th

, 2017 for the post-test. In this

discussion, the researcher calculates the pre-test and post-test result of

experimental group describes as follows:

Table 4.2

The Test Result of Experimental Group

No. Code Pre-Test Score Post-Test Score

1 Student 1 48 64

2 Student 2 48 68

3 Student 3 48 64

4 Student 4 44 52

5 Student 5 48 60

6 Student 6 48 68

7 Student 7 48 64

8 Student 8 48 64

9 Student 9 48 60

10 Student 10 44 68

11 Student 11 48 64

12 Student 12 44 60

13 Student 13 48 68

14 Student 14 48 64

15 Student 15 48 68

16 Student 16 52 72

17 Student 17 48 60

18 Student 18 48 60

19 Student 19 48 68

20 Student 20 48 60

21 Student 21 48 64

22 Student 22 44 68

23 Student 23 48 68

24 Student 24 44 60

25 Student 25 48 60

45

26 Student 26 48 64

27 Student 27 48 68

28 Student 28 48 64

29 Student 29 48 68

30 Student 30 44 68

31 Student 31 48 52

32 Student 32 48 68

SUM 1516 2048

Mean 47.38 64

The table shows that there are 32 samples in experimental group.

In pre-test, the total score is 1516, and the average score pre-test is

47.38. Meanwhile, in post-test the total score is 2048, and the average

score is 64.00. It shows that there is improving in their score.

The table below is the descriptive statistics analysis result of

pre-test and post-test of experimental group.

Table 4.3

The Descriptive Analysis of Experimental Group

Description Pre-test Post-test

Mean 47.38 64

Median 48 64

Mode 48 68

Max 52 72

Min 44 52

Sum/Total Score 1516 2048

Standard Deviation 1.79 4.66

Variance 3.21 21.68

Range 8 20.00

The table 4.3 shows that the highest score of experimental

group in pret-test is52, meanwhile the lowest score is44. The mode of

this pre-testis 48, the median is 48, the mean is 47.38, the range is 8,

the variance is3.21, the SD is 1.79 and the total score is1516.

46

In other hand, the post-test result of experimental group

describes as following . The highest score of experiment group in post-

test is 72, meanwhile the lowest score is 52. The mode of this post-test

is 68, the median is 64, the mean is 64, the range is 20.00, the variance

is 21.68, the SD is 4.66 and the total score is 2048.

Meanwhile, the percentage of the degree mastery of pre-test

and post-test result based on interval criteria of experimental group is

as follows:

Table 4.4

Percentage of the Degree Mastery of Experimental Group

No Interval Interpretation Pre-Test Post-Test

F P F P

1 80-100 Excellent 0 0% 0 0%

2 66-79 Good 0 0% 13 41%

3 56-65 Fair 1 3% 17 53%

4 40-55 Poor 31 97% 2 6%

5 <39 Fail 0 0% 0 0%

Total 32 100% 32 100%

Notes:

F= frequency

P= percentage

From the table above, it is known that the percentage of the

students‟ vocabulary mastery in pre-test score in experimental class

inexcellent level is 0 %. The percentage of the students in good level

is0%. Then, the percentage of the students in fair level is 3%, while the

percentage of the student in poor level is 97%. The last is in fail level

is 0%.

47

Moreover, the percentage of the students‟ vocabulary mastery

in post-test score of experiment class is 0% in excellent level. The

percentage of the students in good level is41%. Then, the percentage

of the students in fair level is 53%, while the percentage of the student

in poor level is 6%. The last is in fail level is 0%.

The data of this research is gained by conducting a test before

the treatment (pre-test) and after the treatment (post-test). The

description of the data is shown above. Then, the researcher tries to

analyze the data. Here is the description analysis of control group and

experimental group.

1) Mean

The computation of the mean scores of the experimental

group is calculated as follows:

Pre Test

∑

Post Test

∑

The calculation above shows that the mean score of pre-test

in experimental group was 47.38, while the mean score of post-test

was 64.00. It can be concluded there was significant difference in

48

the pre-test and post-test. It shows that there is improving in the

students score.

2) Standard Deviation

The computation of the standard deviation of post-test in

experimental groupis as follows:

SD = √∑

= √

= √

= 4.66

As mentioned above, it can be seen that the standard

deviation of post-test in experimental class was 4.66.

3) Variance

The computation of the variance is stated below:

∑

21.68

Based on the computation above, the variance score of

post-test in experimental class was 21.68.

49

b. Pre-test and Post-test Result of Control Class

Control group is the class which is not given the treatment. The

data were taken on May12th

2017 for the pre-test and on May19th

2017

for the post-test. In this discussion the researcher calculates the post-

test result of control group. The table bellow shows the result of pre-

test and post-test score of control group:

Table 4.5

The Test Result of Control Group

No. Code Pre-Test Score Post-Test Score

1 Student 1 48 64

2 Student 2 48 56

3 Student 3 48 56

4 Student 4 44 48

5 Student 5 44 56

6 Student 6 48 56

7 Student 7 44 56

8 Student 8 48 48

9 Student 9 48 52

10 Student 10 48 52

11 Student 11 48 52

12 Student 12 48 56

13 Student 13 48 52

14 Student 14 48 52

15 Student 15 44 48

16 Student 16 48 52

17 Student 17 48 52

18 Student 18 48 52

19 Student 19 48 52

20 Student 20 48 52

21 Student 21 48 52

22 Student 22 48 52

23 Student 23 48 52

24 Student 24 44 56

25 Student 25 48 48

26 Student 26 48 48

27 Student 27 48 48

28 Student 28 44 48

50

29 Student 29 48 48

30 Student 30 44 56

31 Student 31 48 64

32 Student 32 48 44

SUM 1508 1680

Mean 47.13 52.5

The table shows that there are 32 samples in control group. In

pre-test, the total score is 1508, and the average score pre-test is 47.13.

Meanwhile, in post-test the total score is 1680, and the average score is

52.50. It shows that there is improving in their score but not as

significant as experimental group.

The table below is the descriptive analysis result of control

group.

Table 4.6

The Descriptive Analysis of Control group

Descriptive Pre-test Post-test

Mean 47.13 52.50

Median 48 52

Mode 48 52

Max 48 64

Min 44 44

Sum/Total Score 1508 1680

Standard Deviation 1.68 4.40

Variance 2.82 19.35

Range 4 20.00

The table 4.6 shows that the highest score of control group in

pret-test in control group is 48, the lowest score is 44, the mode is 48,

the median is 48, the mean is 47.13, the range is 4.00, the variance is

2.82, SD is 1.68 and the total score is 1508.

51

Meanwhile, the result of post-test shows that the highest score

of control group in post-test is 64, the lowest score is 44, the mode is

52, the median is 52, the mean is 52.50, the range is 20.00, the

variance is 19.35, SD is 4.40 and the total score is 1680.

In other hand, the percentage of pre testand post-test score of

control group is as follows:

Table 4.7

Percentage of the Degree Mastery of Control Group

No Interval Interpretation Pre-Test Post-Test

F P F P

1 80-100 Excellent 0 0% 0 0%

2 66-79 Good 0 0% 0 0%

3 56-65 Fair 0 0% 10 31%

4 40-55 Poor 32 100% 22 69%

5 <39 Fail 0 0% 0 0%

Total 32 100% 32 100%

Notes:

F= frequency

P= percentage

From the table above, it is known that the percentage of the

students‟ vocabulary mastery in pre-test score of control class

inexcellent level is 0 %. The percentage of the students in good level

is0%. Then, the percentage of the students in fair level is 0%, while the

percentage of the student in poor level is 100%. The last is in fail level

is 0%.

Moreover, the percentage of the students‟ vocabulary mastery

in post-test score of control class is 0% in excellent level. The

percentage of the students in good level is41%. Then, the percentage

52

of the students in fair level is 31%, while the percentage of the student

in poor level is 69%. The last is in fail level is 0%.

The data of this research is gained by conducting a test before

the treatment (pre-test) and after the treatment (post-test). The

description of the data is shown above. Then, the researcher tries to

analyze the data. Here is the description analysis of control group and

experimental group.

1) Mean

The computation of the mean scores of control group is

calculated as follows:

Pre Test

∑

Post Test

∑

The calculation above informs that the mean score of pre-

test in control group was 47.13, while the mean score of post-test is

52.50. There is improvement score between pre-test and post-test

but not as significance as in the experimental group.

2) Standard Deviation

The computation of the standard deviationofpost-test in

control classis as follows:

53

SD = √∑

= √

= √

= 4.40

Based on the computation above, the standard deviation of

post-test in control class was 4.40.

3) Variance

The table bellow shows the computation of the variancein

control class is stated below:

∑

19.35

Based on the computation above, the variance score of

post-test in control class was 19.35.

From the calculation above, the summary of the post test result of

experimental group and control group define as follows:

Table 4.8

Post – Test Result of Experimental Group and Control Group

Group H L Mo Me R T SD

Experimental 72 52 68 64 20.00 2048 4.66

Control 64 44 52 52 20.00 1680 4.40

54

Notes:

H : The high score

L : The lowest score

Mo : The mode

Me : The median

R : The range

Sum : The total scores of the students

SD : The deviation standard

From the tables presented above, the researcher conclude that the

experiment class which learn vocabulary using word search game got the

higher score than in control class which learn vocabulary without using game.

The vocabulary mastery result of experimental group and control

group is reported here in the form of chart. The vertical line with numbers

beside shows the precentage of the students for each grade. The horizon

line shows the grade of writing recount text mastery of the scores obtained

by the students. There are two charts describe the students result on this

research findings.

The first chart describes the distribution of students‟ achievement

in vocabulary mastery of experimental group. Then the second chart

shows the students‟ achievement in vocabulary mastery in control group.

The third chart shows the distribution of students‟ achievement in

vocabulary mastery based on post-test result both in experimental group

and control group.

55

The chart bellowdescribes the distribution of students‟

achievement in vocabulary mastery of experimental group.

Chart 4.1

The Chart of Vocabulary Mastery of Experimental Group

From the chart above it shows the vocabulary mastery result in

post-test and pre-test done by experimental group. The chart shows that in

pre-test phase, there is one student in fair category, and 31 students are in

poor category.

Meanwhile in post-test result there are two students in poor

category, then seventeen students in fair category, and thirteen students in

good category.

Excellent Good Fair Poor Fail

Pre-test 0 0 1 31 0

Post-test 0 13 17 2 0

05

101520253035

Per

cen

tag

e o

f th

e st

ud

ents

fo

r ea

ch

gra

de

Level of Achievement

Experimental Group

Pre-test Post-test

56

Chart 4.2.

The Chart of Vocabulary Mastery of Control Group

From the chart above it shows the vocabulary mastery result in

post-test and pre-test done by controll group. The chart shows that in pre-

test phase, there are 32 students are in poor category.

Meanwhile in post-test result there are 22 students in poor category

and 10 students in fair category.

Chart 4.3

The Chart of Vocabulary Masteryof Post-test of Studennts’

Achivement in Control Group and Experimental Group

Excellent Good Fair Poor Fail

Pre-test 0 0 0 32 0

Post-test 0 0 10 22 0

05

101520253035

Per

cen

tag

e o

f th

e st

ud

ents

fo

r ea

ch

gra

de

Level of Achievement

Control Group

Pre-test Post-test

Excellent

Good Fair Poor Fail

Experimental Group 0 13 17 2 0

Control Group 0 0 10 22 0

05

10152025

Per

cen

tag

e o

f th

e st

ud

ents

fo

r

each

g

rad

e

Level of Achievement

Control Group and Experimental Group

Experimental Group Control Group

57

The chart above shows the effectiveness of using word search

game applied in experimental group. Good category is reached by 13

students of experimental group. There is no one student of control group

that belong to good level. Another fact that shows the technique used by

researcher is effective is that there are only left 2 student of experimental

group who is belong to poor level. Meanwhile. in control group there are

22 students who still belongs to poor level.

2. Inferential Analysis

In this analysis, there is a test of hypothesis. The hypothesis test

utilizes t-test. The t-test used to see the score difference between variables;

the vocabulary ability of the students before and after getting treatment.

The researcher analyzes the data to the hypothesis. This analysis is

conducted to find out the good influence of using word search game.

The calculation of inferential analysis calculated below:

a. Test of Normality

In order to make sure that the data is normal or not, the

researcher would like to do normality test. It is uses to determine

whether the data set is well modeled by a normal distribution or not, or

to compute how likely an underlying variable is to be normally

distributed. In testing normality of data, the researcher uses Chi Square

formula.

58

1) The Normality Test of Experimental Class

The formula to test the normality of the data with Chi

square is follow:

= ∑

Notes:

: Chi square value

: Frequency obtained

: Frequency hoped

Table 4.9

Chi Square Table of Experimental Group

From the table Chi square above, it is known that the value

is 9.08. Then, it is compared with the value of Chi square table

with df (degree of freedom) 6-1=5. Based on the table of Chi

square, it is known that at the Chi square value on the level 0.05 is

11.070. Because Chi square obtained is lower that the value of Chi

INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)

2/fh

52 - 58 2 1 1.27 1.62 2.23

59 - 62 8 4 3.67 13.47 3.11

63 - 66 9 11 -1.92 3.69 0.34

67 - 70 12 11 1.08 1.16 0.11

71 - 74 1 4 -3.33 11.09 2.56

75 - 78 0 1 -0.73 0.53 0.73

SUM 32 32 9.08

Decision Normal 5%

59

square table (10<11.070), it means that the distribution of the data

of experiment group is normal.

2) The Normality test of Control Class

Table 4.10

Chi Square Table of Control Group

INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)

2/fh

44 – 47 1 1 0.27 0.07 0.10

48 – 51 8 4 3.67 13.47 3.11

52 – 55 13 11 2.08 4.32 0.40

56 – 59 8 11 -2.92 8.54 0.78

60 – 63 0 4 -4.33 18.75 4.33

64 – 67 2 1 1.27 1.62 2.23

SUM 32 32 0.04 46.77 10.95

Decision Normal 5%

Based on the computation, Chi Square value is10.95. It is

computed with the value of Chi Square table with df 6-1=5. Based

on the table 4.13 on Chi Square, it is known that at the Chi Square

value on the significant level 0.05 is 11.07. Because Chi Square

obtained is lower than the value in Chi Square table (10.95<

11.07), it is indicated that the distribution of control group is

normal.

To make it more clear, the researcher use SPSS to draw up

histogram of the normality test of the data. Based on the histogram

below it can be concluded that the data was normal, because the

histogram graphic pattern was pass the line.

60

Histogram 4.1

Normality Test Using SPSS

The researcher also calculated the normality test by the

method of distribution of SPSS with Kolmogorov Smirnov and

obtained the following results.

Table 4.11

Normality test Using SPSS

One-Sample Kolmogorov-Smirnov Test

post_exp post_ctr

N 32 32

Normal Parametersa Mean 64.00 52.50

Std. Deviation 4.656 4.399

Most Extreme

Differences

Absolute .211 .233

Positive .164 .233

Negative -.211 -.174

Kolmogorov-Smirnov Z 1.194 1.317

Asymp. Sig. (2-tailed) .115 .062

a. Test distribution is Normal.

61

Based on the computation above it shows that both of post-

test of experimental group and control group (asymp.sig (2 tailed)

are higher than 0.05. they are 0.115 and 0.062. It means that the

data is distributed normal.

b. Test of Homogeneity of Variance

After doing test of normality, the researcher tries to do test of

homogeneity of variance.Homogeneity of variance test aims to

determine whether the sample in the research come from a

homogeneous population. To determine the t-test formula, the

researcher applied the variance homogeneity test to test the variance of

two samples; the post-test of experimental group and control group.

This test is done in order to measure the homogeneity of variance

between post-test and post-test in both groups. She uses F test. The

computation is as follows:

From the computation above, the value of F is 1.12. It is

compound with the value of F table with dfof numerator (32-1=31) and

df of denominator (32-1=31). Based on the table on F table, it is known

that at F value on the significant level 0.05 is 1.84. It shows that the

value of F obtained is lower than the value of F table (1.12<1.84).

Therefore, it means that the variance of two scores is homogenous.

62

However, to strengthen the computation, the researcher uses

SPSS to compute the homogeneity test each group both prê-test and

post-test. Below is the result.

Table 4.12

Test of Homogeneity of Variance

Levene

Statistic df1 df2 Sig.

Score Based on Mean .175 1 62 .678

Based on Median .413 1 62 .523

Based on Median and

with adjusted df .413 1

61.72

6 .523

Based on trimmed mean .377 1 62 .542

From the table above, the data could be concluded that data is

homogenous because the level of significance is 0.678. It is higher

than 0.05.

c. Test of Hypothesis

There are three points involved in testing hypothesis. There are

level of significance, null hypothesis, and test of experimental

significance. The three points above are presented in the following.

1) Level of Significance

In testing hypothesis, the researcher uses the level of

significance to minimize the false conclusion of the research. This

is applied to reject the hypothesis in order to gain the objective

conclusion. Generally, the level use in any research is the 5% level

and 1% level. In this research, the researcher uses the level of

63

significance 5%. It meant that the falseness of conclusion is 5%

and the truth of conclusion is 95%.

2) Hypothesis

The researcher commonly faces with the null hypothesis.

By using the null hypothesis, the hypothesis statement will be

easier to prove. The hypothesis of this research (Ha) isthere is an

effectiveness of using word search game to improve students‟

vocabulary mastery at the tenth grade students of SMK Negeri 1

Kebumen in the academic year of 2016/2017.

To prove the hypothesis whether it is accepted or rejected,

the researcher has changed the hypothesis of this research into the

null hypothesis. The null hypothesis (Ho) of this research isthere is

no effectiveness of using word search game to improve students‟

vocabulary mastery at the tenth grade students of SMK Negeri 1

Kebumen in the academic year of 2016/2017. Below is the test of

hypothesis both using SPSS and t-test polled variance formula.

3) T-test Finding

The computation of the homogeneity test using SPSS of

control and experimental group. The result as follows:

64

Table 4.13

T-test Using SPSS

Independent Samples Test

Score

Equal

variances

assumed

Equal

variances not

assumed

Levene's Test for

Equality of

Variances

F .175

Sig. .678

t-test for Equality

of Means

T 10.156 10.156

Df 62 61.802

Sig. (2-tailed) .000 .000

Mean Difference 11.500 11.500

Std. Error Difference 1.132 1.132

95%

Confidence

Interval of

the

Difference

Lower 9.236 9.236

Upper

13.764 13.764

Based on the table above, the t-value is 10.156 at the 95%

confidence interval of difference. The Sig. (2-tailed) both is lower

than 0.05, (0.000<0.05). It means that there is significance

difference between experiment and control class. It also means that

Ho was rejected and Ha was accepted.

Beside using SPSS to find t-value, the researcher uses

independent t-test formula to analyze it. Below is the formula. It

aims to strengthen the conclusion after computation. The result is

described by the following explanation, but before doing t-test, the

65

researcher would like to compute mean of experimental group,

control group, standard deviation, and standard error of the

difference between means with table analysis below:

a. Calculate the standard error of the difference between means

= √

[

]

Notes:

: 4.33

: 4.58

: 32

: 32

= √

[

]

=√

[

]

= √ [ ]

= √

= 1.132

b. Calculate the t-test polled variance

Below is the formula of the independent t-test:

t =

Note :

t : t value

₁ : 64

: 52.5

66

: 1.132

t =

t =

t =

t = 10.156

Based on the result above, it shows that there is

significant between control group and experimental group.

Moreover, t-value that is gained by using t-test polled variance

formula is 10.156. It is ,then, compared with t-table (2.000) in

df= 60. Because the t-value (10.156) is higher than t-table

(2.000) it means that Ho is rejected and Ha is accepted. There

is difference between control group that is taught without using

word search game and experimental group that is taught using

word search game. It can be concluded that Ha is accepted.

C. Discussion

After describing the analysis both descriptive analysis and inferential

analysis, the researcher will discuss more about interpretation of vocabulary

mastery of experimental group and control group.

1. Descriptive Analysis

After describing the analysis in the previous section. The

researcher would like to discuss more about the vocabulary mastery of

67

experimental group. The highest score of the students in experimental

group of tenth grade students at SMK Negeri 1 Kebumen in the acadeic

year of 2016/2017is 72, and the lowest one is 52. The mean of

experimental group is 64.00 and the standar deviation is 4.66.

From 32 samples, the post-test result of experimental group can be

describes that there are 13 (41%) students in good level. There are 17

(53%) students are in fair level, and then 2 (6%) are in poor category.

In other hand, the highest score in control group is 64. The lowest one

is 44. The mean of control group is 52.5 and the standard deviation is

4.40.There is no one who get good score. The students who get fair score are

10 students and the percentage is 31%. The student who gets poor is 22

students and the percentage is 69%. There is no student who get the fail score.

Based on the score analysis and the degree classification of

experimental and control group. The researcher concludes that the students

of experiment group of tenth grade students at SMK Negeri 1 Kebumen

has a good result on their vocabulary mastery.

2. Inferential Analysis

In this section, the researcher will interpret the computation result.

Based on the result of data analysis, the mean of post-test control group is

52.5, while the mean score of experimental group is 64. The improving

number of those score is 11.50. Besides, the mean of score pre-test

experimental group is 47.38, and the mean of score post test is 64. The

increasing number of those score is 16.62. The different score of both

68

classes shows the effectiveness of using word search game. In other hand,

from the previous analysis, it knows that the data is normal and

homogenous.

However, the researcher must do t-value of both scores. From the

previous analysis, it can be seen that the number of samples (N1 = 32 and N2

= 32) and the level of significant is 5%. The researcher uses the computation

of t-test by using SPSS and t-test polled variance. Based on the value in the t-

table for N1 = 32 and N2 = 32 and the significant level is 5% or 0.05. The

computation shows that significant level is lower than 0.05 (0.000).

Moreover, t-test is higher than t-table 10.156 > 2.000.

So, Ha is accepted. It means that there is effectiveness of using

word search game to improve students‟ vocabulary mastery at the tenth

grade students of SMKNegeri 1Kebumen in the academic year of

2016/2017.

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

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

computation in the previous section; the researcher concluded that word

search gameis effective to increase students‟ vocabulary mastery at the

tenth grade student of SMK Negeri 1 Kebumen in the academic year

of2016/2017.

70

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter the researcher would like to conclude and suggest the result

of this research. The researcher present the outcome of the study based on the data

analysis and discussion, the conclusion and the suggestion are present below:

A. Conclusion

The conclusion can be drawn that using word search game to improve

vocabulary mastery to the tenth grade students of SMK N 1 Kebumen in the

academic year 2016/2017 is effective. It can be seen from the result of t-value

is 10.156. Based on 0.05 significance level, the t-table was 2.000. It showed

that the t-value is higher than t-table. Which is 10.156 > 2.000. Moreover, the

result of mean score of post-test of experimental group was higher than post-

test of control group (64>52.50 ). The percentage of the the mean score of

post-test in experimental group is in fair level. Meanwhile the percentage of

the mean score of post-test in control group is in poor level. In short, the

hypothesis was accepted. It means that by using word search game to improve

vocabulary mastery to the tenth grade students of SMK N 1 Kebumen in the

academic year of 2016/2017 is effective.

B. Suggestion

Referring to the conclusion, there are some suggestions that can be

proposed. The suggestions are presented in following parts:

71

1. To the Teacher

English teacher should be more creative in producing and using

media in the process of English teaching and learning of English.

Word search game can be used as a media to teach vocabulary for the

students. Therefore, the students can understand more and improve the

English subject easily.

2. To the Students

Every student should realize that learning English is their need. They

cannot only depend on the teacher to learn it. They have a responsibility to

learn it by themselves. Especially in learning vocabulary, it is impossible

to learn all of the new vocabulary from the teacher. The students should

learn it from the other sources like magazine, internet, etc. It is hoped that

the students can use the word search game in their learning process. The

students also have a responsibility to apply the new vocabulary in their

daily life in order to retain their memory of the new vocabulary.

3. To the next researchers

For the future researchers, the result of this research can be used as

reference to conduct further study about the effectiveness of using word

search game. Since this research may contain shortages, especially in

detailed computation and elaboration of the definition about students‟

vocabulary mastery, it is hoped that next researchers would like to

complete it in order to contribute better improvements of the study and

English teaching learning process.

72

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Leo, Sutanto. 2013. A Challenging Book to Practice Teaching English.

Yogyakarta: CV. Andi Offset.

Marzano, R.J. (2004). Building Background Knowledge for

AcademicAchievement. Alexandria, VA: Association for Supervision

andCurriculum Development.

Patterson, Ainsley. (2007). How to Make Your Own Word Search Puzzles.

Accessed from http://www.ehow.com/how_4597859_word-search-

game.html on April 22th

2017.

Richard, J. and Renandya, W. (2002).Methodology in language teaching.

Cambridge: Cambridge University Press.

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Rifa, Iva. 2012. Koleksi Games Edukatif di DalamdanLuarSekolah. Yogyakarta:

FlashBook.

Sugiyono. 2015. StatistikauntukPenelitian. Bandung: Alfabeta.

Talak-Kiryk, Amy. (2010). "Using Games In a Foreign Language Classroom".

MA TESOL Collection. Paper 484.

Tatang. 2012. IlmuPendidikan. Bnadung: CV. PustakaSetia

Ula, Shoimatul S. 2013. RevolusiBelajar:

OptimalisasiKecerdasanMelaluiPembelajaranBerbasisKecerdasanMajem

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Utsman, FathorRachaman. 2015. PanduanStatistikaPendidikan. Jogjakarta: DIVA

Press.

Appendix 1. Surat Keputusan Penetapan Dosen Pembimbing Skripsi

Appendix 2. Thesis Consultan Log

Appendix 3. SuratPermohonanIzinPenelitian

Appendix 4. Surat Keterangan Telah Melakukan Penelitian

Appendix 5. Surat Permohonan Menjadi Validator

Appendix 6. LembarValidasi

Appendix 7. Syllabus

SILABUS

Kelas: X

Alokasi waktu : 2 jam pelajaran/minggu

Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui

pembelajaran tidak langsung (indirect teaching) pada pembelajaran

Kompetensi Pengetahuan dan Kompetensi Keterampilan melalui

keteladanan, pembiasaan, dan budaya sekolah dengan

memperhatikan karaktersitik mata pelajaran serta kebutuhan dan

kondisi peserta didik.

Penumbuhan dan pengembangan Kompetensi Sikap dilakukan

sepanjang proses pembelajaran berlangsung dan dapat digunakan

sebagai pertimbangan guru dalam mengembangkan karakter peserta

didik lebih lanjut.

Pembelajaran untuk kompetensi pengetahuan dan kompetensi

keterampilan sebagai berikut ini.

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.1 Menerapkan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

teks interaksi

transaksional

lisan dan tulis

yang melibatkan

tindakan

memberi dan

meminta

informasi terkait

jati diri dan

hubungan

keluarga, sesuai

dengan konteks

Fungsi Sosial

Mengenalkan, menjalin

hubungan

interpersonal dengan

teman dan guru

Struktur Teks

Memulai Menanggapi

(diharapkan/di luar dugaan)

Unsur Kebahasaan

Sebutan anggota

keluarga inti dan

yang lebih luas dan

orang-orang dekat

lainnya; hobi,

Menyimak dan

menirukanbeberapa

contoh interaksi

terkait jati diri dan

hubungan keluarga,

dengan ucapan dan

tekanan kata yang

benar

Mengidentifikasi

ungakapan-

ungkapan penting

dan perbedaan

antara beberapa cara

yang ada

Menanyakan hal-hal

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

penggunaannya.

(Perhatikan

unsur

kebahasaan

pronoun:

subjective,

objective,

possessive)

4.1 Menyusun teks

interaksi

transaksional

lisan dan tulis

pendek dan

sederhana yang

melibatkan

tindakan

memberi dan

meminta

informasi terkait

jati diri, dengan

memperhatikan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

yang benar dan

sesuai konteks

kebiasaan

Verba: be, have, go,

work, live (dalam

simple present tense)

Subjek Pronoun: I,

You, We, They, He,

She, It

Kata ganti possessive

my, your, his, dsb.

Kata tanya Who? Which? How? Dst.

Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Deskripsi diri sendiri

sebagai bagian dari

keluarga dan

masyarakat yang dapat

menumbuhkan

perilaku yang termuat

di KI

yang tidak diketahui

atau yang berbeda.

Mempelajari contoh

teks interaksi terkait

jati diri dan

hubungan

keluarganya yang

dipaparkan figur-

figur terkenal.

Saling menyimak dan

bertanya jawab

tentang jati diri

masing-masing

dengan teman-

temannya

Melakukan refleksi

tentang proses dan

hasil belajarnya

3.2 Menerapkan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

teks interaksi

interpersonal

lisan dan tulis

yang melibatkan

tindakan

memberikan

Fungsi Sosial

Menjaga hubungan

interpersonal dengan

guru, teman dan orang

lain.

Struktur Teks

Memulai Menanggapi

(diharapkan/di luar dugaan)

Unsur Kebahasaan

Menyimak dan

menirukan beberapa

contoh percakapan

mengucapkan

selamat dan memuji

bersayap (extended)

yang diperagakan

guru/rekaman,

dengan ucapan dan

tekanan kata yang

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

ucapan selamat

dan memuji

bersayap

(extended), serta

menanggapinya,

sesuai dengan

konteks

penggunaannya

4.2 Menyusun teks

interaksi

interpersonal

lisan dan tulis

sederhana yang

melibatkan

tindakan

memberikan

ucapan selamat

dan memuji

bersayap

(extended), dan

menanggapinya

dengan

memperhatikan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

yang benar dan

sesuai konteks

Ungkapan memberikan ucapan selamat dan memuji bersayap (extended), dan menanggapinya

Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Interaksi antara guru

dan peserta didik di

dalam dan di luar

kelas yang melibatkan

ucapan selamat dan

pujian yang dapat

menumbuhkan

perilaku yang termuat

di KI

benar

Bertanya jawab untuk

mengidentifikasi dan

menyebutkan

ungkapan pemberian

selamat dan pujian

serta tambahannya,

n mengidentifikasi

persamaan dan

perbedaannya

Menentukan ungkapan

yang tepat secara

lisan/tulis dari

berbagai situasi lain

yang serupa

Membiasakan

menerapkan yang

sedang dipelajari.

dalam interaksi

dengan guru dan

teman secara alami

di dalam dan di luar

kelas.

Melakukan refleksi

tentang proses dan

hasil belajar

3.3 Menerapkan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

teks interaksi

transaksional

lisan dan tulis

yang melibatkan

tindakan

memberi dan

meminta

Fungsi Sosial

Menyatakan rencana,

menyarankan, dsb.

Struktur Teks

Memulai Menanggapi

(diharapkan atau di luar dugaan)

Unsur Kebahasaan

Ungkapan pernyataan niat yang sesuai, dengan modalbe

Mencermati beberapa

contoh interaksi

terkait niat

melakukan suatu

tindakan/kegiatan

dalam/dengan

tampilan

visual(gambar, video)

Mengidentifikasidenga

n menyebutkan

persamaan dan

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

informasi terkait

niat melakukan

suatu

tindakan/kegiat

an, sesuai

dengan konteks

penggunaannya.

(Perhatikan

unsur

kebahasaan be

going to, would

like to)

4.3 Menyusun teks

interaksi

transaksional

lisan dan tulis

pendek dan

sederhana yang

melibatkan

tindakan

memberi dan

meminta

informasi terkait

niat melakukan

suatu

tindakan/kegiat

an, dengan

memperhatikan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

yang benar dan

sesuai konteks

going to, would like to Nomina singular dan

plural dengan atau tanpa a, the, this, those, my, their, dsb.

Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Interaksi antara guru

dan peserta didik di

dalam dan di luar

kelas yang melibatkan

pernyataan niatyang

dapat menumbuhkan

perilaku yang termuat

di KI

perbedaan dan dari

contoh-contoh yang

ada dalam video

tersebut, dilihat dari

isi dan cara

pengungkapannya

Bertanya jawab

tentang pernyataan

beberapa tokoh

tentang rencana

melakukan

perbaikan

Bermain game terkait

dengan niat

mengatasi masalah

Membiasakan

menerapkan yang

sedang dipelajari.

dalam interaksi

dengan guru dan

teman secara alami

di dalam dan di luar

kelas.

Melakukan refleksi

tentang proses dan

hasil belajar.

3.4 Membedakan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

beberapa teks

deskriptif lisan

Fungsi Sosial

Membanggakan,

menjual, mengenalkan,

mengidentifikasi,

mengkritik, dsb.

Struktur Teks

Menyimak dan

menirukan guru

membacakan teks

deskriptif sederhana

tentang tempat

wisata dan/atau

bangunan bersejarah

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

dan tulis dengan

memberi dan

meminta

informasi terkait

tempat wisata

dan bangunan

bersejarah

terkenal, pendek

dan sederhana,

sesuai dengan

konteks

penggunaannya

4.4 Teks deskriptif

4.4.1 Menangkap

makna secara

kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan

teks deskriptif,

lisan dan tulis,

pendek dan

sederhana

terkait tempat

wisata dan

bangunan

bersejarah

terkenal

4.4.2 Menyusun

teks deskriptif

lisan dan tulis,

pendek dan

sederhana,

terkait tempat

wisata dan

bangunan

bersejarah

terkenal, dengan

memperhatikan

fungsi sosial,

Dapat mencakup

Identifikasi (nama keseluruhan dan bagian)

Sifat (ukuran, warna, jumlah, bentuk, dsb.)

Fungsi, manfaat, tindakan, kebiasaan

Unsur kebahasaan

Kosa kata dan istilah terkait dengan tempat wisata dan bangunan bersejarah terkenal

Adverbia terkait sifat seperti quite, very, extremely, dst.

Kalimat dekalraif dan interogatif dalam tense yang benar

Nomina singular dan

plural secara tepat,

dengan atau tanpa a,

the, this, those, my,

their, dsb.

Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Deskripsi tempat

wisata dan bangunan

bersejarah yang dapat

menumbuhkan

perilaku yang termuat

di KI

terkenaldengan

intonasi, ucapan,

dan tekanan kata

yang benar.

Mencermati

danbertanya jawab

tentang contoh

menganalisisdeskrips

i dengan alat seperti

tabel, mind map, dan

kemudian

menerapkannya

untuk menganalisis

beberapa deskripsi

tempat wisata dan

bangunan lain

Mencermati cara

mempresentasikan

hasil analisis secara

lisan,

mempraktekkan di

dalam kelompok

masing-masing, dan

kemudian

mempresentasikan di

kelompok lain

Mengunjungi tempat

wisata atau

bangunan bersejarah

untuk menghasilkan

teks deskriptif

tentang tempat

wisata atau

bangunan

bersejarahsetempat.

Menempelkan teks di

dinding kelas dan

bertanya jawab

dengan pembaca

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

struktur teks,

dan unsur

kebahasaan,

secara benar

dan sesuai

konteks

(siswa lain, guru)

yang datang

membacanya

Melakukan refleksi

tentang proses dan

hasil belajar.

3.5 Membedakan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

beberapa teks

khusus dalam

bentuk

pemberitahuan

(announcement),

dengan memberi

dan meminta

informasi terkait

kegiatan

sekolah, sesuai

dengan konteks

penggunaannya

4.5 Teks

pemberitahuan

(announcement)

4.5 1 Menangkap

makna secara

kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan

teks khusus

dalam bentuk

pemberitahuan

(announcement)

4.5.2 Menyusun

teks khusus

dalam bentuk

Fungsi Sosial

Menjalin hubungan

interpersonal dan

akademik antar

peserta didik, guru,

dan sekolah

Struktur Teks

Istilah khusus terkait dengan jenis pemberitahuannya

Informasi khas yang relevan

Gambar, hiasan, komposisi warna

Unsur Kebahasaan

Ungkapan dan kosa kata yang lazim digunakan dalam announcement (pemberitahuan)

Nomina singular dan

plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb.

Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Pemberitahuan

kegiatan, kejadian

yang dapat

menumbuhkan

perilaku yang termuat

Menyimak dan

menirukan guru

membacakan

beberapa teks

pemberitahuan

(announcement)

dengan intonasi,

ucapan, dan tekanan

kata yang benar.

Bertanya dan

mempertanyakan

tentang persamaan

dan perbedaan fungsi

sosial, struktur teks

dan unsur

kebahasaannya

Mencermati

danbertanya jawab

tentang contoh

menganalisisdeskrips

i dengan alat seperti

tabel dan kemudian

menerapkannya

untuk menganalisis

beberapa teks

pemberitahuan lain

Membuat teks

pemberitahuan

(announcement)

untuk kelas atau

teman

Melakukan refleksi

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

pemberitahuan

(announcement),

lisan dan tulis,

pendek dan

sederhana,

dengan

memperhatikan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan,

secara benar

dan sesuai

konteks

di KI

Multimedia

Layout dan dekorasi

yang membuat

tampilan teks

pemberitahuan lebih

menarik.

tentang proses dan

hasil belajar.

3.6 Menerapkan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

teks interaksi

transaksional

lisan dan tulis

yang melibatkan

tindakan

memberi dan

meminta

informasi terkait

keadaan/tindak

an/

kegiatan/kejadi

an yang

dilakukan/terja

di di waktu

lampau yang

merujuk waktu

terjadinya dan

kesudahannya,

sesuai dengan

konteks

penggunaannya.

(Perhatikan

Fungsi Sosial

Menjelaskan,

mendeskripsikan,

menyangkal,

menanyakan, dsb.

Struktur Teks

Memulai Menanggapi

(diharapkan/di luar dugaan)

Unsur Kebahasaan

Kalimat deklaratif dan interogative dalam

simple past tense, present perfect tense.

Adverbial dengan since, ago, now; klause dan adveribial penunjuk waktu

Nomina singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb.

Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Menyimak dan

menirukan beberapa

contoh percakapan

terkait dengan

intonasi, ucapan dan

tekanan kata yang

tepat

Guru mendiktekan

percakapan tersebut

dan peserta didik

menuliskannya

dalam buku

catatannya untuk

kemudianbertanya

jawab terkait

perbedaan dan

persamaan makna

kalimat-kalimat yang

menggunakan kedua

tense tersebut

Membaca beberapa

teks pendek yang

menggunakan kedua

tense tersebut, dan

menggunakan

beberapa kalimat-

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

unsur

kebahasaan

simple past

tense vs present

perfect tense)

4.6 Menyusun teks

interaksi

transaksional,

lisan dan tulis,

pendek dan

sederhana, yang

melibatkan

tindakan

memberi dan

meminta

informasi terkait

keadaan/tindak

an/

kegiatan/kejadi

an yang

dilakukan/terja

di di waktu

lampau yang

merujuk waktu

terjadinya dan

kesudahannya,

dengan

memperhatikan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

yang benar dan

sesuai konteks

Kegiatan, tindakan,

kejadian, peristiwa

yang dapat

menumbuhkanperilak

u yang termuat di KI

kalimat di dalamnya

untuk melengkapi

teks rumpang pada

beberapa teks

terkait.

Mencermati beberapa

kalimat rumpang

untuk menentukan

tense yang tepat

untuk kata kerja

yang diberikan dalam

kurung

Diberikan suatu

kasus, peserta didik

membuat satu teks

pendek dengan

menerapkan kedua

tense tersebut

Melakukan refleksi

tentang proses dan

hasil belajar

3.7 Membedakan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

beberapa teks

recount lisan

Fungsi Sosial

Melaporkan,

menceritakan, berbagi

pengalaman,

mengambil teladan,

membanggakan

Menyimak guru

membacakan

peristiwa bersejarah,

menirukan bagian

demi bagian dengan

ucapan dan temakan

kata yang benar, dan

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

dan tulis dengan

memberi dan

meminta

informasi terkait

peristiwa

bersejarah

sesuai dengan

konteks

penggunaannya

4.7 Teks recount—

peristiwa

bersejarah

4.7.1 Menangkap

makna secara

kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan

teks recount

lisan dan tulis

terkait peristiwa

bersejarah

4.7.2 Menyusun

teks recount

lisan dan tulis,

pendek dan

sederhana,

terkait peristiwa

bersejarah,

dengan

memperhatikan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan,

secara benar

dan sesuai

konteks

Struktur Teks

Dapat mencakup:

orientasi urutan

kejadian/kegiatan orientasi ulang

Unsur Kebahasaan

Kalimat deklaratif dan interogatif dalam simple past, past continuous, present perfect, dan lainnya yang diperlukan

Adverbia penghubung waktu: first, then, after that, before, when, at last, finally, dsb.

Adverbia dan frasa preposisional penujuk waktu

Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Peristiwa bersejarah

yang dapat

menumbuhkan

perilaku yang termuat

di KI

bertanya jawab

tentang isi teks

Menyalin teks tsb

dalam buku teks

masing-masing

mengikuti seorang

siswa yang

menuliskan di papan

tulis, sambil

bertanya jawab

terkait fungsi sosial,

struktur teks, dan

unsur kebahasaan

dalam teks

Mencermati analisis

terhadap fungsi

sosial, rangkaian

tindakan dan

kejadian dengan

menggunakan alat

seperti tabel, bagan,

dan kemudian

mengerjakan hal

sama dengan teks

tentang peristiwa

bersejarah lainnya

Mengumpulkan

informasi untuk

menguraikan

peristiwa bersejarah

di Indonesia

Menempelkan

karyanya di dinding

kelas dan bertanya

jawab dengan

pembaca (siswa lain,

guru) yang datang

membacanya

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

Melakukan refleksi tentang proses dan hasil belajar.

3.8 Membedakan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

beberapa teks

naratif lisan dan

tulis dengan

memberi dan

meminta

informasi terkait

legenda rakyat,

sederhana,

sesuai dengan

konteks

penggunaannya

4.8 Menangkap

makna secara

kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan

teks naratif,

lisan dan tulis

sederhana

terkait legenda

rakyat

Fungsi Sosial

Mendapat hiburan,

menghibur,

mengajarkan nilai-nilai

luhur, mengambil

teladan

Struktur Teks

Dapat mencakup:

Orientasi Komplikasi Resolusi Orientasi ulang

Unsur Kebahasaan

Kalimat-kalimat dalamsimple past tense, past continuous, dan lainnya yang relevan

Kosa kata: terkait karakter, watak, dan setting dalam legenda

Adverbia penghubung dan penujuk waktu

Ucapan, tekanan kata,

intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Cerita legenda yang

dapat menumbuhkan

perilaku yang termuat

di KI

Menyimak guru

membacakan

legenda, sambil

dilibatkan dalam

tanya jawab tentang

isinya

Didiktekan guru

menuliskan legenda

tersebut dalam buku

catatan masing-

masing, sambil

bertanya jawab

terkait fungsi sosial,

struktur teks, dan

unsur kebahasaan

yang ada

Dalam kelompok

masing-masing

berlatih membacakan

legenda tsb dengan

intonasi, ucapan dan

tekanan kata yang

benar, dengan saling

mengoreksi

Membaca satu legenda

lain, bertanya jawab

tentang isinya, dan

kemudian

mengidentifikasi

kalimat-kalimat yang

memuat bagian-

bagian legenda yang

ditanyakan

Melakukan refleksi

tentang proses dan

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

hasil belajar.

3.9 Menafsirkan

fungsi sosial

dan unsur

kebahasaan lirik

lagu terkait

kehidupan

remaja

SMA/MA/SMK/

MAK

4.9 Menangkap

makna terkait

fungsi sosial

dan unsur

kebahasaan

secara

kontekstual lirik

lagu terkait

kehidupan

remaja

SMA/MA/SMK/

MAK

Fungsi sosial

Mengembangkan nilai-

nilai kehidupan dan

karakter yang positif

Unsur kebahasaan

Kosa kata dan tata

bahasa dalam lirik

lagu

Ucapan, tekanan kata,

intonasi, ejaan,

tanda baca, dan

tulisan tangan

Topik

Hal-hal yang dapat

memberikan keteladanan dan menumbuhkan

perilaku yang termuat di

KI

Membaca, menyimak,

dan menirukan lirik

lagu secara lisan

Menanyakan hal-hal

yang tidak diketahui

atau berbeda

Mengambil teladan

dari pesan-pesan

dalam lagu

Menyebutkan pesan

yang terkait dengan

bagian-bagian

tertentu

Melakukan refleksi

tentang proses dan

hasil belajarnya

Appendix 8. Lesson Plan

LESSON PLAN

Source: Permendikbud Numb. 103 in the Year of 2014

About the Implementation of Curriculum

Lesson Plan

School :

Subject :

Class/Semester :

Topic :

Time Alocation :

SMK N 1 Kebumen

English

X / I

Descriptive Text

6 JP × 40minutes

A. KompetensiInti (KI)

KI.1 To comprehend and accomplish their religious doctrine.

KI.2To comprehend and accomplish a good behaviour, discipline, responsibility,

care, and responsive as a part from solution from the problems in directing

interaction with the others.

KI.3Understanding, applying, analyzing factual knowledge, and conceptualizing

based on the curiousity about science,technology, art, and culture with the

insight of humanity, nationalyty, and civilization with ability to solve the

problem

KI.4 To make and to present in a concrete and abstract areas about a progress

that had been learnt at school.

B. Standar of Competence

1.1 Being praised of the chance that they could learn English as a international

language which could be relized on the high spirit to learn it.

2.2 Show up a good behaviour, discipline, self confidence, and responsible in

doing transactional communication with teacher and friend.

3.4 Differenciate the social function, text structure, and language feature from

some spoken and written descriptive texts to give and ask information about

ecotourism destination and historical building accordance with the use of

context.

4.4.1 Cath the meaning of social function, structure of the text, and language

feature of spoken and written descriptive text about ecotourism destination

and historical building contextually.

4.4.2 Arrange spoken and written descriptive text about ecotourism destination and

historical building by paying attention at social function, text structure, and

language feature.

C. Indicators

1.1.1 To comprehend and accomplish their religious doctrine.

1.1.2 The student show up their spirit in learning.

3.4.1 The student could distinguish the social function in the descriptive text

about someone, ecotourism destination, and historical building

accordance with the context.

3.4.2 The student could distinguish the structure of the text in the descriptive

text about someone, ecotourism destination, and historical building

accordance with the use of context.

3.4.3 The student could distinguish the social function in the descriptive text

about someone, ecotourism destination, and historical building

accordance with the use of context.

3.4.4 The student could distinguish the language feature in the descriptive text

about someone, ecotourism destination, and historical building

accordance with the use of context.

4.4.1 The student could arrange spoken and written descriptive text about

someone, ecotourism destination, and historical building.

4.4.2 The student could arrange spoken and written descriptive text about

someone, ecotourism destination, and historical building by payying

attention of the purpose, text structure, and llanguage feature accordance

with the context.

D. Learning Material

a. Social Function

Be proud of, selling, introducing, identifying, criticizing dsb.

b. Text Structure :

Consist of identifying (the whole name or just a part), adjective.

c. Language Features

- vocabulary and word term for building knowledge and historical building

like adjective (quite, very, extremely, dst)

- Punctuation, intonation, spelling, and handwriting

E. Learning Activities

First Meeting (3 x 40 Minutes)

First Activities

(Pre Activity) :10

Minutes

Second Activity

(Main Activity) : 100 Menit.

Closing Activity

(Post Activity) : 10

Minutes

1. Greeting

2. Teacher check the

1. Teacher asks the 1. Teacher review

the result of

students attendance.

3. Pre-Teaching.

students about

descriptive text.

2. Students play word

search game

3. Students mention

vocabulary that they

found in word search

game.

4. Teacher asks and

explains the meaning of

new word that they

found, and give them

example.

5. Teacher explains about

the use of article in

descriptive text.

learning.

2. Teacher inform

the next material.

3. Students pray

together.

Second Meeting (3 x 40 Minutes)

First Activities

(Pre Activity) :10

Minutes

Second Activity

(Main Activity) : 100 Menit.

Closing Activity

(Post Activity) : 10

Minutes

4. Greeting

5. Teacher check the

students attendance.

6. Pre-Teaching.

1. Teacher asks the

students about

descriptive text materrial

that they had learnt in

previous day.

2. Students play word

search game.

3. Students mention

vocabulary that they

found in word search

game.

4. Teacher asks and

explains the meaning of

new word that they

found, and give them

example.

Teacher explain about

the use of article in

descriptive text.

1. Teacher review

the result of

learning.

2. Teacher inform

the next material.

3. Students pray

together.

F. Source / Media/ Learning Tools

1. Source

Text Book for SMK at the tent grades srudents

Internet

2. Media

Laptop

Teacher‟s sound

Word search game (experiement class)

PPT

LCD

3. Learning Tools

White board

Spidol

G. Rating

Correct answer scores 1

Score: Jumlah Jawaban benar X 100

Jumlahsoal

Kebumen, 8th

May, 2017

English Teacher Researcher,

Sahir, S.Pd HidayaturRokhmah

NIP. 19640512 199003 1 011 NIM. 132120230

Appendix 9. Research Instrument

Pre test

WORKSHEET

Subject : English

School : SMK Negeri 1 Kebumen

Class : X

Time Alocation : 60 minutes

DIRECTION

1. Pray before doing the test!

2. Write your name, student‟s number and class on your answer sheet.

3. Skip any question that you cannot answer immediately!

4. Do the test carefully and beware of the time.

5. If you still have enough time, check the other possible answer.

A. Complete the following sentences using the wordsin the box.

Amazing Unlike Destination

ImpressiveUnforgetable Established

Center Establish Rehabilitation

Snout Enormous Ex-Captive

Peninsula Forget Heart

1. Although Butet has never taken any private English course, she could

speak English very fluently with a foreigner who visited my school

yesterday. Everybody at my school admires Butet‟s _____________

English.

2. ____________ her sister who likes outdoor activities, Ni Luh likes to stay

at home reading her favorite books.

3. Bali has been the most popular tourist __________ for years, but Indonesia

has many other beautiful places to offer to international visitors.

4. The local government had ____________ an information center to attract

more tourists to visit Indonesia.

5. The _____________ dancers are dancing energetically to show some of the

beautiful cultures of Indonesia.

6. In the morning, thousands of people go to the same direction to the

___________ of the city to work and that creates a long traffic jam every

day.

7. Located at the ____________ of the jungle you can see a rehabilitation

centre for ex captive animals. The location makes it easy to reach from all

directions.

8. When people hear the words TanjungKodok, they may associate the name

with a _______________ like TanjungPuting National Park.

9. ______________ orang utans may not be afraid of meeting with humans

because they used to live with them as illegal pets.

10. I always appreciate the strength ants have because although they are very

small they can carry ________ load of food.

11. Their unusually large _______ differentiates proboscis monkeys from

other monkeys.

12. We may not keep endangered animals that are protected by the law as our

pet. If we have one, we should send it to _____________ site where it can

live in a more natural habitat.

B. Match the word and the description!

1. A perfect example a. Civilization

2. A special building made to hold the dead

body of an important person or the dead

bodies of a family

b. Octagonal

3. Decorated with designs of wood, metal, etc

that are set into the surface c. Tinge

4. Having a lot of different parts and small

details that fit together d. Mausoleum

5. Thin or narrow e. Slender

6. Having eight angles and eight sides f. Be adorned

7. To make something / somebody look more

attractive by decorating it or them with

something

g. Epitome

8. Provide space for something h. Inlaid

9. Not real i. Intricate

10. A large grave, especially one built of stone

above or below the ground. j. False

11. A small amount of color k. House

12. In impressive way because of size or beauty l. Majestically

13. Human society m. Tomb

Post test

WORKSHEET

Subject : English

School : SMK Negeri 1 Kebumen

Class : X

Time Alocation: 60 minutes

DIRECTION

6. Pray before doing the test!

7. Write your name, student‟s number and class on your answer sheet.

8. Skip any question that you cannot answer immediately!

9. Do the test carefully and beware of the time.

10. If you still have enough time, check the other possible answer.

A. Fill in the blanks below to complete the sentences. Use the words in the

box.

Buses Take

Picture Object Subject

Cages Various Visit

Available Visitors Wonderful

Swing Many

Zoo Allowed

SAFARI PARK

This tourism ______(1) is located in Jatiarjo village. This _____(2)

reminds us of the similar park in Kenya, Africa. Although it is not as large as

the one in Kenya, we can still enjoy the park which is about one hundred

hectares. This natural preserve is the branch of Cisarua –Bogornatural preserve.

As the natural wildlife, Taman Safari Indonesia collects ______(3) wild

animals. This wildlife preserve in 295 hectares. Wildlife zone is the place for

visitor observes a natural wildlife.

In conventional zoos, the animals are in _____ (4), but not in the Safari

Park; they wander freely. That is the ______ (5) scenery. _____(6) are in

_____(7) or cars. They are not ______ (8) to get off the cars or buses. Visitors

who don't have cars can use the touring buses ______ (9) at the park.

Visit Taman Safari Indonesia with your family and friends. You also can

_____ (10) a ______ (11) with young orang utans, danger tiger, and African

Lion. Watch and learn the orang utans, proboscis monkeys that _____ (12) from

branch to branch in their unique cultural setting.

C. Match the word and the description!

1. To make something by putting brick or

other material a. Clean

2. Atropical forest b. Pay

3. Small vehicle for travelling on water c. Jungle

4. An area of and covered with a thick growth

of trees d. Open

14. Extemelysurprizing e. Botanical Garden

15. A tall plant which has a wooden trunk and

branches that grow from its upper part f. Palace

16. No dirty g. Build

17. To go to a place h. Visit

18. A large house for king ii. Amazing

19. To add something to an object or place j. Boat

20. A public park with flowers, plants, and

place to sit. k. tree

21. To give money to someone for somthing l. Decorate

22. Not closed m. Wood

Appendix 10. Key Answer

KEY ANSWER

Key answer of pre test:

A B

1. Amazing

2. Unlike

3. Destination

4. Established

5. Impressive

6. Center

7. Heart

8. Peninsula

9. Ex-captive

10. Enormous

11. Snout

12. Rehabilitation

1. Epitome

2. Mausoleum

3. Inlaid

4. Intricate

5. Slender

6. Octagonal

7. Be adorned

8. House

9. False

10. Tomb

11. Tinge

12. Majestically

13. Civilization

Key answer of post test:

A

1. Object

2. Zoo

3. Various

4. Cages

5. wonderful

6. Visitors

7. Buses

8. Allowed

9. Available

10. Take

11. Picture

12. Swing

B

2. Build

3. Jungle

4. Boat

5. Wood

6. Amazing

7. Tree

8. Clean

9. Visit

10. Palace

11. Decorate

12. Botanical garden

13. Pay

14. Open

Appendix 11. F-table

Table of F-statistics P=0.05

df2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 24 26 28 30 35 40 45 50 60 70 80 100 200 500 1000 >1000 df1/ \df1 df2

3 10.13 9.55 9.28 9.12 9.01 8.94 8.89 8.85 8.81 8.79 8.76 8.74 8.73 8.71 8.70 8.69 8.68 8.67 8.67 8.66 8.65 8.64 8.63 8.62 8.62 8.60 8.59 8.59 8.58 8.57 8.57 8.56 8.55 8.54 8.53 8.53 8.54 3 4 7.71 6.94 6.59 6.39 6.26 6.16 6.09 6.04 6.00 5.96 5.94 5.91 5.89 5.87 5.86 5.84 5.83 5.82 5.81 5.80 5.79 5.77 5.76 5.75 5.75 5.73 5.72 5.71 5.70 5.69 5.68 5.67 5.66 5.65 5.64 5.63 5.63 4 5 6.61 5.79 5.41 5.19 5.05 4.95 4.88 4.82 4.77 4.74 4.70 4.68 4.66 4.64 4.62 4.60 4.59 4.58 4.57 4.56 4.54 4.53 4.52 4.50 4.50 4.48 4.46 4.45 4.44 4.43 4.42 4.42 4.41 4.39 4.37 4.37 4.36 5 6 5.99 5.14 4.76 4.53 4.39 4.28 4.21 4.15 4.10 4.06 4.03 4.00 3.98 3.96 3.94 3.92 3.91 3.90 3.88 3.87 3.86 3.84 3.83 3.82 3.81 3.79 3.77 3.76 3.75 3.74 3.73 3.72 3.71 3.69 3.68 3.67 3.67 6 7 5.59 4.74 4.35 4.12 3.97 3.87 3.79 3.73 3.68 3.64 3.60 3.57 3.55 3.53 3.51 3.49 3.48 3.47 3.46 3.44 3.43 3.41 3.40 3.39 3.38 3.36 3.34 3.33 3.32 3.30 3.29 3.29 3.27 3.25 3.24 3.23 3.23 7 8 5.32 4.46 4.07 3.84 3.69 3.58 3.50 3.44 3.39 3.35 3.31 3.28 3.26 3.24 3.22 3.20 3.19 3.17 3.16 3.15 3.13 3.12 3.10 3.09 3.08 3.06 3.04 3.03 3.02 3.01 2.99 2.99 2.97 2.95 2.94 2.93 2.93 8 9 5.12 4.26 3.86 3.63 3.48 3.37 3.29 3.23 3.18 3.14 3.10 3.07 3.05 3.03 3.01 2.99 2.97 2.96 2.95 2.94 2.92 2.90 2.89 2.87 2.86 2.84 2.83 2.81 2.80 2.79 2.78 2.77 2.76 2.73 2.72 2.71 2.71 9 10 4.96 4.10 3.71 3.48 3.33 3.22 3.14 3.07 3.02 2.98 2.94 2.91 2.89 2.86 2.85 2.83 2.81 2.80 2.79 2.77 2.75 2.74 2.72 2.71 2.70 2.68 2.66 2.65 2.64 2.62 2.61 2.60 2.59 2.56 2.55 2.54 2.54 10 11 4.84 3.98 3.59 3.36 3.20 3.09 3.01 2.95 2.90 2.85 2.82 2.79 2.76 2.74 2.72 2.70 2.69 2.67 2.66 2.65 2.63 2.61 2.59 2.58 2.57 2.55 2.53 2.52 2.51 2.49 2.48 2.47 2.46 2.43 2.42 2.41 2.41 11 12 4.75 3.89 3.49 3.26 3.11 3.00 2.91 2.85 2.80 2.75 2.72 2.69 2.66 2.64 2.62 2.60 2.58 2.57 2.56 2.54 2.52 2.51 2.49 2.48 2.47 2.44 2.43 2.41 2.40 2.38 2.37 2.36 2.35 2.32 2.31 2.30 2.30 12 13 4.67 3.81 3.41 3.18 3.03 2.92 2.83 2.77 2.71 2.67 2.63 2.60 2.58 2.55 2.53 2.51 2.50 2.48 2.47 2.46 2.44 2.42 2.41 2.39 2.38 2.36 2.34 2.33 2.31 2.30 2.28 2.27 2.26 2.23 2.22 2.21 2.21 13 14 4.60 3.74 3.34 3.11 2.96 2.85 2.76 2.70 2.65 2.60 2.57 2.53 2.51 2.48 2.46 2.44 2.43 2.41 2.40 2.39 2.37 2.35 2.33 2.32 2.31 2.28 2.27 2.25 2.24 2.22 2.21 2.20 2.19 2.16 2.14 2.14 2.13 14 15 4.54 3.68 3.29 3.06 2.90 2.79 2.71 2.64 2.59 2.54 2.51 2.48 2.45 2.42 2.40 2.38 2.37 2.35 2.34 2.33 2.31 2.29 2.27 2.26 2.25 2.22 2.20 2.19 2.18 2.16 2.15 2.14 2.12 2.10 2.08 2.07 2.07 15 16 4.49 3.63 3.24 3.01 2.85 2.74 2.66 2.59 2.54 2.49 2.46 2.42 2.40 2.37 2.35 2.33 2.32 2.30 2.29 2.28 2.25 2.24 2.22 2.21 2.19 2.17 2.15 2.14 2.12 2.11 2.09 2.08 2.07 2.04 2.02 2.02 2.01 16 17 4.45 3.59 3.20 2.96 2.81 2.70 2.61 2.55 2.49 2.45 2.41 2.38 2.35 2.33 2.31 2.29 2.27 2.26 2.24 2.23 2.21 2.19 2.17 2.16 2.15 2.12 2.10 2.09 2.08 2.06 2.05 2.03 2.02 1.99 1.97 1.97 1.96 17 18 4.41 3.55 3.16 2.93 2.77 2.66 2.58 2.51 2.46 2.41 2.37 2.34 2.31 2.29 2.27 2.25 2.23 2.22 2.20 2.19 2.17 2.15 2.13 2.12 2.11 2.08 2.06 2.05 2.04 2.02 2.00 1.99 1.98 1.95 1.93 1.92 1.92 18 19 4.38 3.52 3.13 2.90 2.74 2.63 2.54 2.48 2.42 2.38 2.34 2.31 2.28 2.26 2.23 2.21 2.20 2.18 2.17 2.16 2.13 2.11 2.10 2.08 2.07 2.05 2.03 2.01 2.00 1.98 1.97 1.96 1.94 1.91 1.89 1.88 1.88 19 20 4.35 3.49 3.10 2.87 2.71 2.60 2.51 2.45 2.39 2.35 2.31 2.28 2.25 2.23 2.20 2.18 2.17 2.15 2.14 2.12 2.10 2.08 2.07 2.05 2.04 2.01 1.99 1.98 1.97 1.95 1.93 1.92 1.91 1.88 1.86 1.85 1.84 20 22 4.30 3.44 3.05 2.82 2.66 2.55 2.46 2.40 2.34 2.30 2.26 2.23 2.20 2.17 2.15 2.13 2.11 2.10 2.08 2.07 2.05 2.03 2.01 2.00 1.98 1.96 1.94 1.92 1.91 1.89 1.88 1.86 1.85 1.82 1.80 1.79 1.78 22 24 4.26 3.40 3.01 2.78 2.62 2.51 2.42 2.36 2.30 2.25 2.22 2.18 2.15 2.13 2.11 2.09 2.07 2.05 2.04 2.03 2.00 1.98 1.97 1.95 1.94 1.91 1.89 1.88 1.86 1.84 1.83 1.82 1.80 1.77 1.75 1.74 1.73 24 26 4.23 3.37 2.98 2.74 2.59 2.47 2.39 2.32 2.27 2.22 2.18 2.15 2.12 2.09 2.07 2.05 2.03 2.02 2.00 1.99 1.97 1.95 1.93 1.91 1.90 1.87 1.85 1.84 1.82 1.80 1.79 1.78 1.76 1.73 1.71 1.70 1.69 26 28 4.20 3.34 2.95 2.71 2.56 2.45 2.36 2.29 2.24 2.19 2.15 2.12 2.09 2.06 2.04 2.02 2.00 1.99 1.97 1.96 1.93 1.91 1.90 1.88 1.87 1.84 1.82 1.80 1.79 1.77 1.75 1.74 1.73 1.69 1.67 1.66 1.66 28 30 4.17 3.32 2.92 2.69 2.53 2.42 2.33 2.27 2.21 2.16 2.13 2.09 2.06 2.04 2.01 1.99 1.98 1.96 1.95 1.93 1.91 1.89 1.87 1.85 1.84 1.81 1.79 1.77 1.76 1.74 1.72 1.71 1.70 1.66 1.64 1.63 1.62 30 35 4.12 3.27 2.87 2.64 2.49 2.37 2.29 2.22 2.16 2.11 2.08 2.04 2.01 1.99 1.96 1.94 1.92 1.91 1.89 1.88 1.85 1.83 1.82 1.80 1.79 1.76 1.74 1.72 1.70 1.68 1.66 1.65 1.63 1.60 1.57 1.57 1.56 35 40 4.08 3.23 2.84 2.61 2.45 2.34 2.25 2.18 2.12 2.08 2.04 2.00 1.97 1.95 1.92 1.90 1.89 1.87 1.85 1.84 1.81 1.79 1.77 1.76 1.74 1.72 1.69 1.67 1.66 1.64 1.62 1.61 1.59 1.55 1.53 1.52 1.51 40 45 4.06 3.20 2.81 2.58 2.42 2.31 2.22 2.15 2.10 2.05 2.01 1.97 1.94 1.92 1.89 1.87 1.86 1.84 1.82 1.81 1.78 1.76 1.74 1.73 1.71 1.68 1.66 1.64 1.63 1.60 1.59 1.57 1.55 1.51 1.49 1.48 1.47 45 50 4.03 3.18 2.79 2.56 2.40 2.29 2.20 2.13 2.07 2.03 1.99 1.95 1.92 1.89 1.87 1.85 1.83 1.81 1.80 1.78 1.76 1.74 1.72 1.70 1.69 1.66 1.63 1.61 1.60 1.58 1.56 1.54 1.52 1.48 1.46 1.45 1.44 50 60 4.00 3.15 2.76 2.53 2.37 2.25 2.17 2.10 2.04 1.99 1.95 1.92 1.89 1.86 1.84 1.82 1.80 1.78 1.76 1.75 1.72 1.70 1.68 1.66 1.65 1.62 1.59 1.57 1.56 1.53 1.52 1.50 1.48 1.44 1.41 1.40 1.39 60 70 3.98 3.13 2.74 2.50 2.35 2.23 2.14 2.07 2.02 1.97 1.93 1.89 1.86 1.84 1.81 1.79 1.77 1.75 1.74 1.72 1.70 1.67 1.65 1.64 1.62 1.59 1.57 1.55 1.53 1.50 1.49 1.47 1.45 1.40 1.37 1.36 1.35 70 80 3.96 3.11 2.72 2.49 2.33 2.21 2.13 2.06 2.00 1.95 1.91 1.88 1.84 1.82 1.79 1.77 1.75 1.73 1.72 1.70 1.68 1.65 1.63 1.62 1.60 1.57 1.54 1.52 1.51 1.48 1.46 1.45 1.43 1.38 1.35 1.34 1.33 80

100 3.94 3.09 2.70 2.46 2.31 2.19 2.10 2.03 1.97 1.93 1.89 1.85 1.82 1.79 1.77 1.75 1.73 1.71 1.69 1.68 1.65 1.63 1.61 1.59 1.57 1.54 1.52 1.49 1.48 1.45 1.43 1.41 1.39 1.34 1.31 1.30 1.28 100 200 3.89 3.04 2.65 2.42 2.26 2.14 2.06 1.98 1.93 1.88 1.84 1.80 1.77 1.74 1.72 1.69 1.67 1.66 1.64 1.62 1.60 1.57 1.55 1.53 1.52 1.48 1.46 1.43 1.41 1.39 1.36 1.35 1.32 1.26 1.22 1.21 1.19 200 500 3.86 3.01 2.62 2.39 2.23 2.12 2.03 1.96 1.90 1.85 1.81 1.77 1.74 1.71 1.69 1.66 1.64 1.62 1.61 1.59 1.56 1.54 1.52 1.50 1.48 1.45 1.42 1.40 1.38 1.35 1.32 1.30 1.28 1.21 1.16 1.14 1.12 500 1000 3.85 3.00 2.61 2.38 2.22 2.11 2.02 1.95 1.89 1.84 1.80 1.76 1.73 1.70 1.68 1.65 1.63 1.61 1.60 1.58 1.55 1.53 1.51 1.49 1.47 1.43 1.41 1.38 1.36 1.33 1.31 1.29 1.26 1.19 1.13 1.11 1.08 1000

>1000 1.04 3.00 2.61 2.37 2.21 2.10 2.01 1.94 1.88 1.83 1.79 1.75 1.72 1.69 1.67 1.64 1.62 1.61 1.59 1.57 1.54 1.52 1.50 1.48 1.46 1.42 1.40 1.37 1.35 1.32 1.30 1.28 1.25 1.17 1.11 1.08 1.03 >1000 df2/

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 24 26 28 30 35 40 45 50 60 70 80 100 200 500 1000 >1000 df1

df1 \df2

„„runall‟‟ --- 2007/10/15 --- 13:48 --- page 593 --- #3

TABLE B: t Distribution Critical Values 593

Probability

0 t

Confidence Level

80% 90% 95% 98% 99% 99.8%

Right-Tail Probability

df t.100

t.050

t.025

t.010

t.005

t.001

1 3.078 6.314 12.706 31.821 63.656 318.289

2 1.886 2.920 4.303 6.965 9.925 22.328 3 1.638 2.353 3.182 4.541 5.841 10.214

4 1.533 2.132 2.776 3.747 4.604 7.173

5 1.476 2.015 2.571 3.365 4.032 5.894

6 1.440 1.943 2.447 3.143 3.707 5.208 7 1.415 1.895 2.365 2.998 3.499 4.785

8 1.397 1.860 2.306 2.896 3.355 4.501

9 1.383 1.833 2.262 2.821 3.250 4.297

10 1.372 1.812 2.228 2.764 3.169 4.144

11 1.363 1.796 2.201 2.718 3.106 4.025 12 1.356 1.782 2.179 2.681 3.055 3.930

13 1.350 1.771 2.160 2.650 3.012 3.852

14 1.345 1.761 2.145 2.624 2.977 3.787

15 1.341 1.753 2.131 2.602 2.947 3.733

16 1.337 1.746 2.120 2.583 2.921 3.686 17 1.333 1.740 2.110 2.567 2.898 3.646

18 1.330 1.734 2.101 2.552 2.878 3.611

19 1.328 1.729 2.093 2.539 2.861 3.579

20 1.325 1.725 2.086 2.528 2.845 3.552

21 1.323 1.721 2.080 2.518 2.831 3.527

22 1.321 1.717 2.074 2.508 2.819 3.505

23 1.319 1.714 2.069 2.500 2.807 3.485

24 1.318 1.711 2.064 2.492 2.797 3.467

25 1.316 1.708 2.060 2.485 2.787 3.450

26 1.315 1.706 2.056 2.479 2.779 3.435 27 1.314 1.703 2.052 2.473 2.771 3.421

28 1.313 1.701 2.048 2.467 2.763 3.408 29 1.311 1.699 2.045 2.462 2.756 3.396

30 1.310 1.697 2.042 2.457 2.750 3.385

40 1.303 1.684 2.021 2.423 2.704 3.307

50 1.299 1.676 2.009 2.403 2.678 3.261 60 1.296 1.671 2.000 2.390 2.660 3.232

80 1.292 1.664 1.990 2.374 2.639 3.195

100 1.290 1.660 1.984 2.364 2.626 3.174

q 1.282 1.645 1.960 2.326 2.576 3.091

Source: „„Table of Percentage Points of the t-Distribution.‟‟ Computed by Maxine Merrington, Biometrika, 32 (1941): 300. Reproduced by permission of the Biometrika trustees.

Appendix 12. t-table

Appendix 13. Answersheet

Appendix 14. Documentations

DOCUMENTATIONS