THE USE OF WORD SEARCH GAME TO DEVELOP MASTERY OF ...e-repository.perpus.iainsalatiga.ac.id/323/1/ika Fitria Astutik... · ABSTRACT Astutik, Ika Fitria. 2015. “The Use of Word Search

THE USE OF WORD SEARCH GAME TO DEVELOP

STUDENTS’ MASTERY OF VOCABULARY OF THE SEVENTH

YEAR STUDENTS OF MTS TARQIYATUL HIMMAH IN THE

ACADEMIC YEAR OF 2013/2014

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of

the Requirement for the Degree of Sarjana Pendidikan Islam (S.Pd.I)

English Education Department of Teacher Training and Eduation Faculty

State Institute for Islamic studies (IAIN) Salatiga

IKA FITRIA ASTUTIK

113 10 124

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2015

MOTTO

“Although there’s an abundance of gold and corals, knowledge is more precious”.

“If you can imagine, you can realize

If you can dream, you can achieve”

(Irvina M CH Katili)

“There is Nothing Impossible”.

DEDICATION

I dedicate this graduating paper to:

1. My God, Allah SWT who always besides me, listens to me, takes care of me, and gives

me the best thing ever.

2. My beloved parents, my mother and father, thanks for everything. You are my everything

3. My aunt thanks a lot for the life experiences and guidance for me.

4. My lovely sisters (Novi and Dian), thank you so much. Your smiles give me power to

always stand up.

5. My lover (Indra) thanks for your support and being by my side.

6. My friends all members of TBI 2010 Good Luck for you guys.

7. My friends all members of TBI E 2010 IAIN Salatiga.

8. My best friends (Dewanti, Iin, Awan, Ifa, Inul, Aisah, Majid, Agus, Safar, Hermia,

Wahida), thanks for being by my side.

9. All of my beloved people who cannot be mentioned one by one.

ACKNOWLEDGEMENT

All praise due to Allah, the Most Gracious and the Most Merciful because of His

wonderful blessing and His mercy, the writer can finish this graduating paper successfully. The

incredible blessings make realize that nothing is impossible in the eyes. Thanks for Your will and

endless blessing in my life.

Peace and salutation always be given to our beloved prophet Muhammad SAW that we

hope his blessing in the Judgment day.

However, this success would not be achieved without the support, guidance, advice, help

and encouragement from individuals and institutions. Therefore, the writer would like to express

the deepest gratitude to:

1. Drs. Rahmat Hariyadi, M.Pd., as the rector of State Institute for Islamic Studies of

Salatiga.

2. Rr. Dewi Wahyu Mustikasari, M.Pd., as the head of English Department.

3. Drs. Zakiyuddin Baidhawy, M.Ag., as my Academic Counselor thanks for your support

and guidance.

4. My Counselor Faizal Risdianto, M.Hum and Rr. Dewi Wahyu Mustikasari, M.Pd thanks

for suggestion and guidance for this graduating paper from beginning until the end.

5. All lecturers of IAIN Salatiga, thanks for teaching me.

6. All official staffs of IAIN Salatiga.

7. My teacher counselor of MTs Tarqiyatul Himmah Bu Ninik Arifah, S.Pd.I and Drs. KH.

Hamdan AS, thank you for your kindness, help, guidance and advice.

ABSTRACT

Astutik, Ika Fitria. 2015. “The Use of Word Search Game to Develop Students’ Mastery of

Vocabulary of the Seventh Year Students of MTs Tarqiyatul Himmah in the Academic

year of 2013/2014”. A Graduating Paper. English and Education Department of

Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN)

Salatiga. Consultant: Rr. Dewi Wahyu M, S.S, M. Pd.

Key words: Word Search Game, Develop Students’ Mastery of Vocabulary

This study was focused on implementation of Word Search Game to develop students’

mastery of vocabulary of the seventh year students of MTs Tarqiyatul Himmah in the academic

year of 2013/2014. The objectives of this research were to find out the difference of lecturing

and Word Search Game of the seventh year students of MTs Tarqiyatul Himmah in the academic

year of 2013/2014. This research applied truth experimental research. The objects of the

research were two classes in the seventh year of MTs Tarqiyatul Himmah. The first class was 7A

as the control group and the second class was 7B as the experimental group. The data was

collected from the score of pre-test and post-test after the treatment. The data 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, 063 with the degree of freedom (df) of 25. Therefore, it can be

concluded that there was significant difference after teaching vocabulary using Word Search

Game. Thus, it can be said that Word Search Game could to improve students’ vocabulary

mastery of the seventh year students of MTs Tarqiyatul Himmah in the academic year of

2013/2014.

TABLE OF CONTENT

TITLE PAGE ............................................................................................................. i

DECLARATION ....................................................................................................... ii

ATTENTIVE COUNSELOR NOTES ...................................................................... iii

STATEMENT OF CERTIFICATION ...................................................................... iv

MOTTO ...................................................................................................................... v

DEDICATION ............................................................................................................ vi

ACKNOWLEDGMENT ............................................................................................. vii

ABSTRACT ................................................................................................................ ix

TABLE OF CONTENTS ............................................................................................. x

LIST OF TABLE ......................................................................................................... xiv

CHAPTER I INTRODUCTION

A. Background of the Research……………………………….……. 1

B. Statement of the Problems ………………………………………. 4

C. Limitation of the Research…..…………………………………... 4

D. Objectives of the Research ……………………………………… 5

E. Benefits of the Research ………………………………................ 5

F. Definition of Key Terms …………………………...................... 6

G. Research Method.........………………………………………….. 9

H. Review of the Related Literature…………………………….…. 10

I. Hypothesis……………………………………………………..… 12

J. The Graduating Paper Outline ....................................................... 13

CHAPTER II THEORETICAL FRAMEWORK

A. Definition of Vocabulary …………………………………..…. … 14

B. Vocabulary Mastery………………………………………………. 15

C. Teaching Vocabulary.…..………………………………………..... 16

D. Testing Vocabulary ……………………...……………………….. 16

E. Characteristic of Young Learners……………………………........ 17

F. Teaching Vocabulary by Using Word Search Game……............... 19

1. Definition of Word Search Game………………...…………… 19

2. Word Search Game……………………………………...……. 19

3. Instruction to Play the Game………………………………..... 20

4. The Form of Word Search Game……………………............... 21

G. Procedure to Do Vocabulary by Using Word Search Game……….. 23

CHAPTER III RESEARCH METHOD

A. Research Setting………………......................................................... 25

1. Description of MTs Tarqiyatul Himmah..................................... 25

2. Vision of MTs Tarqiyatul Himmah………………………..…... 25

3. Mission of MTs Tarqiyatul Himmah…………………....……... 26

4. Curriculum of MTs Tarqiyatul Himmah………………………. 26

5. Profil of Students, Teacher and Administrator………….…….. 27

6. Accommodation……………………………………………..... 28

B. Subject of the Research…………………………………………… 29

1. Population…………………………………………………….. 29

2. Sample……………………………………...………………… 29

C. Method of Research…………………………………………… 31

D. Evaluation Criteria…………………………………………….. 32

E. Research Design……………………………………………….. 33

F. Technique of Collecting the Data……………………………… 34

a. Test…………………………………………………….. 34

b. Documentation………………………………..……….. 34

G. Technique of Analysis Data…………………………………… 35

a. Scoring the Students’ Test…………………………….. 35

c. Calculate the Result of the Test……………………….. 35

CHAPTER IV ANALYSIS AND DISCUSSION

1. Difference of Lecturing and Word Search Game of the Seventh Year

Students of MTs Tarqiyatul Himmah in the Academic Year of

2013/2014…………………………………………….……… . 37

a. Pre-Test …………………………………………… . 37

b. Treatment…………………………………………. . 41

c. Post-Test…………………………………………… . 42

2. Significant difference of Lecturing and Word Search Game of the

Seventh Year Students of MTs Tarqiyatul Himmah in the Academic Year

of 2013/2014…………………………………………………. 51

1. Experiment Class…………………………………………. 52

a. SD (Standard Deviation)………………………………… 53

b. T-Test (Calculate to)…………………………………… 53

c. Giving Interpretation to……………………………....... 54

2. Control Class……………………………………………… 55

a. SD (Standard Deviation)……………………………… 55

b. T-Test (Calculate to)…………………………………… 57

c. Giving Interpretation to………………………………. 57

CHAPTER V CLOSURE

A. Conclusion ........................................................................ 64

B. Sugesstions ...................................................................... .......... 65

REFERENCES

APPENDIXES

Lists of Figure and Tables

Figure 2 Word Search Game……………………………………………………... 22

Table 3 Profile of Students of MTs Tarqiyatul Himmah in the Academic Year of

2013/2014………………………………………………..…………………...…... 27

Table 3.1Teacher and Administrator of MTs Tarqiyatul Himmah in the Academic Year

2013/2014 ……………................................................................................ .......... 27

Table 3.2 Accomodation…………………………………….………………….... 28

Table 3.3 Name of the Research Subject…………….……………………...…… 30

Table 4 Result of Pre-Test of Control Class………………..…………..….......... 38

Table 4.1 Result of Pre-Test of Experiment Class……………………...…..…… 40

Table 4.2 Result of Post-Test of Control Class…………………………............. 43

Table 4.3 Result of Post-Test of Experiment Class...…….……………….......... 44

Table 4.4 Interpretation of Test Score…….……………………………............. 45

Table 4.5 Interpretation of Pre-Test Score of Control Class……………………. 45

Table 4.6 Interpretation of Pre-Test Score of Experiment Class…………......... 46

Table 4.7 Interpretation of Post-Test Score of Control Class…………………... 46

Table 4.8 Interpretation of Post-Test Score of Experiment Class……...…. …… 47

Table 4.9 Comparison Score Pre-Test and Post-Test Between Experiment and Control

Class…………………………………………………………………………....... 47

Table 4.10 Distribution of Pre-Test Score of Control Class………………….…. 49

Table 4.11 Distribution of Pre-Test Score of Experiment Class ……...………... 49

Table 4.12 Distribution of Post-Test Score of Control Class………………..….. 50

Table 4.13 Distribution of Post-Test Score of Experiment Class…………....…. 51

Table 4.14 Data for T-Test Calculating Pre-Test-Post-Test of Experiment

Class………………………………………………………………………..…..... 52

Table 4.15 Data for T-Test Calculating Pre-Test-Post-Test of Control

Class…………………………………………………………………………...…. 55

Table 4.16 Score of Students’ Achievement of Experiment Class..................... 58

Table 4.17 Score of Students’ Improvement of Experiment Class…................. 59

Table 4.18 Score of Students’ Achievement of Control Class………................ 59

Table 4.19 Score of Students’ Improvement of Control Class………............... 61

CHAPTER I

INTRODUCTION

A. Background of the Research

Vocabulary is one aspects of the language that is very important in English study.

By mastering vocabulary, students will easy to accept explanation from their teacher.

Students who are rich in vocabulary will be successful to study English language. This is

the opposite with the students who are poor in vocabulary, surely they will get the

difficulties to study English language. In a class, most of the students are passive because

they do not know about vocabulary and what is the meaning of it.

Considers about phenomenon it is undeniable that vocabulary mastery is really

needed to improve four language skills, those are speaking, listening, reading and writing.

It means that the vocabulary has important role in the language study. The students who

are poor in vocabulary will be difficult to understant a text, disable to speak English, and

difficult to write their idea. Vocabulary mastery is very important because it will carry

the learner in learning process.

“The mastery of vocabulary is very important because it will consider the students

in the teaching learning. River’s argues that the acquisition of an adequate

vocabulary is essential for successful second language use because, without an

extension, we will be unable to use structures and function. We may have learned

for comprehensible communication.” (Nunan, 1991: 117)

Many students get score less than averages score. It is clear that they have many

problems in their vocabulary mastery. Most of the students in junior high school often

face some problems in learning and mastering English lesson especially in vocabulary

mastery. First, students are very difficult to remember new vocabulary since they never

used the language before. We can observe it when the students did not know what is the

meaning of the question while they do the test. Next problems, the students didn’t have

any interest to learn English.

Remembering some new vocabularies are still difficult for students who never got

the English lesson in elementary school before, except the basic material. Even though

there are some students who have learned English before, however it is still difficult for

students to speak English.

The teacher often finds that their students do not have interest to learn a subject

matter at school. It also happens in learning English, because they did not have

knowledge about the correlation between themselves and the subject matter. Teacher

must know about the student’s condition and give them motivation by designing the

situation, so that the student can feel that there is correlation between their life and

subject matter.

There are many methods can be used in teaching and learning process. One kind

of method is word search. It is hoped that the students will be able to get new vocabulary

and increase their vocabulary by using word search. Word search is collection of word

which the structure are still ambiguously arranged and we asked to search it. The word

can be arranged from the top to down or from the other way from the front to backside or

opposite of it. The word search is designed to be an interactive tool for students or the

other to use. It contains an array of words that can be used to increase their vocabulary

mastery.

The researcher analyzes that many teachers still use the old method in teaching

and learning process it will not increase the students in vocabulary mastery. Because of

that the writer tries to apply new method which help the learners to increase their

vocabulary and make a group in learning activities.

By applying a new method, the students will enjoy and get interested in learning

English. They also will be able to remember English word easily. So the researcher wants

to apply word search to solve the problems in MTs TARQIYATUL HIMMAH that can

improve the students interest in learning English.

Based on the explanation above, the writer wants to conducts a research entitled:

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

Seventh Year Students of MTs TARQIYATUL HIMMAH in the Academic Year

2013/2014”.

B. Statement of the Problems

Based on the research background of the study above, the writer has some

problem that can be identified as follows:

1. How are the differences of lecturing and word search for the learners of the

seventh year students of MTs TARQIYATUL HIMMAH in the academic

year 2013/2014?

2. How are the significant differences of lecturing and word search of the

seventh year students of MTs TARQIYATUL HIMMAH in the academic

year 2013/2014?

C. Limitation of the Research

To avoid any misinterpretation of the problem, the researcher would like to

restrict the field of the study. The researcher wants to know whether word search can

increase the learners in vocabulary mastery. The material was limited that is taught at

first of junior high school in second semester.

D. Objectives of the Research

Based on the problem and limitation of the study above, the researcher can

conclude that the objectives of this research are as follows:

1. To find out the difference of lecturing and word search for the learners of the seventh

year students of MTs TARQIYATUL HIMMAH in the academic year 2013/2014.

2. To find out the significant difference of lecturing and word search of the seventh year

students of MTs TARQIYATUL HIMMAH in the academic year 2013/2014.

E. Benefits of the Research

The researcher hopes that the result of this research can give information about

the level of students vocabulary mastery. Then the researcher hopes too that this research

of using word search in teaching and learning vocabulary will be useful for all, for the

teachers, the students and the researchers.

1. For the teachers

As a positive result of this research can support the teacher especially

English teacher to use this method in teaching learning vocabulary, and the

teacher can change the traditional method with this new method in teaching

vocabulary which is very interesting. They also can apply this new method for

make student feel enjoy without bored in teaching and learning process.

2. For the students

The positive result of this research can support the learner to increase their

vocabulary mastery. Teaching vocabulary through word search will make the

students have fun and enjoy in their teaching learning process, beside that they

can increase their vocabulary mastery without any difficultiess.

3. For the researchers

This result can support the writer to enrich the method of vocabulary

mastery and word search. The otherhand, the researcher has new experience how

to increase vocabulary mastery with this method.

F. Definition of Key Terms

There are some key terms in this paper. The writer wants to clarify and explain

the meaning briefly to avoid misunderstanding or the ambiguity in perception of some

terms used in this study.The definition are below:

1. Use

Use is do something with a machine, a method, an object, etc for a

particular purpose (Oxford, 2011: 488).

2. Word search

Is a word game that is letter of a word in a gird that usually has a

rectangular or square shape. The objective of this puzzle is to find and

mark all the words hidden inside the box. The word may be horizontally,

vertically, or diagonally (Yulianto, 2011: 36). From the explanation above

the writer concludes that word search game is a word game that is letter of

a word and the form may be horizontally, vertically or diagonally.

3. Game

Game is one of activities which can help to create dynamic,

motivating classes. The reason is that real learning takes place when the

students in a relaxed atmosphere, participate in activities that require them

to use what they have been drilled on. Games are not only suitable for

children but also for adults (Fauziati, 2005: 130). Game is form of play or

sport with rules as competitions, single part of match and children’s

activity when they play with toys, pretend to be somebody else, etc.

(Oxford, 2011: 181)

3. Develop

Become or make something larger, more advanced, stronger (Oxford,

2008: 122)

4. Students

Students is a person attending an educational institution, for example

high school or college, one studying anything, one develop and systematic

study. In other definition, a student is a person whom gives the influence from

someone or group that carry out the educational activity (Djamarah, 2005:

51).

5. Vocabulary mastery

Vocabulary is list of words used in a book with definition or

translation (Hornby, 1963: 1120). Mastery is great skill or knowledge

(Oxford, 2009: 271). Vocabulary mastery is the knowledge in

understanding the words. Mastering English vocabulary means know the

meaning and understand the words being used in communication (ELTS,

retrified 08-03-2014 at: 8:37).

G. Research Method

To analyze the vocabulary mastery of the seventh year students of MTs

TARQIYATUL HIMMAH in academic year 2013/2014. The researcher used descriptive

quantitative research, which is defined as a research procedure which produces

descriptive data in the form of words written or spoken of the person. In this study the

research subject are population and sample. Population is all members of the research

subject (Suharsimi, 2006: 130). In this research the writer will takes two class there are

class 7A and class 7B of the sample on the first students of MTs TARQIYATUL

HIMMAH. An approach that will be done by the writer as primary approach is

quantitative approach to calculate score of students. The secondary approach is

descriptive approach. Descriptive is describing how a technique of learning is applied and

how the result can be reached. Technique of data collection will be used by the researcher

to analyze the vocabulary mastery are using test, and documentation.

After the researcher has accomplished analyzing the observation and analysis have

been done, so the teacher will know the weakness and strength of using word search in

teaching learning process.

H. Review of the Related Literature

Vocabulary is the most important component of a language. Student will easy to

accept explanation from their teacher. By mastering vocabulary, students who are rich in

vocabulary will be successful to study English language. The students will get the

difficulties to study English language if they are poor in vocabulary. In a class, most of

the students are passive and bored because they do not know about vocabulary and most

of them did not have any interest to learn English.

As teachers we must be a creative person when we teach our students. For

example teach them by using game in teaching learning process. This method can help

the learner feel enjoy without feel bored when they learn. There are many methods can be

used in teaching and learning process. One kind of method is word search. It is hoped that

the students will be able to get new vocabulary and increase their vocabulary. The word

search game technique is developed by Dean Yulianto.

Word search game is a word game that is letter of a word in a gird that

usually has a rectangular or square shape. The objective of this puzzle is to find and mark

all the words hidden inside the box. The word may be horizontally, vertically, or

diagonally. There are many people including, teachers, educators linguists and

academicians have been conducting several researches related to teaching vocabulary

such as the way to improve students’ vocabulary mastery, the various strategies,

techniques and methods used to increase students’ mastery of vocabulary, and many

others. Those previous researches have their own characteristic and specification on the

object of the research, the research methodology that used and the research variables. In

order to help the writer conduct this research, the writer read some previous researches as

the literary review.

The writer uses the other graduating paper, with the title is “Improving Student’s

Vocabulary Mastery Using Flip Word Game at the Fourth Year students of MI Maarif

Dukuh Salatiga in the Academic Year 2010/2011)” which has been researched by Laela

Kurniawati the student of State Institute for Islamic Studies (STAIN) of Salatiga.

In this graduating paper the teacher uses “Flip Words Game” as one attractive

ways to improve the student’s vocabulary mastery. According to her, Flip words game

can improve student’s vocabulary mastery at the Fourt Year students of MI Maarif

Dukuh Salatiga, she tries to find out the use of Flip words game in learning vocabulary.

The other research was writed by Dewi Nurhamida in 2012; the student of State

Institute for Islamic Studies (STAIN) of Salatiga with the title is Improving Students’

Vocabulary Mastery Through Word Wall (A Classroom Action Research on the First

Grade Students of SMP N 2 Tuntang in Academic Year 2012/2013). In this graduating

paper, she analyzed about Word Wall. According to her, Word Wall can improve

students’ vocabulary mastery. She wants to know how is the process of teaching and

learning vocabulary by using Word Wall. Actually the result of her research shows that

teaching and learning vocabulary by using Word Wall it can improve students’

vocabulary mastery.

Meanwhile this research is conducting in order to know the effectiveness of the

implementation of Word Search Game toward students’ vocabulary mastery of the

seventh year students of MTs Tarqiyatul Himmah.

I. Hypothesis

A hypothesis is a specific statement of prediction. It describes in concrete (rather

than theoretical) terms what you expect will happen in your study.

In this research, the researcher puts a hypothesis that “Word Search Game and

lecturing have similarities to develop students’ vocabulary mastery of the seventh year

students of MTs Tarqiyatul Himmah in the academic year of 2013/2014.

J. Outline of the Graduating Paper

This Graduating paper will consist of five chapters. Each chapter will be

discussed as follow:

Chapter one is an introduction. It is explains of the background of the study,

statement of the problems, limitation of the study, objectives of the research, benefit of

the study, definition of key terms, research methodology, review of the related literature,

hypothesis and the last is the outline of graduating paper. Chapter two is review of related

literature. This chapter describes theoretical review of teaching vocabulary. Firstly,

theory about vocabulary, it is explains the theory about vocabulary includes the definition

of vocabulary, the importance of vocabulary mastery, teaching vocabulary, testing

vocabulary and the characteristics of young learner. Secondly, theory about word search.

It is explain the definition of word search, instruction to play the game and the form of

word search game. Chapter three is research methodology. It discusses setting of

research, subject of the study, the method of research, Procedure of research technique of

collecting data and technique of analysis data, deals with research methodology, research

object, technique of data collection, and technique of data analysis. Chapter four is the

data analysis which is consists of analysis between pre-test and post-test. Chapter five as

the last part of this outline consists of closure which will be devided into two parts, it

contains of conclusion and suggestion. For the attachment there bibliography and

appendix.

CHAPTER II

THEORETICAL FRAMEWORK

A. The Definition of Vocabulary

Fauziati (2005: 155) says that vocabulary is central to language and of critical

importance to typical language learner .Vocabulary is list of words used in a book with

definition or translation (Hornby, 1963: 1120). As has been mentioned in the discussion

of acquiring language skills (reading, writing, listening, and speaking), vocabulary

learning is one of the sets of enabling knowledge and a critical aspect of developing the

ability to use your foreign language in useful ways (Leaver et al, 2005:20).

Vocabulary has been called the building blocks of language learning. There are

even some teaching approaches (e.g. the Natural Approach) in which the proponents

suggest that the most important thing in acquiring a language is vocabulary. Whether you

agree with that point of view or not, there is no one who will say that vocabulary is

unimportant. The more vocabulary you know, the more things you will be able to talk

about, read about, write about, and listen to well. The more vocabulary you know, the

more options you have in selecting the kinds of grammar to use in speaking and writing.

More important, sometimes just knowing the word will get you past a difficult point in

grammar, even if you do not understand the grammar of something that is being said or

that you are reading, you may be able to get the gist of it if you know all the words.

B. Vocabulary Mastery

Learning vocabulary is important thing in language learning. We cannot speak,

write, and understand what we read or listen without vocabulary. Mastering vocabulary is

a basic matter in learning a foreign language. Thornbury (2002: 3) argues: if you spend

most of your time studying grammar, your English will not improve very much. You will

see most improvement if you learn more words and expressions. You can say very little

with grammar but you can say almost anything with words. Based on the statement

above, we can say that without sufficient vocabulary, we cannot communicate effectively

or express our idea. Mastering English vocabulary means know the meaning and

understand the words being used in communication. Palmberg in Sukmawati (2006: 10)

points out: mastering of a foreign language words, the learner knows and recognizes it

both in spoken and written form. This means, the learner not only able to spell or

pronounce it, but also she/he should be able to differentiate its category and meaning

when applying it into grammatically right sentence. In addition to this, the learner is able

to express it orally as well.

C. Teaching Vocabulary

Teaching vocabulary is the studying second language because vocabulary is the

basic material to master the four language skills those are speaking, reading, writing, and

listening. Without understanding the new word, the students will get difficulties to study

English language.

Fauziati (2002: 155) says that vocabulary is central to language and of critical

importance to typical language learner. Without a sufficient vocabulary, someone cannot

communicate effectively or express the ideas in both oral and written form. A teacher

should devise various relevant activities for promoting vocabulary learning to the

students in order that they will learn new vocabulary with useful and interesting.

Vocabulary system seems to be most effective and practical way of memorization to

accomplish new vocabulary.

D. Testing Vocabulary

Test is first conducted before getting data. A procedure for critical evaluation; a

means of determining the presence, quality or truth of something, a trial: a test of one

eyesight, subjecting, a hypothesis to a test, a test of an athlete’s endurance.

Once of the ways to knowing the student’s development or student understands

about material is through test. In any consideration of educational testing a distinction

must be drown between the rather informal, teacher made test of the classroom and those

formal. Classroom test are generally prepared, administered, and scored by one teacher.

There are many published exercise on vocabulary. These include:

1. Matching pictures to words.

2. Matching words to the meaning.

3. Multiple choices complete, is a test in which a sentence with one word in presented;

students choose one of four vocabulary items given to complete the sentence.

4. Memory game (Scrivener, 1994: 83)

Several tasks seem to be designed for students working on their own, but can easily be

used in class. For the better, teacher should give some test to students appropriate with

their situation and their skill in order to get good result in the teaching and learning

English language.

E. The Characteristics of Young Learners

Fauziati (2002: 171-172) explains that the characteristics of young learners as

follow:

1. Children like playing

One characteristic of children is that they like playing, children like playing and

learn thing while playing, and the implication to language teaching is that games are

very effective ways for teaching language. By definition, a game is an activity with

rules, a goal and an element of fun.

The use of word search game in increasing students’ vocabulary mastery can

make their learning and playing happily. This game is one of the ways to increase

their vocabulary.

2. The children talk about here and now

Adult both observe and impose the cooperative principle when they talk to young

children. They make what they say relevant, talk about here and now of the child’s

world. The phenomena imply that the children’s word involves around here and now.

Therefore, they should not be asked to discuss abstract things or life and situation in

the past or in the future. In other words, children’s interest is narrow, restricted

primarily to themselves, their immediate surroundings, their families and their

friends.

3. Association and memory

Children understand and retain the meaning better when they have seen some

objects association it. For this reason the teacher should expose the student to real

life situation, when this is not impossible. The visual aid can serve as a useful

substitute, as pictures and their images are more vivid than words. Thus, in teaching

and learning process pictures should be an integral part of every teacher’s

professional equipment.

F. Teaching Vocabulary by Using Word Search Game

1. Definition of Word Search

Is a word game that is letter of a word in a gird that usually has a rectangular

or square shape. The objective of this puzzle is to find and mark all the words

hidden inside the box. The word may be horizontally, vertically, or diagonally

(Yulianto, 2011: 36). From the explanation above the writer concludes that word

search game is a word game that is letter of a word and the form may be

horizontally, vertically or diagonally.

2. Word Search Game

Game is form of play or sport with rules as competitions, single part of match

and children’s activity when they play with toys, pretend to be somebody else,

etc. (Oxford 2011: 181). Fauziati, (2005: 130) says that game is one of activities

which can help to create dynamic, motivating classes. The reason is that real

learning takes place when the students in a relaxed atmosphere, participate in

activities that require them to use what they have been drilled on. Games are not

only suitable for children but also for adults.

Word search is a challenging word game that develops spelling skills as well as

critical thinking of abilities. Word search is like a puzzle that plays to looking for a

word in random words to solve. Figure out the phrase how many words and letters

there are. Overall, word search is a fun game that deserves a chance. The essence and

core of the game are fun and exciting.

By searching and analyzing some words, word search game can increase

vocabulary mastery for students in seventh class of many random words. They

analyze and form the words in certain category to memorize new vocabulary by it.

Based on the definition above, the writer concludes that word search game is an

activity in English teaching learning process by using words game. The form of word

search game is like puzzle. There are some words which are arranged randomly.

3. Instruction to play the game:

a. Word is usually placed horizontally, vertically and diagonally. And then

backwards in any of those directions.

b. The best way is to scan the grid row by row, from left to right. This will help you

pick up all the words that are written as words on a page.

c. Then do the same for vertical lines from the left to right scanning top to bottom.

This will leave words that placed backwards and diagonally which sometimes can

be harder ones to be spotted.

4. The Form of Word Search Game

Word search game is a game which is used to increase English Vocabulary. Word

search game is a term with random words to get a word from it. It is a puzzle with

random letters in order to create some new words. As one of media in English

teaching learning, word search game used to make the students interesting in

teaching and learning process. This game can help the students to know and

understand about new vocabulary. The student can get a word from that letters by

searching and forming based on certain category, and then analyzes the words from

the table. For example, the students are asked to search and analyze vocabulary in

categories of vegetables.

P E A C E L E R Y E

E S C A R R O T G G

T P O B S A E I A G

T O D B P U R S R P

N H C A N I P S L L

A E L G R Y A E I A

E S R E T K E U C N

B C I G U K P O L T

S I X O T A T O P O

P B R O C C O L I R

A K T O M A T O O Y

P O R I N K A L D E

R N E C H I L I A R

I F G U I N O Z Y T

K Z P L A U J N K I

A W E M O S O Q I U

EGGPLANT GARLIC ONION

CABBAGE PEA TOMATO

CARROTE BEAN CHILI

CELERY POTATO BROCCOLI

SPINACH CORN PAPRIKA

G. Procedure To Do Vocabulary by Using Word Search Game

Game activities can be useful medium for teaching foreign language to children.

Word search game that can be used in situational language practice is hence an essential

part of the teacher’s equipment. Munawaroh (2013: 1) exclaimed in her journal that there

are suitable procedures to do vocabulary games as follow:

1. The teacher gives clear instruction to explain the games rules. Games have

many rules, as a game word search has rules too. Before the game is played

surely the teacher must show the rules for the students. So, the students

understand and they can play the game.

2. The teacher giving an example of playing the games. After the teacher has

showed the rules, she/he must gives an example to play the game. Of course

after the teacher gives the example of the games surely they can play it.

3. The students focus on the teacher instruction. Beside the teacher explains

about the game then gives some instruction, the students must focus. So, they

will know about the game.

4. Teacher giving the word search games and ask the students to arrange the

words. After the students clear enough with the explanation and the

instruction from the teacher then they play the game.

5. Teacher gives 20 minutes to finish their work, then the students discuss

together.

CHAPTER III

RESEARCH METHOD

A. Research Setting

1. The description of MTS Tarqiyatul Himmah

Based on the writer’s research general description of MTS Tarqiyatul

Himmah as follows:

Name : MTs Tarqiyatul Himmah

NSS : 212332205019

Address : Desa Kauman Lor, Kec. Pabelan, Semarang

The Land Wide : 1.034 m2

Build : 1978

Telp : -

2. The Vision of Mts Tarqiyatul Himmah

The vision of Mts Tarqiyatul Himmah was school focuses on belief and

righteousness to the God Allah SWT, establishing intellectualism, and creating

cadres of human leader and excellent in achievement.

3. The Mission of MTS Tarqiyatul Himmah

The mission of MTS Tarqiyatul Himmah was implementing the process of

learning to integrate and aspects of teaching experience practice and created

conducive situation.

4. The Curriculum of MTS Tarqiyatul Himmah

a. The Core Program

The school applied curriculums KTSP (Kurikulum Tingkat Satuan

Pendidikan) as recommended by the ministry of National Education.

b. The Specific Program

The specific program of MTs Tarqiyatul Himmah was Mastery some

language such as English, Arabic, and Javanese.

c. Extensive Program

Extensive program of MTs Tarqiyatul Himmah consisted on

extracurricular and personality, which covers of sports, art, and music.

d. The Profile of Students, Teacher and Administrator

This school had 155 students. There were 49 students in seventh grade, 52

students in eight grade and 54 students in ninth grade. The list of students’

profile of MTS Tarqiyatul Himmah as follow:

Table 3

The profile of Students of Mts Tarqiyatul Himmah

NO CLASS NUMBER

CLASS

GENDER TOTAL

MALE FEMALE

1. 7 2 25 25 49

2. 8 2 24 28 52

3. 9 2 18 36 54

TOTAL 6 67 89 155

Table 3.1

Teacher and Administrator of Mts Tarqiyatul Himmah

NO NAME STATUS EDUCATION

1. Drs. KH.Hamdan As Head Master S3

2. M. Musyafa’, S.Ag Teacher S1

3. Habib Sholih, S.Ag Teacher S1

4. Untung Kisworo, ST Teacher S1

5. M. Tunggul Wahyono, SH Teacher S1

6. Neneng Antik Masruroh, SS Teacher S1

7. Ninik Arifah, S.Pd.I Teacher S1

8. Umi Khasanah, S.Pd Teacher S1

9. Nur Imayati, S.Pd Teacher S1

10. Muhammad Al Khafid, S.Pd Teacher S1

11. Muslimin, A.md Administrator D3

12. Purnamasari Administrator D1

13. Rofi’i Administrator MI

14. Amrina Rosyada, S.Pd.I Teacher S1

In table 3.2, there were 14 staffs members of MTs Tarqiyatul Himmah consist

of 3 administrators, 10 teachers and 1 head master.

e. Facilities

Mts Tarqiyatul Himmah had some facilities. There were 6 classrooms, 1

teacher room & head master room, 1 consultant room, 1 library, 1 UKS room,

cooperation room, 1 multimedia room, 2 teacher toilets, 6 students’ toilets and

1 warehouse. The table of facilities of Mts Tarqiyatul Himmah as followed:

Table 3.2

Facilities of MTs Tarqiyatul Himmah

No Facilities Total

1 Classroom 6

2 Teacher room & Head master room 1

3 Consultant room 1

4 Library 1

5 UKS room 1

6 Cooperation room 1

7 Multimedia room 1

8 Teacher toilet 2

9 Students toilet 6

10 Warehouse 1

B. Subject of the Research

1. Population

Population is all members of the research subject (Arikunto, 2006: 130).

Population is all individuals from whom the data are collected. The population of

the study was the first grade students of MTS Tarqiyatul Himmah in the academic

year of 2013/2014.

2. Sample

Sample is a part of representative populations which is investigated (Arikunto,

2006: 131). In this research the writer used class 7A and 7B as a sample. The table

of research subject as followed:

Table 3.3

The Name of the Research Subjects

No Experimental Class No Control Class

1 Ahmad Bustanul Izzan 1 Abdul Manaf

2 Ahmad Defri Aristiyan 2 Agustina Dwi Astuti

3 Aristiyanto Alfi N.H. 3 AgustinaWahyu U.

4 Anik Nanda A.A. 4 Ahmad Arif Khoirudin

5 Aninda Rahayuningsih 5 Ari Setiawan

6 Annisa Fauziyah 6 Azzy Prasetyo

7 Dwi Apit Listiana 7 Bagas Puji Pangestu

8 Farhan Al-Godzy 8 Devi Setiyani

9 Iftitahul W. 9 Farida Azka

10 Indana Taqiyatul 10 Faza Noviana

11 Kurnia Dian Fajari 11 Iqbal Ari Setiawan

12 Muhammad Syarifudin 12 Isna Retnawati

13 Meida Cahyani 13 M.Sholikhul Hidayat

14 Muhammad Afrizal 14 M. Ulil Albab

15 Muhammad Fajar 15 Muhammad Nasikhin

16 Ahmad Musta’in 16 Muhammad Samsul

Khoidar

17 Nur Syarifah 17 Nailul Khasanatul M.

18 Nur Rohman Dai Irgianto 18 Nesa Rustanti

19 Rosyidah Anggraini 19 Siti Wardah Lia

20 Salamatul Alfa Syarifah 20 Silviana Melasari

21 Wahyu Iqbal Saputra 21 Soleh Budi Mustofa

22 Wahyu Tri Mulyani 22 Ulul Azmi

23 Yunia Prihati 23 Wafiq Al Fahri

24 YunitaR 24 Wanda Yunisa

25 Zahroul Ma’wa 25 Widyatno Bagus W.

C. Method of Research

The research method used in this study was descriptive quantitative approach. The

descriptive research is a research which is purposed to give the facts. Indications, and

phenomenon systematically and accurately about the characteristic of the population in

certain area, thus the purpose of this research is to describe systematically the facts and

the characteristics of a given population or area of interest, factually and accurately.

Descriptive method is not only limited to collect and arrange the data, but also to analyze

and interpret the meaning of the data.

Quantitative research is a process to get knowledge that applies the nominal data

as a tool to analyze the information what we want to know (Kasiram, 2010: 172).

Similarly, in this research, the writer will describe the phenomenon that arises from the

object of the research factually and accurately by statistical method.

The type of the research was experimental research. There were two groups that

would be compared, they were experiment and control group. The experiment group was

taught by Word Search Game and the control group was taught without Word Search

Game. This research was aimed at identifying the effectiveness of using Word Search

Game to increase the students’ mastery of vocabulary.

The two groups received the different treatment that might relate to performance

of the dependent variable. After the group had been exposed to the treatment for some

periods of time, the researcher administered a test of the dependent variable and then

determined whether or not there was a significant difference between the groups.

D. Evaluation Criteria

The evaluation criteria of Vocabulary mastery was presented as follow:

Table 3.4

Evaluation Criteria

Classification Score Rating Category

Excellent 80-100 4 If the students can answer almost

question

Good 60-79 3 If the students can answer fewer of

the question errors

Fair 50-59 2 If the students can answer good

enough of the question

Poor >49 1 If the students can't answer almost

of the question

E. Research Design

To get some data, the research had three steps. Firstly, students were given pre-

test to know the mastery of their vocabulary mastery and given some topics of

vocabulary. Secondly, students were given the material for group A used Word Search

Game as a teaching media and without Word Search Game for group B. At the end, the

students were given post-test to know the vocabulary mastery how well they understand

the material by using Word Search Game or without Word Search Game.

The writer used experimental research to find out the effectiveness of Word

Search Game. In this experimental design, the researcher evaluated the experimental

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

and isolated from the treatment. In other word, control class was not given any treatment.

Finally, the researcher compared the influence of the treatment toward an experimental

class. The research design in this research can be seen as follows:

O1 : Pre-test before given treatment for experimental class

O2 : Post-test after given treatment for experimental class

O3 : Pre-test for control class

O4 : Post-test for control class

X : Treatment for experimental class

F. Technique of Collecting the Data

1. Test

O1 X O2

O3 -- O4

Test is a set of stimulus that is given to people that aims at getting answer as

the basic of scoring (Arikunto, 1992: 115). To get the data, the writer used T-test

which consist of pre test and post test. The purpose of pre test was to know how far

the students’ mastery of vocabulary before using Word Search Game, whereas the

purpose of post test was to know the students’ mastery of vocabulary after using word

search game.

2. Documentation

The writer also used documentation as the method of collecting the data in

this research. According to Arikunto (2010:274) documentation is a method used to

find the data related, by using book, transcript, newspaper, magazine, ancient

inscription, notes of a meeting, agenda, etc. The documentation was done by taking

the picture while the writer taught the control and experimental class.

G. Techniques of Analysis Data

To analyze the result of the data from pre-test and post-test, the writer used the

following steps:

1. Scoring the students’ test

In this step, the writer scored the result from the pre-test and post-test from

experimental group and control group. The writer used 4 point scale to measure the

students’ answer.

2. Calculate the Result of the test

After scoring the students’ test, the writer calculated the data using t-test to

determine whether there was significant difference before and after the treatment

both from experimental and control groups. If the mean improved, it was suggested

that students’ vocabulary mastery also improved. The steps to calculate the data

according to Arikunto (1990: 507) described as follows:

a. Calculate the mean (M) from each group using the following formula:

b. Calculate the standard deviation from difference (SD)

SDD =

SDD = Deviation Standard for one sample t-test

D = Difference between pre-test and post-test

N = Total of Respondents

c. Calculating the T-test using this formula:

to =

to = T-test for the differences of pre-test and post-test

SD = Deviation standard for one sample t-test

D = Difference between pre-test and post-test

N = Total of Respondents

Criteria of hypothesis accepted describes as follows:

≥ = Reject Null hypothesis

< = Receive Null Hypothesis

Mean =

CHAPTER IV

ANALYSIS AND DISCUSION

1. The difference of lecturing and Word Search Game of the seventh year students

of MTs. Tarqiyatul Himmah in the academic year of 2013/2014.

The writer collected the data from seventh grade students of MTs Tarqiyatul

Himmah in the academic year of 2013/2014. They were consist of 25 students of

experimental group who were taught using Word Search Game and 25 students of

control group who were not taught using Word Search Game. The researcher applied

pre-test, treatment, and post-test. This process as below:

1. Pre-test

A series of questions or other instrument which were used to measure

in individual or group skill, Intelligence, capability, knowledge or talent was

called a test. Pre-test was a test which is done before giving treatment. The

researcher used multiple choices consist of 25 items in pre-test. The

procedures of pre-test as follow:

a. The teacher gave the question sheets consist of 25 items multiple

choices test to the students.

b. The teacher gave the students the rules of doing the test.

c. Collected the answer sheet to the teacher who had finished answer the

question.

d. Scoring. Each correct answer is scored 4; everyone who could answer

all questions correctly will get 100, so that the researcher used this

formula:

Where: S: the score of each student

C: the number of correct answer

Having done the test, the writer found the result of pre-test. The

highest score was 92 of both class, the lowest was 48 for control class and

40 for experiment class. The mean score was 62, 4 for control class then

68, 48 for experiment class.

Table 4

The result of pre-test of Control class

No Respondent Score

1 Abdul Manaf 56

2 Agustina Dwi Astuti 52

3 Agustina Wahyu Utami 52

4 Ahmad Arif Khoirudin 56

5 Ari Setiawan 48

6 Azzy Prasetyo 60

7 Bagas Puji Pangestu 68

8 Devi Setiyani 80

9 Farida Azka 92

10 Faza Noviana 64

S = C X 4

11 Iqbal Ari Setiawan 52

12 Isna Retnawati 72

13 M. Sholikhul Hidayat 72

14 M. Ulil Albab 60

15 Muhammad Nasikhin 48

16 Muhamad Samsul Khoidar 52

17 Nailul Khasanatul M. 52

18 Nesa Rustanti 84

19 Siti Wardah Lia 72

20 Siviana Melasari 60

21 Soleh Budi Mustofa 60

22 Ulul Azmi 52

23 Wafiq Al Fahri 64

24 Wanda Yunisa 64

25 Widyatno Bagus W. 60

Based on the table below, there are 25 respondents have done the

test. The highest score was 92 the lowest score was 40 and the mean

score was 68, 48.

Table 4.1

The Result of Pre-test of Experimental Class

No Name Score

1 Ahmad Bustanul Izzan 76

2 Ahmad Defri Aristiyan 60

3 Aristiyanto Alvi Nur H. 92

4 Anik Nanda Anita Agusti 56

5 Aninda Rahayuningsih 72

6 Annisa Fauziyah 76

7 Dwi Apit Listiana 72

8 Farhan Al-Godzy 92

9 Iftitahul W. 72

10 Indana Taqiyatul 84

11 Kurnia Dian Fajari 88

12 Muhammad syarifudin 76

13 Meida Cahyani 80

14 Muhammad Afrizal 64

15 Muhammad Fajar 40

16 Ahmad Musta’in 80

17 Nur Syarifah 64

18 Nur Rohman Dai Irgianto 76

19 Rosyidah Anggraini 76

20 Salamatul Alfa Syarifah 60

21 Wahyu Iqbal Saputra 76

22 Wahyu Tri Mulyani 84

23 Yunia Prihati 40

24 Yunita R. 60

25 Zahrotul Ma’wa 60

2. Treatment

Treatment was activities from the researcher to the students by giving

teaching learning in the class with Word Search Game. This method was kind

of way that can increase students’ vocabulary mastery. The researcher did

teaching learning process by giving explanation about Word Search Game and

how to do assignment well. The teacher explained about procedure text. The

teacher asked the students to read the material together. In process of learning,

teacher found most of the students were able to mention and pronounce the

material well. Although, there were some students that could not mention it

well. The teacher explained until 2 times so the students can understand the

material well.

After the students knew the name and the meaning all of the word, the

teacher gave a puzzle by word search game in random words about procedure

text “how to make ice juice” and asked them to analyze what word there were

in random words. The teacher asked them to mention it one by one and wrote

the meaning of it in their paper.

The students were very enthusiastic to analyze the word. It could be

seen that many students were active to respond the teacher’s question.

However, the teacher also noticed there were some of them who were still

passive.

3. Post-test

After all of treatment process had been done, researcher did post-test.

Post-test was test which was done after giving treatment to measures how

significant of the influence of giving those assignments. In post-test the

highest score was 92 for control class 88 for experiment class and the lowest

score was 60 for control class 40 for experimental class, then the mean score

was 72, 48 for control class and 73, 28 for experiment class.

Based result above, the writer concluded that the students ability in

vocabulary mastery was very well, because in fact the use of Word Search

Game in teaching vocabulary was interesting for them.

In post-test the highest score was 92 and the lowest score was 60, then

the mean of pre-test was 72, 48.

Table 4.2

The Result of Post Test of Control Class

No Respondent Score

1 Abdul Manaf 76

2 Agustina Dwi Astuti 60

3 Agustina Wahyu Utami 64

4 Ahmad Arif Khoirudin 68

5 Ari Setiawan 68

6 Azzy Prasetyo 72

7 Bagas Puji Pangestu 84

8 Devi Setiyani 92

9 Farida Azka 92

10 Faza Noviana 80

11 Iqbal Ari Setiawan 68

12 Isna Retnawati 72

13 M. Sholikhul Hidayat 60

14 M. Ulil Albab 84

15 Muhammad Nasikhin 84

16 Muhamad Samsul Khoidar 72

17 Nailul Khasanatul M. 84

18 Nesa Rustanti 84

19 Siti Wardah Lia 72

20 Siviana Melasari 60

21 Soleh Budi Mustofa 60

22 Ulul Azmi 60

23 Wafiq Al Fahri 76

24 Wanda Yunisa 64

25 Widyatno Bagus W. 60

For experiment class the highest score was 88, the lowest score was

40 and the mean score was 73, 28. The complete score as followed.

Table 4.3

The Result of Post Test of Experimental Class

No Name Score

1 Ahmad Bustanul Izzan 80

2 Ahmad Defri Aristiyan 76

3 Aristiyanto Alvi Nur H. 68

4 Anik Nanda Anita Agusti 80

5 Aninda Rahayuningsih 72

6 Annisa Fauziyah 68

7 Dwi Apit Listiana 88

8 Farhan Al-Godzy 76

9 Iftitahul W. 80

10 Indana Taqiyatul 84

11 Kurnia Dian Fajari 80

12 Muhammad syarifudin 80

13 Meida Cahyani 80

14 Muhammad Afrizal 76

15 Muhammad Fajar 88

16 Ahmad Musta’in 76

17 Nur Syarifah 80

18 Nur Rohman Dai Irgianto 80

19 Rosyidah Anggraini 76

20 Salamatul Alfa Syarifah 60

21 Wahyu Iqbal Saputra 80

22 Wahyu Tri Mulyani 40

23 Yunia Prihati 72

24 Yunita R. 52

25 Zahrotul Ma’wa 40

Based on the table above, the result of student’s pretest and posttest

shows:

Table 4.4

The Interpretation of Pre Test Score of Control class

The Number of

Respondent

Probable Performance

3

12

8

2

Excellent

Good

Good Enough

Poor

25 -

Table 4. 4 showed that there were 3 respondents got excellent, 12

respondents got good, 8 respondents got good enough and 2 respondents got poor.

Table 4.5

The Interpretation of Pre Test Score of Experimental class

The Number of

Respondent


5

14

1

5

Excellent

Good

Good Enough

Poor

25 -

Table 4.5 showed that there were 5 respondents got excellent, 14

respondents got good, 1 respondent got good enough and 5 respondents got poor.

Table 4.6

The Interpretation of Post Test Score of Control class

The Number of

Respondent


4

17

4

-

Good to Excellent

Average to Good

Poor to Average

Poor

25 -


respondents got good and 4 respondents got good enough.

Table 4.7

The Interpretation of Post Test Score of Experimental class

The Number of

Respondent


12 10

1

2

Excellent Good

Good Enough

Poor

25 -


respondents got good, 1 respondent got good enough and 2 respondents got poor.

The table below showed that teaching vocabulary using Word Search Game can

improve the students’ vocabulary mastery or not. The writer compared the result of pre-

test and post-test score as follows:

Table 4.8

The Score Pre-Test and Post-Test

Student’s

Number

Control Class Experimental Class

Pre-test Post-test Pre-test Post-test

1 56 60 76 80

2 52 56 64 76

3 52 60 92 68

4 56 60 56 80

5 48 56 72 72

6 60 60 76 68

7 68 84 72 88

8 80 92 92 76

9 92 92 72 80

10 64 68 84 84

11 52 60 88 80

12 72 76 76 80

13 72 60 76 80

14 60 64 64 76

15 48 52 40 88

16 52 56 76 76

17 52 60 64 80

18 84 84 76 80

19 72 72 76 76

20 60 64 40 60

21 60 68 76 80

22 52 60 84 40

23 64 64 40 72

24 64 60 40 52

25 60 60 40 40

Table 4.9

Distribution of Pre-Test Score of Control Class

No Interval X f Fx

1 91-95 92 1 92

2 86-90 - - -

3 81-85 84 1 84

4 76-80 80 1 80

5 71-75 72 3 216

6 66-70 68 1 68

7 61-65 64 3 192

8 56-60 60 7 420

9 51-55 52 6 312

10 46-50 48 2 96

N=25 Σ=1560

Table 4.10

Distribution of Pre-Test Score of Experimental Class

No Interval X f Fx

1 91-95 92 2 184

2 86-90 88 1 88

3 81-85 84 2 168

4 76-80 76 8 608

5 71-75 72 3 216

6 66-70 - - -

7 61-65 64 3 182

8 56-60 56 1 56

9 51-55 - - -

10 46-50 - - -

11 41-45 - - -

12 36-40 40 5 200

N=25 Σ=1702

Table 4.11

Distribution of Post-Test Score of Control Class

No Interval X f Fx

1 91-95 92 2 184

2 86-90 - - -

3 81-85 84 2 168

4 76-80 76 1 76

5 71-75 72 1 72

6 66-70 68 3 204

7 61-65 64 3 192

8 56-60 60 13 780

N=25 Σ=1676

Table 4.12

Distribution of Post-Test Score of Experimental Class

No Interval X f Fx

1 91-95 - - -

2 86-90 88 2 176

3 81-85 84 1 84

4 76-80 80 14 1100

5 71-75 72 2 144

6 66-70 68 2 136

7 61-65 - - -

8 56-60 60 1 60

9 51-55 52 1 52

10 46-50 - - -

11 41-45 - - -

12 36-40 40 2 80

N=25 Σ=1832

2. The significant difference of lecturing and Word Search Game of the seventh year

students of MTs Tarqiyatul Himmah in the academic year of 2013/2014.

In this research, the writer uses t-test to analyze, calculate and compare the result

of score using word search game in teaching learning process. The writer use formula as

follow:

1. Experiment Class

a. SD (Standard Deviation)

The formula is:

Table 4.13

The Comparison Score of Pre-test and Post-test of Experimental Class

No. R Pre-Test Post-Test D=(X-Y) D2=(X-Y)2

1 R1 76 80 -4 16

2 R2 64 76 -12 256

3 R3 92 68 -24 576

4 R4 56 80 -24 576

5 R5 72 72 0 0

6 R6 76 68 -8 64

7 R7 72 88 -16 256

8 R8 92 76 -16 256

9 R9 72 80 -8 64

10 R10 84 84 0 0

11 R11 88 80 -8 64

12 R12 76 80 -4 16

13 R13 76 80 0 0

14 R14 64 76 -12 144

15 R15 40 88 -48 2304

16 R16 76 76 0 16

17 R17 64 80 -16 256

18 R18 76 80 -4 16

19 R19 76 76 0 0

20 R20 40 60 -20 X

21 R21 76 80 -4 16

22 R22 84 40 -24 576

23 R23 40 72 -32 1024

24 R24 40 52 -12 144

25 R25 40 40 0 0

N= 25

∑D=-

332 ∑D

2=8624

Calculate standard deviation of difference between pre-test and post-test.

1) Standard Deviation

=

=12, 984

2) T-test (calculate to)

to =

=

=5, 011

3) Giving interpretation to

a) Calculate of df

df = n-1=25-1=24

b) Consult with t-table value

With df =24, the value of tt with level of signification 5% is 2,

063

c) Comparing to with tt

to = 5, 011, therefore to is greater than tt with level of

signification 5%

d) Conclusion

If to was greater than tt, null hypothesis (ho) was

rejected. T-table with n= 25 is 2, 063. The result is 5,011>

2,063. Therefore, t-test calculating Based on the above

calculation, research of experimental group showed that tt was

2, 0639 and to was 5, 011, significant difference of this research

was 2, 9471 It meant that to was greater than tt. The writer

could conclude that Word Search Game improved students’

vocabulary mastery from significant level 5% to tt. Ho was

rejected, therefore; there was a significant difference between

pre-test and post test mean.

2. Control Class

a. SD (Standard Deviation)

The formula was:

Table 4.14

The Comparison Score of Pre-test and Post-test

Control Class

No. R Pre-Test Post-Test D=(X-Y) D2=(X-Y)2

1 R1 56 60 -4 16

2 R2 52 56 -4 16

3 R3 52 60 -8 64

4 R4 56 60 -4 16

5 R5 48 56 -8 64

6 R6 60 60 0 0

7 R7 68 84 -16 256

8 R8 80 92 -12 144

9 R9 92 92 0 0

10 R10 64 68 -4 16

11 R11 52 60 -8 64

12 R12 72 76 -4 16

13 R13 72 60 -8 64

14 R14 60 64 -4 16

15 R15 48 52 -4 16

16 R16 52 56 -4 16

17 R17 52 60 -8 64

18 R18 84 84 0 0

19 R19 72 72 0 0

20 R20 60 64 -4 16

21 R21 60 68 -8 64

22 R22 52 60 -8 64

23 R23 64 64 0 0

24 R24 64 60 -4 16

25 R25 60 60 0 0

N= 25

∑D=-

128 ∑D

2=1088

Calculate standard deviation of difference between pre-test and post-

test.

=

= 4, 160

b. T-test (Calculate to)

to =

=

= 0, 023

c. Giving interpretation to

1) Calculate of df

df= n-1=25-1=24

2) Consult with t-table value

With df=24, the value of tt with level of signification 5% is 2, 063

3) Comparing to with tt

to=0, 023, therefore to is smaller than tt with level of signification 5%

4) Conclusion

If to is smaller than tt so null hypothesis (ho) is accepted. T-table

with n=25 is 2, 0639. The result is 0, 023< 2, 0639. Therefore, t-test

calculating is smaller than t-table. Research of control group showed

that tt was 2, 0639 and to was 0, 023. The significant difference of

research was 2, 0409. It mean that tt was greater than to, and it did not

improve students vocabulary mastery from significant level 5% to tt.

Ho is accepted, there is no significant difference between pre-test and

post-test mean.

The writer can see that the mean of pre-test and post-test score between experiment

class and control class have a significant difference.

1. In experiment class, the mean of pre-test was 68, 48 and the mean of post-test 73, 28.

Table 4.15

The score of the students

No. R Pre-Test Post-Test Student

achievement

1 R1 76 80 increase

2 R2 64 76 increase

3 R3 92 68 decrease

4 R4 56 80 increase

5 R5 72 72 No change

6 R6 76 68 decrease

7 R7 72 88 increase

8 R8 92 76 decrease

9 R9 72 80 increase


11 R11 88 80 decrease

12 R12 76 80 increase














Highest score 92 92

Lowest score 40 40

Total score 1712 1832

Table 4.16

The students’ improvement

No Students Improvement Total Students Percentage

1 Increase 14 56%

2 Decrease 5 20%

3 No Change 6 24%

2. In control class the mean of pre-test was 62, 08 and the mean of post-test was 65, 92

Table 4.17

The Score of the Students

No. R Pre-Test Post-Test Students

Achievement

1 R1 56 60 increase

2 R2 52 56 increase

3 R3 52 60 increase

4 R4 56 60 increase

5 R5 48 56 increase


7 R7 68 84 increase

8 R8 80 92 increase


















Highest Score 92 92

Lowest Score 48 52

Total score 1552 1648

Table 4.18

The Students’ Improvement

No Students Improvement Total Students Percentage

1 Increase 17 68%

2 Decrease 2 8%

3 No Change 6 24%

The calculation of mean between Pre-test and post-test of control group

that was taught by lecturing of the seventh year students of MTs. Tarqiyatul

Himmah in the academic year of 2013/2014. The mean of pre-test of students was

62, 08. It was smaller than the mean of post-test. The mean of post-test of the

students was 73, 28. The mean of post-test of the students was higher than the

mean of pre-test of the students that were taught by lecturing. The difference of

mean between pre-test and post-test of students that were taught by Word Search

Game was 4, 8.

The calculation above also showed the calculation of mean between pre-

test and post-test of students that were taught by Word Search Game of the

seventh year students of MTs. Tarqiyatul Himmah in the academic year of

2013/2014. The mean of pre-test of students was 62, 08. It was smaller than the

mean of post-test. The mean of post-test of the students was 65, 92. The mean of

post-test of the students was higher than the mean of pre-test of the students that

were taught by word search game. The difference of mean between pre-test and

post-test of students that were taught by word search game was 3, 84. Word

search game and lecturing were difference because mean of word search game is

higher than mean of lecturing.

The hypothesis is tested by using t-test formula by comparing the scores of

pre-test and post-test between experimental and control group. The result of the

calculation of t-test for experimental group shows 5, 011. Meanwhile, the critical

value for rejecting the null hypothesis at level of significance 5% with degree of

freedom (df) 25 is 2, 063. It means that t-value is higher than critical value (5,

011 ≥ 2,063). Significant difference of this research was 2, 9471 It mean that to

was greater than tt.

The writer could conclude that there was a significant difference between

pre-test and post-test of experiment class. Word Search Game improved students’

vocabulary mastery from significant level 5% to tt.

After carrying out the research, the writer found that by using word search

game the students’ vocabulary mastery was improved. Whit the level of

significance is 5%. If the t-table 5%, it means that null hypothesis (Ho) is

rejected and alternative hypothesis (Ha) accepted. T-table for standard of

significance with df 25 shows 2, 063. The result shows that the t-value was 5, 011

and significant difference of this research was 2, 9471 It can be seen that t-value

is higher than t-table of 5% with the degree of freedom (df) of Since the result of

t-value is higher than t-table, it can be concluded and It is assumed that null

hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted.

Therefore, it can be concluded that there is a significant difference of

post-test between the experimental (the students who were taught using Word

Search Game) and the control group (the students who were not taught using

Word Search Game). Thus, it can be said that Word Search Game is effective to

improve students’ Vocabulary Mastery of the Seventh Year Students of MTs

Tarqiyatul Himmah in the academic year of 2013/2014.

CHAPTER V

CLOSURE

In this chapter, the writer would like to conclude the result of this research based on the data

analysis that has explained in chapter four. There are two problems that the writer states, those

are to find out how are the difference of lecturing and word search for the learners of the seventh

year students of MTs TARQIYATUL HIMMAH in the academic year 2013/2014 and to find out

how are the significant difference of lecturing and word search of the seventh year students of

MTs TARQIYATUL HIMMAH in academic year 2013/2014.

A. Conclusion

Based on the data analysis in chapter four, it comes to the following conclusion:

1. The difference of lecturing and Word Search Game of the seventh year

students of MTs. Tarqiyatul Himmah in the academic year of 2013/2014.

The calculation of mean between Pre-test and post-test of control group

and experiment group of the seventh year students of MTs. Tarqiyatul Himmah in

the academic year of 2013/2014. The mean of post-test of the students was higher

than the mean of pre-test of the students that were taught by word search game.

Word search game and lecturing were difference because mean of word search

game is higher than mean of lecturing.

2. The significant difference of lecturing and Word Search Game of the seventh

year students of MTs Tarqiyatul Himmah in the academic year of 2013/2014.

The hypothesis is tested by using t-test formula by comparing the scores of

pre-test and post-test between experimental and control group. The result shows

that there is a significant difference between the students who are taught using

Word Search Game (experimental group) and those who are not taught using

Word Search Game (control group) of the seventh year students of MTs

Tarqiyatul Himmah in the academic year of 2013/2014.

B. Suggestions

In this chapter, the writer would like to propose some suggestions that hopefully

would be useful for the English teacher, researcher, student and parents.

1. The Teachers

a. The teacher must be creative in teaching learning vocabulary. So that the students

don’t get bored and they always enjoy in learning and easy remembering the

word, learn and memorize new vocabularies.

b. The teacher should know the students’ improvement in vocabulary mastery.

2. The Researchers

a. The researcher should apply the appropriate method in teaching and learning,

most important in choosing the method is should make students get new

vocabulary and new concept.

b. The researcher can develop this research using different perspective and different

method. They can use this research as the reference in their research paper.

3. The Students

a. The students should more seriously study and memorize English vocabulary.

b. The students should be familiar with English vocabulary and develop their

motivation because it is important in English learning.

c. Students should be active person and always practice their vocabulary by

themselves.

4. The Parents

a. The parents are able to create educative condition at home, so that students can

study optimally.

b. The parents are able to control their children’s study.

REFERENCES

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University Press.

Hadjar, I. (1996). Dasar-dasar Metodologi Penelitian Kwantitatif dalam Pendidikan. Jakarta:

Raja Grafindo Persada.

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Heaton, J, B. (1998). Writing English Language Test. New York: New York Inc.

Hornby. (1984).Oxford Advanced Learners’ Dictionary

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Company.

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Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teachers. London:

Prentice-Hall International (UK) Ltd.

Nurhamida, D. (2012). Improving Student’s Vocabulary Mastery through Word Wall (A

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Siregar, S. (2010). Statistika Deskriptif untuk Penelitian. Jakarta: Rajawali Pers.

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Second Year Students of SMA Negeri 4 Palu. Thesis. Palu: UNTAD Unpublished.

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CURRICULUM VITAE

Personal data

Name : Ika Fitria Astutik

Student Number : 113 10 124

DoB : Kab. Semarang, June, 04th

1988

E-mail : [email protected]

Telp : +6285 740 377 073

Education :

1996-2001 : Program Primary School (SD N Kadirejo 03), Pabelan,

Semarang.

2001-2004 : Program Junior High School (SMP N 2 Pabelan) Pabelan,

Semarang.

2007-2010 : Program Islamic Senior High School (MA Attarmasi), Arjosari, Pacitan.

2010-2015 : English Educational Faculty of State Institute for Islamic

Studies (STAIN) Salatiga.

Appendixes

Photos during the Research

X-7 as Control Group X-6 as Experimental Group

The Researcher explain the material and give

instruction to the students

The students are asked to search many word in

jumble words

The students do the test by their self The student share their opinion

The students share their idea The students are given material

The researcher explain the students’ role in

Word Search Game

The students ask and give their opinion in pre-

test of Experimental group

The students do the test in control group The Researcher monitors the students while

doing the test

Appendixes

Photos during the Research

X-7 as Control Group X-6 as Experimental Group

The Researcher explain the material and give

instruction to the students

The students are asked to search many words in

jumble words

The students do the test by their self The student share their opinion

The students share their idea The students are given material

The researcher explain the students’ role in

Word Search Game

The students ask and give their opinion in pre-

test of Experimental group

The students do the test in control group The Researcher monitors the students while

doing the test

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : MTs Tarqiyatul Himmah

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII / 2

Standar Kompetensi : 12.Mengungkapkan makna dalam text tulis fungsional dan esay pendek

sangat sederhana berbentuk descriptive untuk berinteraksi dengan

lingkungan terdekat.

Kompetensi Dasar : 12.1 Mengungkapkan makna dalam text tulis fungsional pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar,

berterima untuk berinteraksi dengan lingkungan terdekat.

12.2 Mengungkapkan makna dan langkah retorika dalam esay pendek

sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat,

lancer, dan berterima untuk berinteraksi dengan lingkungan terdekat dalam

text berbentuk descriptive.

Indikator : - Bertanya dan menjawab tentang meminta dan membuat sesuatu

- Bertanya dan menjawab tentang meminta dan memberi pendapat

dalam membuat sesuatu

Jenis teks : Transaksional dan interpersonal

Aspek/ skill : Menulis

Alokasi waktu : 1X 45 menit

Karakter yang dicapai : a. Religius

b. Bersahabat / berkomunikasi

c. Gemar membaca

d. Jujur

e. Rasa ingin tahu

f. Tanggung jawab

e. Demokratis.

A. Tujuan Pembelajaran

Pada akhir pertemuan siswa diharapkan dapat:

1. Memahami bentuk dan fungsi procedure text 2. Menggunakan ungkapan tersebut untuk berinteraksi dengan temannya 3. Bertanya dan menjawab tentang meminta dan memberi pendapat membuat sesuatu

B. Materi Pembelajaran

Procedure text

C. Metode/ Teknik Pembelajaran 1. Ceramah 2. Tanya jawab 3. Pemodelan

4. Latihan

D. Langkah-langkah Kegiatan Pembelajaran

1. Kegiatan Pendahuluan (5 menit) a) Berdoa (Religius) b) Perkenalan( bersahabat / berkomunikasi ) c) Mengecek kehadiran siswa d) Mengarahkan siswa kepada topik pembahasan yang akan di pelajari

2. Kegiatan Inti (5 menit) Eksplorasi

a) Melibatkan peserta didik mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari. (Gemar membaca)

b) Menanyakan kepada siswa sejauh mana pengetahuan sis

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THE USE OF WORD SEARCH GAME TO DEVELOP MASTERY OF ...e-repository.perpus.iainsalatiga.ac.id/323/1/ika Fitria Astutik... · ABSTRACT Astutik, Ika Fitria. 2015. “The Use of Word Search