the effectiveness of using bingo game in teaching
TRANSCRIPT
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THE EFFECTIVENESS OF USING BINGO GAME IN
TEACHING VOCABULARY OF THE EIGHTH GRADE
STUDENTS AT THE SMP N 15 PURWOREJO IN THE
ACADEMIC YEAR 2016/2017
S1 Thesis
Submitted as a partial fulfillment of the requirement to obtain SarjanaPendidikan degree at English Education Program of
PurworejoMuhammadiyah University
by
Erna Watiningsih
132120052
ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY
PURWOREJO MUHAMMADIYAH UNIVERSITY 2017
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MOTTO
To succeed, we must first believe that we can.
(Michael Korda)
Nothing happens, unless first a dream.
(Carl Sandburg)
Never judge a book by its cover
(Anonymous)
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DEDICATION
I lovingly dedication this thesis to :
My beloved Mother Suratmi and Father Wagimin and Mulyono
For their endless support, prayers, love and care
My only best friend JUJU
For your love and support.
For making my days beautiful and colorful
And my friends
Thanks for your support and care
I can’t say anything because words will never be enough to express
how much
I Love You
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ACKNOWLEDGEMENT
I am very grateful to Allah SWT the most gracious and the most merciful.
Alhamdulilahhiborbil’alamin, all praise to Allah SWT, the almighth, the merciful and the
owner of the universe who has blessed me with so many beautiful things in my life. His
blessing has empowered me to finish this thesis.
I would like to express my gratitude to the firs supervisor, Ismawati Ike
N.,S.S.,M.Hum and the second supervison ,JuitaTriana, M.Pd who have provided
continous direction, gudance, help, and correction in the accomplishment of this thesis.
I also thank the big family SMP N 15 Purworejo, especially the English teacher,
SuryantiS.pd and the class VIII A and VIII C for the help during the research.
I would like to express my appreciation to my family and friends, first, I would
like to thanks my parents, Suratmi, Wagimin and Mulyono who never stop praying for
my success,I would like to thank best friend, Juju, for him love, care, inspirations,
emotions, support, and prayers to finish the thesis. Last but not least, I would like to thank
my beloved friend in the English Departement of 2013, especially class B for a beautiful
friendship and memory we have been through, I would like to thanks Solter
AgusTyarini,ayola cipta ningrum, Walin kristofani, Nuri Ulfa Nuraeni , Mayang
Ariutami, Agus Triasih, suci Lestari Wahyu N, for being my best and helpful friends in
giving me support to finish this thesis.
Finally, I do that this thesis will be useful to all readers, howover,realize that this
writing is still from being perfect, therefore, any criticism and corrections will be helpful
in correcting this thesis.
Purworejo, 1st 2017
The writer
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ABSTRACT
Watiningsih, Erna.2016 The Effectivennes Of Using Bingo Game In Teaching Vocabulary Of The Eighth Grade Students At The Smp N 15 Purworejo In The Academic Year 2016/2017.S1 Thesis. English Education Program teacher training Education Faculty Muhammadiah University of Purworejo.
Vocabulary is one of English communication that must be taught to the
students because vocabulary has an important role for all language skills. But in
teaching vocabulary, the students have difficulties in memorizing new words; so
they lack of vocabulary. The objective of this research is to find out whether there
is any effectiveness of using bingo game in teaching vocabulary to eight grade
students of SMP N 15 Purworejo in academic year 2016/2017.This research
belongs to experimental research. This research was carried out at SMP N 15
Purworejo. The total number of the population is 160 students. This research used
64 sample. To collect the data, the researcher used pre-test and post-test as the
treatment. Then, the data result analyzed by using t-test formula.The result of the
mean of score of post test of experimental group is higher than control group
(80.31 > 66.88). In addition, the result of t-value is 5.57. Then, the researcher
consluts the critical value on the t-table using 5% (0.05) alpha level significance
and the degree of freedom is 1.697. It means that that the use of bingo game in
teaching vocabulary of the rad students at the SMP N 15 Purworejo is effective.
Keyword :Bingo Game, Vocabulary,Teaching.
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TABLE OF CONTENTS
TITLE................................................................................................................. i
APPROVAL SHEET ......................................................................................... ii
RATIFICATION SHEET .................................................................................. iii
MOTTOS ........................................................................................................... iv
DEDICATIONS ................................................................................................. v
STATEMENT ................................................................................................... vi
ACKNOLEDGEMENT ..................................................................................... vii
ABSTRACT ....................................................................................................... viii
TABLE OF CONTENTS ................................................................................... ix
LIST OF TABLES ............................................................................................. xi
LIST OF FIGURES ........................................................................................... xii
LIST OF APPENDICES .............................................................................. xiii
CHAPTER I INTRODUCTION ......................................................... 1
A. Background of the Study ............................................ 1
B. Identification of the Problem ..................................... 3
C. Limitation of the problem ........................................... 4
D. Statment of the problem ............................................. 4
E. Objective of the study ................................................ 4
F. Significance of the Study ........................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE .................... 6
A. Theoretical Review ................................................... 8
B. Games ........................................................................ 20
C. Bingo game ................................................................ 23
D. Previous study ............................................................ 28
E. Hypothesis ................................................................. 29
CHAPTER III RESEARCH METHODS ............................................. 30
A. design of the research ................................................. 30
B. Time and Place .......................................................... 31
C. Variable of the research .............................................. 31
D. Population, sampling, technique & sample ................. 31
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E. Research instrument ................................................... 34
F. Technique of Collecting Data .................................... 34
G. Technique of AnalyzingData ...................................... 35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS .......... 40
A. Data description ........................................................ 44
B. Data anaylsis .............................................................. 44
C. The interpretation of research result ........................... 61
CHAPTER V CONCLUSIONS AND SUGGESTIONS ..................... 64
A. CONCLUSIONS ....................................................... 64
B. SUGGESTIONS ....................................................... 65
..................................................................................
REFERENCES
APPENDICES
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LIST OF TABLES
Table 1. Classification students achievement ........................................... 38
Table 2. The result of control group .......................................................... 41
Table 3. The result of experimental group ................................................ 44
Table 4. Deviation standar & variance of contro group ............................. 46
Table 5. Degree mastery of control group ................................................. 48
Table 6. Deviation standar & variance of experimental group .................. 48
Table 7. Degree mastery of experimental group ........................................ 49
Table 8. The degree mastery of vocabulary of control experimental
group .......................................................................................... 58
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LIST OF CHARS
Chart 1. Thr freequency of degree mastery of control group ..................... 33
Chart 2. The perecentage result of control group ...................................... 38
Chart3. The frequency of degree mastery of experiment group ........ 41
Chart4. The percentage result of experimental group ............................... 44
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LIST OF FIGURE
Figure 1. Cart Bingo game...................................................... 28
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LIST OF APPENDICES
Appendix A. lesson plan
Appendix B pre-test and post-test
Appendix C. sample cart Bingo game
Appendix D. students score
Appendix E. Permission Letter
Appendix F. Thesis Consultant Log
Appendix G Finished guidance
Appendix G. Table F
Appendix H. Table chi- square
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CHAPTER I
INTRODUCTION
A. Background of theStudy
English as an International language is spoken almost all over the world.
Nowadays, English takes an important role as communication language used in many
sectors of life such as, trading, bilateral relationship, science, technology, and many
others. English has become the language used by many people all over the world to
connect and share with another. Therefore, people should understand and master
English in order to gain broader knowledge, information, and technology.
In learning a foreign language, vocabulary plays an important role. It is one
element that links the four language skills of speaking, listening, reading and writing
all together. In order to communicate well in a foreign language, students should
acquire an adequate number of words and should know how to use them accurately.
The acquisition of vocabulary would help people in gaining, understanding, and also
enhancing the process of knowledgeable transferred for a betterlife.
Vocabulary is one of English communication that must be taught to the students
because vocabulary has an important role for all language skills. David Wilkins in
Thornburry (2002:13) states that without grammar very little can be conveyed,
without vocabulary nothing can be conveyed. In other words, the first thing that has to
be mastered by language learners in learning language is vocabulary. In listening,
students‟ vocabulary influences their understanding toward teacher‟s speech, class
discussion, and other speeches. The words that they choose in speaking affect how
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well they deliver a message. In reading, students‟ vocabulary affects their ability to
understand and comprehend a text. In addition, dealing with writing, students‟
vocabulary also influences how clear they convey their thought to the reader. In
conclusion, vocabulary takes an important role in equipping students to be able to
communicate in English.
Based on the observation that conducted in SMP N 15 Purworejo, the
researcher found some problems related to the vocabulary teaching and learning
process. The traditional method is usually used by looking for difficult words and
finds the meaning in the dictionary and students supposed to memorize the words.
They are lazy to memorize the unfamiliar words that they heard or read in the text.
They have difficulties in understanding or comprehending the meanings of
unfamiliar words and memorizing new words. They had low vocabulary mastery.
The class activities depend on textbook and LKS (Lembar Kerja Siswa), so that the
lesson do not run effectively and often makes both students and teacher get bored
with the lesson and unmotivated to learn. Also, the students had low participation in
Englishclass.
Those problems must be solved because it can be difficult for students to
continue for the next level or grade. They also may have low motivation in learning
English because they thought English was difficult. Furthermore, they will have
boredom in English class.
Based on the phenomena above, the researcher tries to find the effective
solution to improve the students‟ vocabulary by using Bingo Game in the teaching
learning process. Bingo Game is a game for the whole class that encourages students
to study and review their vocabulary words. There are some reasons why the
researcher choose Bingo Game as the media to improve their vocabulary mastery.
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First, Bingo Game can be used as one of interesting activities to review their
vocabulary during the lesson. It can attract the students‟ attention and their
involvement in the teaching and learning process. Second, students can learn how to
work and cooperate as a group and also learn how to appreciate each other. Third,
Bingo Game can create an enjoyable environment. Students can enjoy fun and joyful
learning. Fourth, Bingo Game can help students revise their vocabulary and recalling
something that happened in the game. It may help students remember the language
connected withit.
Bingo vocabulary game will help students in understanding. Students will not
think that vocabulary is difficult lesson. It is also make students motivated in learning
vocabulary. Therofere, the use of bingo vocabulary game will help students in
mastering vocabulary.
B. Identification of theProblem After getting information from several sources, the researcher finds some
problems related to vocabulary mastery in secondth grade students of SMP N 15
Purworejo.
a. The lack of students vocabulary.
b. Students difficulties an memorizing new words. Most of the students were
passive during teaching and learning process.
c. The teachers are lack of appropriate strategy and creativies teaching. So,
the teachers are difficult to stimulate students in teaching vocabulary.
d. Problems is related to the materials, there were various English materials
from other resources for supplementary materials, but the materials ued in
teaching learning activities were mostly take from the course book and
LKS (lembar kerja siswa). The students need other resources to enrich
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their knowledge about English.
based on the statement above, the researcher chooses think aloud strategy as a
straregy in teaching , because it will impove the students understanding of the
vocabulary. It is the way to give good strategy for the students to be motivated to
learn so that they wiil be active learners and better ability.
C. Limitation of theProblem There are many method, techniques, and media can be used in teaching
vocabulary. Howover, because of the limitation of the time and in order to focus on
the study, the researcher just wants to limit her study on the use of bingo game in
teaching vocabulary.
D. Statment of the problem
Is there any effectiveness of using bingo game in teaching vocabulary mastery
to eight grade students of SMP N 15 Purworejo in the academic year 2016/2017?
E. Objective of theStudy To find out whether there is any effectiveness of using bingo game in teaching
vocabulary to eight grade students of SMP N 15 Purworejo in academic year
2016/2017.
F. Significance of theResearch
It is expected that this research contribute some significant progresses in
teaching vocabulary. The significances of this research are:
1. For the students
Learning English by using Bingo Game improve the students‟ understanding
about English words. Bingo Game help students to learn vocabulary easily and
effectively and also the learning process become fun and challenging.
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2. For the teachers
It will give them insight that using bingo game is worth trying in teaching
vocabulary to make teaching learning will be effective and fun.
3. For the school, the study will enrich teaching media in theschool.
4. For the write, It gives some knowledge about the benefit of bingo game in
teaching vocabulary to mastery students‟ vocabulary to the researcher.
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CHAPTER II
REVIEW OF RELATED LITERATURE
As stated in the previous section, the aim of this research study is
to improve students‟ vocabulary mastery. Therefore, the discussion in this
chapter will focus on the review of related theories underlying the study. It
consists of two major sections, namely theoretical description and
conceptual framework.
A. Vocabulary
1. Definition ofVocabulary
As explained in the background of the study, vocabulary takes such
a fundamental role in mastering English as foreign language well. There
are some definitions of vocabulary proposed by some experts.
Hornby (1995: 1331) mentions his definition of vocabulary as the
total number of words in a language and vocabulary as a list of words
with their meanings. Richard and Schmidt (2002: 580) argue that a set of
lexemes, including single words, compound words and idioms. Shared
reading, defined by Hatch and Brown (1995 :230) as the term vocabulary
refers to a list or set of words for a particular language or words that
individual speakers of language might use.
According to Ur (1996: 60) vocabulary can be defined roughly as
the words teacher teaches in the foreign language. The term “words”
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here means that the new item of vocabulary maybe more than a single
word, for example,father-in-law and police office, which are made up
from two or more words but express a single definition or idea. In other
case there are also compound words called as multi-word idioms, for
example call it a day.
Vocabulary is a core component of language proficiency and
provides much of the basis for how well learners speak, listen, read, and
write (Richards and Renandya, 2002:266). 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 contexts,
reading, or watching television. Nation illustrates a number of strategies
for building in a focus on vocabulary as a part of the design of
communicative tasks and argues that vocabulary instruction should be
integrated into the Listening, Speaking, Reading, and Writing components
of a language program (Richards and Renandya, 2002:256). Learning
vocabulary is necessary for mastery some skills in English.
From the definition above, it can be concluded that vocabulary is
a list of words of a particular language including single words, compound
words and idioms that individual speakers of a language might use. This
research took eighth grade students of SMPNegeri15Purworejo as the
subject and English vocabulary as an object. Vocabulary in this research
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is limited into a list of English words which is related to the theme that
should be taught in term of Make A Simple Narative And Recount.
2. Kinds ofVocabulary
There are many kinds of vocabulary according to some experts.
Harmer (1991:150) distinguishes two kinds of vocabulary. The first kind
of vocabulary refers to the stock of words which have been taught by the
teacher or learnt by the students and which are expected to be able to use.
While the second term refers to the words of which the students will
recognize when they meet them, but of which they will probably not be
able to pronounce.
According to Nation (2001:24), there are two kinds of vocabulary.
They are perceptive and productive vocabulary. Receptive vocabulary
refers to the words that native speakers and foreign learners recognize
and understand but hardly ever use. It is used passively in either listening
or reading. Productive vocabulary is utilized actively either in speaking
or writing. Listening vocabulary is generally larger than speaking
vocabulary while reading vocabulary isrelativelylarger than writing
vocabulary.
In relation to kinds of vocabulary, Nation (2008:13-14) states that
there are four kinds of vocabulary in the text:
1) High frequencywords.
These words are almost 80% of the running words in the text;
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2) Academicwords.
Typically, these words make up about 9% of the running words in the text;
3) Technicalwords.
These words make up about 5% of the running words in the text;
4) Low frequencywords.
These are the words of moderate frequency that did not manage to get
into the high frequency list. They make up over 5% of the words in an
academic text.
From the explaination above, it can be concluded that vocabulary
can be presented in four units. They are listening vocabulary, reading
vocabulary, speaking vocabulary, and writing vocabulary. Reading
vocabulary consists of the word found by people when they are reading.
While listening vocabulary is the words that people hear and understand
when they are talking to others or listening to radio and television.
Speaking vocabulary includes the words people used in their daily life
and conversation. The last is writing vocabulary that consists of the word
people use in writing essays, reports, letter, etc.
3. The Importance ofVocabulary
Vocabulary is the body of words that make up a language, and the
importance of vocabulary in reading comprehension cannot be overstated.
Withoutagoodworkingknowledgeofwordsandtheirmeanings,bothwrittenand
verbal communication will be poorly understood. Teachers and parents can
emphasize reading and verbal interaction with children to help them build
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a strong working vocabulary.
Thornburry (2002:14) states that vocabulary means a large
collection of items. He adds that learning vocabulary is important because
it enrichessomeone‟s knowledge of words. This implies that. The success
of the learner in learning a language depends on not only the size of
vocabulary but also vocabularybuilding.
Furthermore, Cameron (2001:72) believes that building a useful
vocabulary is central to the learning of a foreign language at primary level.
Building vocabulary means both understanding the meanings of words and
learning to decode those words. Thus, the students can also enlarge their
vocabulary mastery by using vocabularybuilding.
To show how important vocabulary is, Bromley (2004:3-4) states
that vocabulary holds some important roles in teaching learning process.
They are as follows:
a. Promotingfluency
Students who recognize and understand many words read more quickly
and easily than those with smaller vocabularies.
b. Boostingcomprehension
Vocabulary knowledge strongly influences comprehension. On a
component analysis of comprehension, word meanings were found to
make up 74% of comprehension.
c. Improvingachievement
A large vocabulary means a large of conceptual knowledge which makes
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academic learning easier. Students with large vocabulary score higher on
achievement test then those with smallvocabularies.
d. Enhancing thinking andcommunication
Words are tools for analyzing, inferring, evaluating and reasoning. A large
vocabulary allows for communicating in ways that are precise, powerful,
persuasive and interesting.
In conclusion, realizing that the knowledge of vocabulary is very
important, learners have to pay a greater attention to the vocabulary
teaching. Teachers can emphasize the importance of vocabulary early in
school and continue to provide students with opportunities to build word
skills. One way to do this is to pre-teach key words in all subjects. This
strategy helps students grasp concepts that contain terms with which they
may be unfamiliar. Putting emphasis on root words, prefixes, and suffixes
assist students in morphemic analysis, which combines this knowledge
with the context to figure out a new word‟s meaning. Multimedia tools are
good ways to expose students to new concepts and enhance their desire to
build vocabulary skills. If someone can master vocabulary well, He or she
will be able to promote fluency, boost comprehension,improve
achievement and enhance thinking andcommunication.
4. VocabularyMastery
Vocabulary is one of the language aspects which should be learnt.
Learningitisimportantbecauseinordertobeabletospeak,write,andlistenlearner
shavetoknowvocabularyfirst.Apersonsaidto„know‟awordiftheycan
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recognize its meaning when they see it (Cameron, 2001: 75). It means that
in learning vocabulary learners have to know the meaning of it and also
understand and can use it in sentencecontext.
According to John (2000: 16), vocabulary is knowledge of knowing
the meanings of words and therefore the purpose of a vocabulary test is to
find out whether the learners can match each word with a synonym, a
dictionary – tape definition, or an equivalent word in their own language.
In learning vocabulary automatically they have to know the meaning of
words themselves and can use it in sentences.
In brief, vocabulary mastery can be defined as a number of
vocabulary (words) in a language which contains information about its
meaning, form, and usage in context of communication. It is the basic
knowledge that students should master first before mastering English.
Vocabulary learning is a principal issue for English learning because it
comprises the basic building blocks of English sentences.
The vocabulary mastery is not a spontaneous process which is easy
to be done. The process of vocabulary mastery begins when someone is
still an infant. Basically, the baby‟s first language comes from the mother
tongue. They will mastery the vocabulary through the simple words by
listening to the words which are uttered by someone else. It is known that
English vocabulary learning cannot run successfully without English
ability (English skills) because both of them are very important in English
teaching and learning process.
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The students cannot do well in comprehension without large
vocabulary, for the passages and questions involve a range of words much
wider than that of daily conversation.
To make the discussion clearer, Harmer‟s opinion can be added. In
his book, Harmer (2001: 16) says that there are some aspects that have to
be discussed in vocabulary, namely: word meaning (synonym, antonym,
connotation, and denotation), extending word use such as idioms, word
combination or collocation, and the grammar of words which comprises
noun, verb, adjective, andadverb.
a. Meaning
The meaning can be classified according to the form they attach to.
It can be classified into three forms: lexical meaning, morphological
meaning, and syntactic meaning.
Lexical meaning is the meaning that attaches to words as word. For
example, the meaning of a building for human habitation that attaches to
house is lexical meaning. Morphological meaning is the meaning that
attaches to morpheme. Morpheme is the smallest unit that carries
information about meaning or function. And the meaning that attaches to
the word arrangement in a sentence is the syntactic meaning.
A word meaning can also be defined by its relationship to other
words. One should also know the denotation and connotation of a word in
order to know the negative or positive meanings that occur in theword.
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1) Synonym
The term synonymy derives from Greek: syn- + -nymy. The two
parts mean “same and name”. Synonymy deals with sameness of meaning,
more than one word having the same meaning, alternatively the same
meaning being expressed by more than one word.
In other words, synonym is words whose denotation is the same but has
different connotation.
2) Antonym
Antonym is the opposite of meaning. It derives from Greek, “ant-
and - nymy”, the two parts mean “opposite + name”. Antonym deals
with oppositeness of meaning. Antonyms are not differentiated for
formality or dialect or technicality; antonyms occur within the same
style, dialect, or register.
3) Denotation Denotative meaning is called as some terms such as den
notational meaning, cognitive meaning, conceptual meaning,
ideational meaning, referential meaning, or proportional meaning.
This is called dennotational, referential, conceptual, or ideational
because the meaning refers to a certain referent, concept, or idea from
reference. Denotative meaning is also called cognitive meaning
because the meaning concerns with consciousness or knowledge.
4) Connotation
Connotation is more complicated than denotation. Connotation is
feeling and emotion that occurs within a word. Thus, it can be said that
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connotation is denotative meaning which is stretched. In other words,
connotation is the feeling and emotion associated with a meaning.
b. Use According to Nation (2001:1), there are some ways to draw the
attentions to the use of words by quickly showing the grammatical pattern
the word fits into (countable/uncountable, transitive/intransitive, etc.),
giving a few similar collocates, mentioning any restrictions on the use of
the word (formal, informal, impolite, only used with children, etc.), and
giving a well-known opposite or a well-known word describing the group
or lexical set it fits into.
c. Spelling.
Spelling is the writing of a word or words with the necessary letters
and diacritics present in an accepted standard order and an arrangement of
letters that form a word or part of a word; the process of forming words by
putting letters together.
According to Ur (1996: 60) there are some important points that
should be considered when teaching vocabulary that is form
(pronunciation and spelling). The learners have to know what a word
sound is like (its pronunciation) and what it looks like (its spelling).
d. Pronunciation
According to Hewings (2004:3), pronunciation of a language is the
main components of speech which combine together. These components
range from the individual sounds that make up speech, to the way in pitch
(the rise and fall of the voice is used to convey meaning).
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Pronunciation can be said as the act of uttering with articulation;
the act ofgiving the proper sound and accent; utterance; as, the
pronunciation of syllables of words; distinct or indistinct pronunciation.
It is a way in which language is spoken. It includes segmental
feature, vowel, and the intonation patterns. The listeners are supposed to
apply them well and correctly.
According to Ur (1996: 60), there are some important points that
should be considered when teaching vocabulary that is form
(pronunciation and spelling). The learners have to know what a word
sound is like (its pronunciation) and what it looks like (its spelling). These
are fairly obvious characteristics and the words will be perceived by the
learners when encountering the items for the first time.
From the definitions above, it can be inferred that learners should
master the words of the language because language consists of words. It is
in order to be able to use the language approximately. Having mastered a
large number of words, they will be able to express their ideas in the
language approximately.
5. The Learning ofVocabulary
Vocabulary mastery is an important thing in order to master four
major skills such as speaking, reading, writing, and listening. According
to Wilkins as stated in Thornbury (2002:13), “without grammar very little
can be conveyed, without vocabulary nothing can be conveyed.”
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Moreover, learning vocabulary of foreign language presents the
learner with several challenges. As stated in Harmer (2002:2), the
challenges are making the correct connections, understanding the foreign
language between the formand the meaning of words, and discriminating
the meanings of closely related words.
Learning vocabulary needs a process. In order to make an effective
process, the learner should be in the effective condition of acquiring
vocabulary mastery. Further, Thornbury (2002:2) states that the condition
should help learners to acquire a critical mass of words to use in both
understanding and producing language. Moreover, it will enable them to
remember word over time and be able to recall them readily. In addition,
it can develop strategies for coping with gaps in word, including coping
with unknown words, or unfamiliar uses of unknownwords.
Based on the explanation above, the researcher concludes that
learning vocabulary is a process to learn new vocabulary of foreign
language.
6. The Teaching ofVocabulary
The teaching of vocabulary is not easy to do. Some people think
that vocabulary teaching only wastes the time because vocabulary number
is unlimited. The English teachers had better teach English vocabulary first
than other aspect of this language, such as grammar, speaking, reading and
writing. If students know more vocabulary, it will be easy for them to learn
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another aspect of Englishlanguage.
Vocabulary is a central of English language acquisition, as
according to Celce and Murcia (2001:285) vocabulary learning is a central
to language acquisition whether the language is first, second, or foreign.
According to Hornby (1995:125), “teaching” is defined as giving
instruction tosomebody‟s knowledge, skill, etc. Based on that
explanation,teaching vocabulary is an activity where the teacher gives the
students knowledge about vocabulary and how to use it in daily life.
Harmer (2001: 155) gives the wide explanation about some
technique for teaching vocabulary that is summarized as follows:
1) Demonstration
The teacher demonstrates the language where he/she wants the students
to study by offering them there in action.
2) Explanation
The teacher explains the construction of language in diagram, using
textbook, using board or OHP.
3) Discovery
The students can be encouraged to understand new language form by
discovering them in a test or by looking for at grammatical evidence in
order to work out grammar rule.
4) CheckQuestion
The teacher can check question to see if students have understood the
meaning and use in the text or paragraph.
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5) Presentation
The teacher shows the things and does not present words to students, for
example, picture, video and also use the mime, action, and gesture to
present the words.
Based on the explanation above, the researcher concludes that
teaching of vocabulary is a process of teachers in teaching new words of
foreign language to the students.
7. The Principle of Vocabulary Teaching andLearning
When teaching or learning vocabulary, several principles should be
kept in mind. Cameron (2001:93) writes down the general principles to
help children for learning vocabulary:
a. Teachers can model how to use strategies and draw children‟s
attention explicitly to aspect of strategy use. Example: teacher can
show how to find clues to the meaning of a new word in apicture.
b. Teacher can teach the sub skill needed to make use of strategies.
Example: to use a dictionary efficiently requires knowledge of
alphabetical order and lots of practice withit.
c. Classroom task can include structured opportunities for using strategies.
Example: when teacher reads a story, teachers explicitly encourage
prediction of the meaning of new word.
d. Independent strategy used can be rehearsed in classrooms. Example:
students can be helped to prepare list of words that they want to learn
from a lesson, can show ways of learning from lists and a letter can be
20
put in pairs to test eachother.
e. Young learners can be helped to reflect on the learning process
through evaluating their achievement. Example: at the end of a lesson,
students can be asked how many new words they have learned and
which words they needs to learn moreabout.
Brown (2002: 377) proposed some guidelines of communicative
instructions in teaching and learning vocabulary:
a. Allocate specific class time to vocabularylearning.
b. Help students to learn vocabulary incontext.
c. Play down the role of bilingualdictionaries.
d. Encourage students to develop strategies for determining the meaning
of words.
e. Engaged in “unplanned” vocabularyteaching.
Based on the explanation above, it can be concluded that
vocabulary teaching and learning needs principles such as teachers can
how to use strategies and draw chilidrent strategy used can be rehearsed
in classrooms and young learness can be helped to reflect on the
learning procces through evaluating their achievement.
B. Games
1. Definition ofGames
Hornby (1995: 486) defined game as an activity that you do to
have some fun. Richard and Schmidt (2002: 580) argue that game is an
21
organized activity
thatusuallyhasthefollowingpropertiessuchas:aparticulartaskorobjective,ase
t of rules, competition between players, and communication between
players by spoken or written language. Byrne in Deesri (2002:1) gave the
definition to games as a form of play governed by rules. They should be
enjoyed and fun. They are not just a diversion, a break from routine
activities, but a way of getting the learner to use the language in the
course of the game. Similarly, Jill Hadfield in Deesri (2002:1) defined
games as "an activity with rules, a goal and an element of fun”. Deesri
(2002:2) added that games involve many factors: rules, competition,
relaxation, and learning, in particular. Here we know that a game is not a
chaos- maker if we can apply and conduct it straight as itsrules.
Language games are games that are used in teaching learning
activity to make the students easy in learning English. The emphasis is on
a successful communication rather than on a concreteness of language.
Games are an extremely effective way of motivating the students in the
classroom. The most important thing is the games arefun.
2. Kinds of LanguageGames
Language learning is a hard work. Effort is required at every
moment and must be maintained over a long period. Games help and
encourage many learners to sustain their interest and work. Games also help
the teacher to create contexts in which the language is useful and
meaningful. The learners want to take part and in order to do so must
22
understand what others are saying or have written, and they must speak or
write in order to express their own point of view or give information.
There are many kinds of games which can be used in teaching
English. Lewis and Bedson (2002: 16-18) divided games according to their
general character and spirit. They are:
a. Movement games in which children are physicallyactive.
b. Card games: Games, during which children collect, give away, sort
and count cards; cards can have a meaning in a game, or simply serve
as symbols for objects oractions.
c. Board games: All games which mainly involve moving makers along apath.
d. Dice games: Games during which players use one or more dice; a dice
can have numbers on the faces or colors, letters ofalphabet.
e. Drawing games: They require creativity and sensitivity towards world,
the children must be able to understand instructions and describe
theirart.
f. Guessing games: The aim in these games is to guess the answer of the
questionsgiven.
g. Role-play games: They can vary from guided drama to free speaking
activities but it depends on the language level, curiosity, and
confidence of players.
h. Team games: They can belong to other categories but also require
cooperative teamwork.
i. Word games: These kinds of games allow utilizing
23
children‟senjoyment with words.
Based on the explanation above, the researcher used team games
in teaching vocabulary. In this occasion the researcher used Bingo
game. Bingo game is one of team games that require cooperative team
work.
C. BingoGame 1. Definition of BingoGame
According to Lopez (2006:11) Bingo Game is a game which lets
the whole class or small groups play. The teacher can serve as the caller, or
students can take turns serving as the caller. The caller calls out the
definition, then the players have to determine if their bingo card has the
word that matches the definition.
Through this game, students' problems will decrease, and this
makes them begin to have interest in learning vocabulary. For the winner
of the games the researcher will give them a present, so they will be happy
and do not feel force to study harder than before.
Groller (1974:97) states that Bingo is often played simultaneously
by large groups; the winner being the first contestant is to cover a line of
five numbered spaces on his card as selected by chance and announced by
the game caller. Richardson et all (2009:246) said that Bingo Game is for
the whole class that encourages students to study and review their
vocabulary words.
From the theories above it concludes that Bingo Game is a game
24
played by small or large groups in which the first group to mark a
complete row of words is the winner and calls out “Bingo!”. Game like
Bingo provides an interesting and motivating way to review and reinforce
vocabulary words.
2. Kinds of BingoGame
According to Ito & Berry (2001:8), Bingo Games have four
classifications such as Traditional Bingo games; Task Bingo games;
Talking Bingo games; and Testing Bingo games. Traditional Bingo
Game, Some of the games involve more difficult variations on the
standard instructions for Bingo. In Task Bingo Game,the students are
required to do something before they can make a square. Then, in
“Talking” Bingo Game, the students have to talk to people before they
can mark a square. In Testing Bingo Game, all of the students have the
same board. If they all get BINGO at the same time, the teacher knows
they have acquired the necessary skills/knowledge.
(2006:2) said that Bingo Game can be classified as follows:
1. Picture Bingo (picture to word): this type use a picture to describe,
what the word that must answer by the participant is. Ex: the teacher
gives the picture then students guess what the picture isabout.
2. Word Bingo (word to word): this type uses a word to describe, what
the word that must answer by the participant is. Ex: the teacher give
the clue “you need to mentions 3 provinces in Indonesia” then the
25
students answerit.
3. Synonym Bingo (similar word – thesaurus): this type use a synonym
to describe, what the word that must answer by the participants is. Ex:
the teacher gives the students a word then the students need to
memorize the synonym of theword.
4. Antonym Bingo (opposite word): this type uses an antonym to
describe, what the word that must answer by the participant is. Ex: the
teacher gives the students a word then the students need to memorize
the antonym of theword.
5. Translation Bingo (Indonesia-English, English-Indonesia): this type
uses a translation to describe, what the word that must answer by the
participant is. Ex: the teacher gives the word in Bahasa Indonesia, and
then the students need to answer it inEnglish.
6. Matching Bingo (matching a sportsperson to a sport, a singer to a
song, etc.): this type use a matching picture to describe what the word
that must answer by the participant is. Ex: teacher gives a sportsperson
then the students need to match the picture with thesport.
7. 20 Questions Bingo (asking questions about the words) this type uses
20 questions to describe, what the word that must answer by the
participant is. Ex: the teacher gives 20 questions then the students
need to answer it yes or no, not a longanswer.
8. Riddle Bingo (definitions – dictionary): this type uses definitions to
describe, what the word that must answer by the participant is. Ex: the
26
teacher give the definitions of a word then the students need to guest
what the definition is about.
9. Idiom Bingo (explanations): this type uses an idiom to describe, what
the word that must answer by the participant is. Ex: the teacher gives
the explanation or the meaning of the idiom then the students need to
give the suitableidiom.
These various types and classifications can be employed in
various situations and transformations. Bingo can be used in one form
or another for most purposes according to the language content and the
characteristics of the learners (age, proficiency, affective variables,
etc.). In this way, it is hoped to show that the Bingo concept can be
adapted to meet the needs of any group of language learners.
3. Advantages and Disadvantages of Bingo Game
According to Finch (2006), using Bingo Games as a strategy have
some advantages and disadvantages and they are:
1. Bingo game is a game that suitable for allages.
2. It can give more motivation while learning how toplay.
3. The game is able to help the students remember some vocabularies
which are difficult to bememorized.
4. It can improve the ability to cooperate with each other (if usinggroups).
5. It can invite students to thinkquickly.
6. It can influence students to be more creative
27
From the explanation above, there are some of advantages of Bingo
game for example it can give motivation while learning how to play and it
also has di advantages such as makes the class difficult to be controlled.
4. Procedure of Teaching Vocabulary Through Bingo Game This game is very interesting and may stimulate the activity of the
students in the class. According to Lopez (2006:11), students can make
Bingo cards by dividing a piece of paper into five rows and five columns
or four rows and four columns (depending on the command of the
teacher) with one free space box where students can determine the
position of their free space box. All vocabularies and definitions are
written on strips of paper and put in a container.
Caller pulls the strip from the container, then read the definition;
check the word from the list. They will write the correct answer
according to the column of
numbersorobjectsthatdefinitionreadoutbythecaller.ThefirstgrouptogetBIN
GO wins the game. A bingo card looks much like an un-filled crossword
puzzle with filled and blank squares. Each sub-game is completed when a
participant who has filled in all blank squares calls out “bingo”.
The bingo card can also easily be made using Microsoft word. Select
the Tables option on the menu bar at the top of the page. Select Insert,
then Table, and identify that you want four columns and four rows.
Designate the center box as “free”. Add spaces in each row of the table to
28
make room for students to write the words. The bingo card model can be
seen below:
B I N G O
Word Word Word Word Word
Word Word Word Word Word
Word Word FREE Word Word
Word Word Word Word Word
Word Word Word Word Word
Figure 1: Bingo Card Model
D. PREVIOUS STUDY
The write this thensis, the researcher considers some previous
studies which related to her study, there are some researcher study.
Here are following :
First, Mustafidah (2015) entitled ‘’ the effectivness of bingo game
in the teaching present continous tense at the seventh grades students of
SMP N 21 Purworjo in the academic year 2014/2015”. University
muhammadiah of puworejo. The study finds out by using bingo game can
improve grammar ability in present continous tense.
The last ,Rachmawati(2015) ‘’The effectivness of using word wall
medi to improve students’s vocabullary mastery at the tenth grade
students of smk bina karya 1 karangngayar in the academic year
29
2014/2015’’. Muhammadiah university of purworejo. The result of this
study is that the using word wall can improve students’ vocabullary
mastery.
This research is different from the previous study. The difference
in some aspects they are the researcher use Bingo Game in teaching
vocabulary at elementary school on eighth grade students. The research
design is pre-experimental design with quantitative approach. The
researcher just takes one group that is one group pre-test post-test without
control group. The method of collecting data by using administering test
with the instrument is vocabulary test that are pre-test and post-test. Here,
the researcher tries to compare the students score before they are taught by
using Bingo Game and after they are taught by using Bingo Game to know
whether the Bingo Game is effective to teach vocabulary at elementary
school.
E. Hypothesis
Based on the discussion above there are two hypotheses in this
research. The hypothesis in this research is as follows :
1. Ha : “ Using bingo vocabulary game is effective in
teaching vocabulary at Eighth grade students in SMP N 15
PURWOREJO in academic year 2016/2017.
2. Ho : “Using bingo vocabulary game is not effective in
teaching vocabulary at eighth grade students in SMP N 15
PURWOREJO in academic year 2016/2017.
30
31
30
CHAPTER III
RESEARCH METHODS
A. Design of the research
To conduct this research, ot is necessary to consider the type of this
research. The type of this research is an experimental research. It is
because the researcher doing experimental and giving treatment to
compare the result of pre-test and post-test.The goal of this research is to
know the effectiveness of using bingo game in teaching vocabulary at the
eight grade students of SMP N 15 purworejo in the academic year
2016/2017. The researche uses pre-test and post-test design. This design
sees the difference achievement between control and experimental group.
B. Time and place of the research
This research is conducted in SMP N 15 Purworejo regency, This
research took the eight grade students of SMP N 15 purworejo in the
academic year 206/2017 as the subject of this research. This research was
carried out from Maret 27th to 30th, 2017. This research is divided into
three sections. The first is pre-test, the second is trearment, and the third is
post-test.
31
C. Variable of the research
Variable is a characteristic or attribute of an organization that
researchers can meansure or observe and varies among individuals
or organizations studied. They are keys ideal that researchers seek
to collect information (Creswell, 2012:112).
The independent variable of this research is use of bingo
game as teaching vocabulary. It is symbolized by “X”. The
dependent variable of the research is the students’ ability in mastry
vocabulary .It is symbolized by “Y”.
D. Population, sampling tecnique and sample
1. Population
Creswell (2012:142) stated population is a group of
individualswho have the same characrteristic. The population of
this research is the students at the eight grade of SMP N 15
purworejo in the academic year 2016/2017. The total number of
the population is 160 students who are divided into 5 classes.
2. Sampling technique
Sugiyono (2014: 62) stated that sampling technique is
certain technique that is used to take sample of research.
Arikunto (2013: 176-185) defines that there are many
sampling techniques which can be chosen to draw a sample
accurately in the research such as :
32
a. Random sample
Random sampling as a technique of drawing out sample
randownly. Each research subject has same chance to
be chosen as a sample.
b. Stratified sample
The research assumed that population is divided into
straification. The sample takes based on strata.
c. Area probability sample
Area probability sampling is sampling technique in
which the sample is drawn from every era, so the
sample will present different area in the population.
d. Proportion sample
This sample is to complete the area of probabilty
sampling because something each has different
numbers, the sample is in proportional sampling, it is
proportioned to the number areas.
e. Purposive sample
It is one of the sampling by drawing out the sample
based on certain purpose.
f. Quota Sample
It is based on determined number of population. The
important thing in using this technique is the quota has
fulfilled the determined number.
33
g. Cluster sample
The technique based on certain group or cluster. This is
found in the society, such as school, farmer, police,etc.
h. Double sample
Double sampling is a technique which draws out two
samples at the same time in order to complete the
number of data of the first sample. In other words this
sample function is to check the truth of the data of the
first sample.
Based on the kinds of sampling techniques above,
the researcher uses purposive sampling in talking the
sample. The purposive sampling is the drawing of
sample based on specific purpose by considering the
time consume and other factors. The reason of the
researcher chooses this sampling technique is because
of the limitation of time.
3. Sample
Accoding to Arikunto (2013: 174), sample is partially or
respesentative population studied. From the population of the
research, the researcher took two classes as the sample. One class
that is VIII A as the experiment group and the other that is VIII C
as control group. The experimental group consists of 32 students
and the control group consists of 32 students.
34
E. Research Instrument
An instrumentis tool which uses many kinds of menthods at the
time of the research. Instrument is a tool for meansuring, observing, or
documenting quantitative data ( Creswell, 2012: 151). Generally, there are
two kinds of instruments namely test and non-test.
Accoding to arikunto (2013 : 192), there are some instruments of
collecting data, such as test, questionnaire, interview, observation and
documentation. In this research,the researcher used test that consists of
pre-test and post-test in getting data. The post-test Question between
experimental group and control group in this research is same. The test is
intended to know how effective bingo game in teaching vocabulary.
F. Technique of collecting the data.
There are four steps that carried out by the researcher to collect the
data :
1. Preparing the research instrument
The researcher prepared the research instrument to collect the
data and to analyze them. This test is designed to meansure
students’ languange and skill progress in relation to the
syllabus they follow.
35
2. Giving pre-test
This test is conducted in the beginning of the experiment. It is
done to know the stuents’ ability before getting treatment. The
test contains of 15 multipe choice, 5 matching.
3. Conducting the treatment
In this step, the researcher gives trearment to the students. The
treatment is given to the experimental group. In the treatment
of experimental group, the researcher used bingo game in
teaching vocabulary. During the treatment, the researcher
explain the material about narative text.
4. Post-test
Post-test is given after learning has been occurred or is
supposed to have occurred in teaching. This test is conducted
after giving the treatment to the students. It is done to know
the mastry of vocbulary.
G. Technique of Analyzing the Data
1. Descriptive analysis.
a. Central tendency
1). Mean
Sugiyono (2014: 49) stated that mean is the average score obtained
by the subject of the study. The formula is :
푀푒 = ∑
36
In which :
Me = Mean
∑xi= the total score of variable
N = number of samples
2) median
Mediam is one of explanation techniques based on the
middle value of the data which have organized from the lowesr
to eigh test or from the highest to the lowest.
(Sugiyono,2014:48)
3) Mode
Mode is a technique to explain based on the valued which is
popular or which is ofter found (Sugiyono, 2014: 47)
b. Dispersion
1) Range
Rangethe the data can be found by the formula as follows :
R = Xt- Xr
In which :
R = range
Xt= the highest data on group
Xr = the lowerst data on group
2) Standard Deviation
Standard deviation is the way of showing the sprea of
scores. It meansures the degree to which the group ofscores
37
deviates from the mean.in other words, it shows how all
the scores are spread out and thus give a fuller description
of the test scores that range, which simply describes
thebetween the gap between the highest and lowest mark
and ignores the information provided by all the remaining
scores. The formula is as follow :
S = ∑ ( ¯) ( )
In which :
S = standar deviation
∑x = the total score f x
n = number of samples
2. Inferential analysis
a. Test of normality
sugiyono (2014 : 79 ) gives certain tehniques in testing the
normalitlly of the data that is using chi square (X2 ). It is
done by comparing normal curved formed from the
gathered data (B) and standard normal curve (A). If B is not
different sugnificantly with A, so B is included in the
normal distribution data.
The objectivenes of this test is to see whether the
distribution of the data is normal or not. The data normal if
the obtained X2 value is lower that critical value of X2table;
38
it means that the data distribution of the variable is normal,
the formula is a follow :
X2 = ∑( )
In which :
f0 : the obtained frequency
fh : expected frequency
b. The homogeneity test
Sugiyono (2014: 140) gives certain technique in testing the
hoogeneity of data. To determine the t-test formula, the
researcher applies the variance homogeneity test to the
variance of two samples. To know whether the variance of
two samples is homogeneous or not, the researcher uses F
test. The formula is as follow :
F =
c. Test of hypothesis
This test used to know whether students’ bingo game is
effective or not to improve students’ mastery of vocabulary
of the eight grade students of SMP N 15 purworejo in the
academic year of 2016/2017. To decide which hypothesis
that will be accepted or rejected, the t-test formula is used
to compare two samples. The formula is as follow :
39
t = ( ) ² ( ) ²
Note :
T = t value
X1 = the mean of experinmental group
X2 = the mean of control
S 21 = variance of experimental group
S 22= variance of control group
n1= number of sample of experimental group
n2= number of sample of control group
if the value is lowerthat the null hypothesis (Ho)
accepted. On the contrary, if t – value is higher that t table
the null hypothesis (Ho) is rejected and the alternative
hypothesis (Ha) is accepted.
40
40
CHAPTER IV
RESEARCH FINDINSG AND DISCUSSION
In this chapter, the researcher presents and discusses the effectiveness of
using Bingo game to improve students’vocabulary mastery at the secondth grade
students of SMPN 15 Purworejoin the academic year of 2016/2017. To get the
data, the researcher used the test as the instument. Te tests was pre-test and post-
test. Both of the tests was given to the two groups, control and experimental
group, as the sample of this research.
A. Data Description
The researcher presents the result of data collection administrated on
27thmaret 2017 at SMP N 15 Purworejo. The researcher collects the data by
using the test (pre-testand post-test). To compute the result, the researcher
used the following scoring criteria. Arikunto (2009: 245) defines the scoring:
Table 1. Classification students achievement.
Score Grade Level 80- 100 A Excellent 66-79 B Good 56-65 C Sufficient 40-55 D Fairly- sufficient <39 E poor
The purpose of doing the test in this researcher was to know the
students’ mastery of vocabulary. This test also showe the effetiveness of
using bingo game as one of the ways to improve students’ ‘mastery of
40
41
vocabulary. In conducting the reseach, the researcher use the result of the test
from both classes; control group and experimental group. Below is the table
of the vocabulary test research.
1. The vocabulaty result of control group
There are 32 students who were given test by the researcher. From
the test, the researcher gave the vocabulary without using bingo game as
media. The data was held on April 27th, 2017 for pre-test and on April 29th
, 2017 for post-test. Conclusions of this researcher,the data are taken from
post-test a result of control group. This is the result of control group.
Table 2 the result of control group.
No Name Pre test Post test
1 S1 50 80 2 S2 40 50 3 S3 30 40 4 S4 40 65
5 S5 40 70 6 S6 30 65 7 S7 45 75 8 S8 45 65 9 S9 30 65
10 S10 30 70 11 S11 45 65 12 S12 30 60 13 S13 40 50 14 S14 30 55 15 S15 45 85 16 S16 40 70 17 S17 35 75 18 S18 40 80 19 S19 35 70 20 S20 40 60
42
21 S21 35 55 22 S22 45 70 23 S23 40 60 24 S24 35 65 25 S25 30 70 26 S26 50 55 27 S27 35 70 28 S28 30 75 29 S29 30 75 30 S30 40 70 31 S31 45 75 32 S32 55 85
Total 1230 2140 Mean 38.44 66.88 Median 40 70 Mode 40 70 The Highest score 55 85 The lowest Score 30 40 Range 25 45 SD 7,01 10,30 Variance 47,56 102,73
2. The vocabulary result of Experimental group
Below is the test result of experimental group:
Table 3.the result of experimental group
Name Pre test Post test 1 S1 45 75 2 S2 50 85 3 S3 40 85 4 S4 45 70
5 S5 50 70 6 S6 65 70 7 S7 65 75 8 S8 60 85 9 S9 75 90
43
10 S10 60 80 11 S11 75 80 12 S12 55 60 13 S13 70 75 14 S14 55 70 15 S15 60 70 16 S16 55 70 17 S17 75 90 18 S18 85 90 19 S19 90 100 20 S20 85 100 21 S21 65 80 22 S22 65 90 23 S23 65 90 24 S24 75 80 25 S25 80 80 26 S26 80 90 27 S27 70 80 28 S28 70 75 29 S29 75 75 30 S30 70 80 31 S31 50 75 32 S32 60 85
Total 2085 2570 Mean 65,16 80,31 Median 65 80 Mode 65 80 The Highest score 90 100 The lowest Score 40 60 Range 50 40 SD 12.67 9.24 variance 155.44 82.71
The table above shows the score of class VIII A as a control group
of SMP N 15 Purworejo. The highest pre-test score is 55 and the loweisrs
score is 30 and the range is 25. The total score of pre-test is 1300. While
44
the highest score of post-test is 85, the lowers score is 40, the range is 45
and the total score of the post-test is 2125.
B. Data Analysis
1. Descriptive analysis
a. Control Group
Following is the data formula to analyze the data the of the post-test
score of control group :
1) Mean
푀푒 = ∑ 푥푛
푀푒 = 2140
32
푀푒 = 66,88
The mean of post test control group is 66,88. It can be categories as
good category.
2) Median, Mode And Range
The median is 70, the mode is 70, and the range is 45.
3) Variance and standar deviation.
After knowing the mean score of the students in control group, the
researcher calculated the standard deviation and the variance. The
computation of the standar deviation and variance of control group as
follows :
45
Table 4. Deviation standard and variance of control group.
X x X-x (X-x)2
1 80 66,88 13,13 172,27 2 50 66,88 -16,88 284,77 3 40 66,88 -26,88 722,27 4 65 66,88 -1,88 3,52 5 70 66,88 3,13 9,77 6 65 66,88 -1,88 3,52 7 75 66,88 8,13 66,02 8 65 66,88 -1,88 3,52 9 65 66,88 -1,88 3,52
10 70 66,88 3,13 9,77 11 65 66,88 -1,88 3,52 12 60 66,88 -6,88 47,27 13 50 66,88 -16,88 284,77 14 55 66,88 -11,88 141,02 15 85 66,88 18,13 328,52 16 70 66,88 3,13 9,77 17 75 66,88 8,13 66,02 18 80 66,88 13,13 172,27 19 70 66,88 3,13 9,77 20 60 66,88 -6,88 47,27 21 55 66,88 -11,88 141,02 22 70 66,88 3,13 9,77 23 60 66,88 -6,88 47,27 24 65 66,88 -1,88 3,52 25 70 66,88 3,13 9,77 26 55 66,88 -11,88 141,02 27 70 66,88 3,13 9,77 28 75 66,88 8,13 66,02 29 75 66,88 8,13 66,02 30 70 66,88 3,13 9,77 31 75 66,88 8,13 66,02 32 85 66,88 18,13 328,52
TOTAL 2140 2140 0 3287,50
46
The formula of variance :
푠 =3287,50
32
푠 = 102,73
The formula of standard deviation :
푆 = ∑(푥 − 푥̅)
(푛 − 1)
푆 = 3287,50(32− 1)
푆 = 3287,50
31
푆 = 106,05
푆 = 10,30
The variance is 102,73 and the standard deviation is 10,30.
Table 5. Degree mastrery of control group
Interval
Interpretation
Pre-test Post-test
F % F %
80-100 Excellent 0 0,00% 4 12,50%
66-79 Good 0 0,00% 13 40,63%
56-65 Sufficient 0 0,00% 9 28,13%
40-55 Fairly Sufficient 18 56,25% 6 18,75%
47
<39 Poor 14 43,75% 0 0,00%
Total 32 100 % 32 100 %
.
Based on the table above, the researcher concludes that the
result of post-test of control group are 4 students ( 12,50%) belong to
excellent category, 13 students (40,63%) belong to good category, 9
students (28,13%) belong to sufficients category, 6 students (18, 75%)
belong to fairly suffiecient category and none students belonged to
poor category.
Chart 1. The frequency of degree mastery of control group
From the chart above, it shows the frequency of students’
understanding of vocabulary result in pre-test and post-test that was
done by control group. There are 4 students who are in excellent
category in post-test result. Also, there are 13 students who are in
good category in post-test result. Besides, there are 9 students who are
in sufficient in category post-test result. There is 6 students fairly
who in category and there is no poor students no poor students inpost
test result.
0 0 0
1814
4
139
6
005
101520
Excellent Good Sufficient Fairly sufficient Poor
Control Group
pre test post test
48
Chart 2. the percentage result of control group.
This chart shows the percentage of the control group
students’ understanding of vocabulary. It shows the percentage in
doing post-test.
b. Experimental group
Following is the data formula to analyze the data the of the post-test
score of experimental group :
1) Mean
푀푒 = ∑ 푥푛
푀푒 = 2570
32
푀푒 = 80,31
The mean of post test control group is 8031. It can be categories as
good category.
2) Median, Mode And Range
the median is 80, the mode is 80 and the range is 40.
0.00% 0.00% 0.00%
56.25%43.75%
12.50%
40.63%28.13%
18.75%
0.00%0.00%
20.00%
40.00%
60.00%
Excellent Good Sufficient Fairly sufficient
Poor
Control Group
pre test post test
49
3) Variance and standar deviation.
After knowing the mean score of the students in experimental group,
the researcher calculated the standard deviation and the variance. The
computation of the standar deviation and variance of experimnental
group as follows :
Table 6. Deviation standard and variance of experimental group.
X X X-x (X-x)2
1 75 80,31 -5,31 28,22
2 85 80,31 4,69 21,97
3 85 80,31 4,69 21,97
4 70 80,31 -10,31 106,35
5 70 80,31 -10,31 106,35
6 70 80,31 -10,31 106,35
7 75 80,31 -5,31 28,22
8 85 80,31 4,69 21,97
9 90 80,31 9,69 93,85
10 80 80,31 -0,31 0,10
11 80 80,31 -0,31 0,10
12 60 80,31 -20,31 412,60
13 75 80,31 -5,31 28,22
14 70 80,31 -10,31 106,35
15 70 80,31 -10,31 106,35
50
16 70 80,31 -10,31 106,35
17 90 80,31 9,69 93,85
18 90 80,31 9,69 93,85
19 100 80,31 19,69 387,60
20 100 80,31 19,69 387,60
21 80 80,31 -0,31 0,10
22 90 80,31 9,69 93,85
23 90 80,31 9,69 93,85
24 80 80,31 -0,31 0,10
25 80 80,31 -0,31 0,10
26 90 80,31 9,69 93,85
27 80 80,31 -0,31 0,10
28 75 80,31 -5,31 28,22
29 75 80,31 -5,31 28,22
30 80 80,31 -0,31 0,10
31 75 80,31 -5,31 28,22
32 85 80,31 4,69 21,97
TOTAL 2570 2570 0 2646,875
The formula of variance :
푠 =2646,875
32
51
푠 = 82,71
The formula of standard deviation :
푆 = ∑(푥 − 푥̅)
(푛 − 1)
푆 = 2646,875(32− 1)
푆 = 2646,875
31
푆 = 85,38
푆 = 9,24
The variance is 82.71 and the standard deviation is 9,24.
Table 7. Degree mastrery of experimental group
Interval
Interpretation
Pre-test Post-test
F % F %
80-100 Excellent 5 15,63% 19 59,38%
66-79 Good 9 28,13% 12 37,50%
56-65 Sufficient 9 28,13% 1 3,13%
40-55 Fairly Sufficient 9 28,13% 0 0,00%
<39 Poor 0 0,00% 0 0,00%
Total 32 100 % 32 100%
.
52
Based on the table above, the researcher concludes that the result of post-
test of experimental group are19 students (59,38%) belong to excellent category,
12 students (37,50%) belong to good category,1 students (3,13%) belong to
sufficients category,fairly suffiecient category and none students belonged to poor
category.
Chart 3 The frequency of degree mastery of experimental group
From the chart above, it shows the frequency of students’ mastery of
vocabulary result in pre-test and post-test that was done by experimental group.
Thereare 19 students who are in excellent category in post-test result. Also, there
are 12 students who are in good category in post-test result. Besides, there are 1
students who are in sufficient in category post-test result. fairly category and there
is no poor students no poor students in post test result.
59 9 9
0
19
12
1 0 005
101520
Excellent Good Sufficient Fairly sufficient Poor
Experimental Group
pre test post test
53
Chart 4 the percentage result of experimental group.
This chart shows the percentage of the experimental group
students’ mastery of vocabulary. It shows the percentage in doing pre-test
and post test.
c. The post test result of control group and experimental group
The following table is the summarized score of students vocabulary test of
control group and experimental group.
15.63%
28.13% 28.13% 28.13%
0.00%
59.38%
37.50%
3.13% 0.00% 0.00%0.00%
10.00%20.00%30.00%40.00%50.00%60.00%70.00%
Excellent Good Sufficient Fairly sufficient
Poor
Post test
pre test post test
Control
group Experimental
group Total 2140 2570 Mean 66,88 80,31 Median 70 80 Mode 70 80 The Highest score 85 100 The lowest Score 40 60 Range 45 40 SD 10,30 9,24
54
The criteria of assesment of students’ mastery of vocabulary of control group
and experimental group are shown the following table
Table 8.The Degree mastery of vocabulary of control and experimental
group
Control Group
Experimental
Group
F % F %
Excellent 4 12,50% 19 59,38%
Good 13 40,63% 12 37,50%
Sufficient 9 28,13% 1 3,13%
Fairly Sufficient 6 18,75% 0 0,00%
Poor 0 0,00% 0 0,00%
Total 32 100 % 32 100 %
Variance 102,73 82,71
55
Chart 5 frequency of control and experimental group
The chart above shows the effectiveness of using bingo game as game as media
applied in experimental group. Excellent category is reached by 19 students of
experimental group. On the contrary, there are only 4 students of control group
who belong to excellent category. Another fact shows the media used by the
researcher is effective that there is no student of experimental group to fairly
sufficient and poor category.
Chart 6 percentage of control and experimental group
4
13
96
0
19
12
1 0 00
5
10
15
20
Excellent Good Sufficient Fairly sufficient Poor
control and experimental group
Control Group Experimental Group
12.50%
40.63%
28.13%18.75%
0.00%
59.38%
37.50%
3.13% 0.00% 0.00%0.00%
10.00%20.00%30.00%40.00%50.00%60.00%70.00%
Excellent Good Sufficient Fairly sufficient
Poor
control and experimental group
Contol Group Experimental Group
56
The chart shows the percentage range of students’ vocabulary mastery of
control group and experimental group. There is only 12,50% of control group
belong to excellent category. Meanwhile,59,38% of the experimental group
belong to excellent category.
The students’ vocabulay result of control group and experimental group is
reported here in the form of chart. The vertical line with number shown the
percentage of sudents for each grade. The horizontal line shows the grade of
students’ vocabulary score that obtained by the students.
2. Inferential Anallysis
a. Normality test
푥 =(푓표 − 푓ℎ)
푓ℎ
1) Normality of control group
Data Max 85
Data Min 40
Class length 7,5 overal to 7
INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh
40-47 1 1 0 0 0,06
48-55 5 4 1 1 0,30
56-63 3 10 -7 48 4,81
57
64-71 14 10 4 17 1,70
72-79 4 4 0 0 0,00
80-87 2 1 1 1 1,89
Total 29 29,21 -0,21 67,10 8,76
Decision
NORMAL
5%
The table above shows that X2 vaue of post test is 8,76. X2 chi square
table is 11,07. The data is normal if X2 value of control group is lower
than Chi square table. It can be concludes that the data post test of
control group is normal (8,76< 11,07).
2) Normality test of Experimental group
Data Max 100
Data Min 60
Class length 6,7 overal to 6
INTERVAL fo fh fo-fh (fo-fh)2 (fo-
fh)2/fh
60-66 1 0,86 0,14 0,02 0,02
67-73 6 4,33 1,67 2,79 0,64
74-80 13 10,92 2,08 4,32 0,40
81-87 4 10,92 -6,92 47,91 4,39
88-94 6 4,33 1,67 2,79 0,64
58
95-101 2 0,86 1,14 1,29 1,49
Total 32 32,23 -0,23 59,12 7,59
Decision NORMAL 5%
The table above shows that X2 value of post test of experimental group is 7,59. X2
chi square table is 11,07. The data is normal if X2 value of experimental group is
lower than chi square table. It can be concluded that the data of post test is normal
(7,59 <11,07).
b. homogeneity test
The variance of control group is 102,73 and the variance of the experimental
goup is 82,71.
퐹 = 푡ℎ푒ℎ푖푔ℎ푒푠푡푣푎푟푖푎푛푐푒푡ℎ푒푙표푤푒푠푡푣푎푟푖푎푛푒
퐹 = 102,7382,71
퐹 = 1,24
The data above shows that the result of homogeneity test is 1,24. F table is 1,84.
The data is homogeneous if F value of the data is lower than F table. It can be
concluded the data is homogeneous (1,24 <1,84).
c. hypothesis test
푡 = 푥̅ − 푥̅
+
59
푡 = 80,31− 66,88
, + ,
푡 = 13,43
,
푡 = 13,43
5,80
푡 = 13,432,41
푡 = 5,57
From the calculation above, it can be seen that the value of t obtained is
higher that t table ( 5,57>1,697), show it can be concluded that the use of bingo
game as media to teach vocabulary at the eight grade students of SMP N 15
purworejo in the academic yearof 2016/2017 is effective.
There are three points in volves in testing hypothesis. There are level of
signifinance, null hypothesis, and test of experiment significance. The three
points above are precented in the following:
a. level of significance
in testing hypothesis, the researcher uses level of significance to minimize
the false conclusion of the research. The researcher uses significance of
5%. It means that the falseness of the conclusion is 5% and the truth of
conclusion is 95%.
60
b. Null hypothesis
In testing hypothesis, the researcher commonly faced with the null
hypothesis. By using null hypothesis statement will be easier to be proved. The
hypothesis of this research (Ha) said that the use of bingo game as media to teach
vocabulary at the eight grade students of SMP N 15 purworejo in the academic
year of 2016/2017 is effective.
To prove whether the hypothesis are rejected or accepted,
the reseacher changes the research hypothesis into the null
hypothesis. Therefore, the null hypothesis (Ho) said the use of
bingo game as media to teach vocabulary at the eight grade
students of SMP N 15 urworejo in the academic year of 2016/2017
is not effective.
c. Test of experiment significance
The result of computation of the t-test is 5,57. To know
whether the hypothesis is accepted or rejected, the t-value is
consulted to t-table at significance level of 0,05. The subject
numbers in this research is 32 students. With degree of freedom
(df) 29. The degree of freedom can be found with the formula n-1.
For five percent significant level and 31 degree of freedom, the
critical value on t-table 1,697. From the explaination above, the
research concluded that the t table is 1,697. The obtained t-value is
5,57. It means that value is lower that critical value on the t-table, it
is 5,57> 1,697. Based on the result of the hypoyhesis testing above,
61
it can be concluded that Ho is rejected and Ha is accepted.
Therefore, the hypothesis of the research said the use of bingo
game as media to teach vocabulary at the eight grade students of
SMP N 15 purworejo in the acedemic year of 2016/2017 is
effective is accepted.
C. The interpretation of research result
1. Descriptive analysis
a. The vocabulary result of control group
The highest score of the students of control group of the
eight grade students of SMP N 15 purworejo is 80 and the
lowest is 60. The mean of control group 66,88, the standard
deviation is 10,30 and the variance 102,73. The mean is
included in the interval of 60 to 80. It means that the
students of contro group of eight grade students of SMP N
15 purworejo have a good result on their mastery of
vocabulary. From 32 samples, there are 4 students
(12.50%) belongs to excellent category, 13 student
(40,63%) belong to good category, 9 students (28.13%)
belong to fairly category, 6 students (18.75%) belong to
fairly sufficient category, poor category in mastery
vocabulary.
62
b. The vocabulary result of experimental group
The highest score of the students of experimental group of
the eight grade students of SMP N 15 purworejo is 90 and
the lowest is 65. The means of control group is 80.31, the
standard deviation is 9.24 , and the variance is 82.71. the
mean is included in the interval 65 to 90. It means that the
studens of experimental group of the eight grade students of
SMP N 15 purworejo have good result on their mastery of
vocabulary. From 32 sample their 19 (59,38%) belonged to
excellent category, 12 students (37, 50%) belonged to good
category, 1 students (3.13%) belonged to sufficient to
category and there is no students belong to fairly- sufficient
and poor.
2. Interpretation of hypothesis testing
In this part, the researcher will interpret the hypothesis
testing. As mentioned above, the hypothesis of this research is the
use of bingo game as media to teach vocabulary at the eight
students of SMP N 15 purworejo in the academic year 2016/2017
is effective. From the previous analysis, shows that the amount of
samples (N=32) and the level of significance is 5% the result of the
computation shows that t-value is lower that t-table that is 5,57 >
1,697.
63
After computing t-test sepates variance, and the after
knowing the hypothesis is accepted, the theory meets the fact in
this case. Then, the researcher concludes that is effective of using
bingo game as media to teach vocabulary at the eight grade
students of SMP N 15 purworejo in the academic year of
2016/2017.
64
65
64
CHAPTERV
CONCLUSION AND SUGGESTION
In this part, the researher is going to conclude about the result of the
research, besides that, the researcher will give some suggestion related the result
of the data analysis. The researcher hopes it can be useful for especially teachers
and students.
A. Conclusion
Based on the result of data analysis which has been discusses in the
previous chapter, the researcher can conclude that :
1. Using bingo game to improve vocabulary mastery is effective. This
statament is supported by the result of student’s score ‘inexperimental
group which is mostly increase from pre-test and post-test after the
student given treament. Before they get treatment, the mean score is
38.44 while the score after getting treatment is 66,88 it proves that
while the score after getting treatment is 65, 16 it proves that while
the score after getting treatment is 80,31 it proves that their score
increases after getting treatment.
2. The computation of the shows that Ha is accepted. It proves that the
value of
65
t-test is higher that t- table (5.87> 2.00). so, it can be said effective to
use bingo game as method to teaching vocabulary to improve
vocabulary mastery in at the eight grade students in SMP N 15
Purworejo in academic year 2016/2017.
B. Suggestion
Based on the research finding above, the researcher will give some
suggestion in order to the teachers and students improve their teaching
learning quality. The suggestion is :
1) For the students
a. the students have to hard ‘to solve their problem in English
lesson. They have to study vocabulary or they have to list the
vocabulary. It can help them to increase their vocabulary. So,
they can understand English easily.
b. The students also can write the unknown every reading the
book, magazine or newpaper. So, they have a lot of lists of
word and they can learn every time.
2)For the teacher
a. to be a good teacher, the teacher has to be a good teacher,
besides that, the teacher also has to understand student’ difficulties.
So, the teachers support their learning.
b. the teachers have to be creative in teaching learning proses as
like using method, technique media in order the studens can keep
their spirit to study.
66
c. the teachers should flexsible in order the teaching learning can be
fun and enjoyable.
REFERENCES Arikunto, Suharsimi. 2009. Dasar-dasar Evaluasi Pendidikan Edisi 2.
Jakarta: Bumi Aksara Bromley, K. 2004. Rethinking vocabulary instruction. The Learning
and Literacy Spectrum,Vol 14 Spring. Brown, H. D. 2001. Teaching by Principles: an Interactive
Approach to Language Pedagogy. New York:Longman. Cameron, L. 2001. Teaching Languages to Young Learners.
Cambridge: Cambridge University Press. Celce-Murcia, M. 2001. Teaching English as a second or foreign
language, Creswell, John. W. 2012. Educational Research: Planning,
Conducting, and Evaluating Quantito extative and Qualitative Research. United States of America: University of Nebraska-Lincoln.
Deesri, A. 2002. Games in the ESL and EFL Class. Khon Kaen,
Thailand: The Internet TESL Journal, Vol. VIII, No. 9. Retrieved January 23, 2014, from (http://iteslj.org/Techniques/Deesri-Games.html)
Finch, K. 2006. Meaningful Vocabulary Learning: Interactive Bingo.
Retrieved January 23rd 2014 from (www.finchpark.com/ppp/bingo/Bingo- summary.pdf.)
Groller. 1974. The New Groller Webster International Dictionary
Volume I & II. Harmer, J. 1991. The Practice of English Language Teaching.
London: Longman.
Harmer, J. 1991. The Practice of English Language Teaching. London: Longman.
Hatch, E., and Brown, C. 1995. Vocabulary, Semantic, and language
Education. Hewings, M. 2004. Pronunciation Practice Activities, Cambridge:
Cambridge University Press Hornby. 1995. Advance Learner’s Dictionary. New York: Oxford
University Press. Hornby. 1995. Advance Learner’s Dictionary. New York: Oxford
University Press. Ito, N., Berry, A. 2001. The Great Big Bingo Book: Bingo Games for
ESL Learners. Korea: Four Laguage Training.
Lewis, G., & Bedson, G. 2002. Games for Children. Oxford: Oxford
University Lopez, K. 2006. Materials and Methods for Teaching Reading.
Retrieved January 23, 2014 from (http://hlperson.com/mt/archives/vocabulary.gif.)
Nation, P. 2001. Learning Vocabulary in Another Language.
Cambridge: Cambridge University Press. Richard, J. C. and Schmidt, R. 2002. Longman Dictionary of
Language Teaching and Applied Linguistic (3th Ed.). London: Pearson Education Limited.
Sugiyono. 2015. Metode Penelitian Kuantitatif, Kualitatif, dan R&D.
Bandung: Alfabeta. Thornbury, S. 2002. How to Teach Vocabulary. United Kingdom.
Pearson Education Limited.
Ur, P. 1996. A Course in Language Teaching. Great Britain: CambridgeUniversityPress
LAMPIRAN
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama satuan pendidikan : SMP N 15 PURWOREJO
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII
Materi pokok :Narrative text
Alokasi waktu : 1 x 45 menit
A. Kompetensi Inti (KI)
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi dasar dan indicator pencapaian kompetensi:
Kompetensi Dasar (KD):
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belaja
2.3 Menunjukkan perilaku tanggung jawab,peduli,kerjasama,dan cinta
damai dalam melaksanakan komunikasi fungsional
3.2 Mengungkapkan makna dalam monolog pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat lancar dan berterima
untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk
narrative dan recount.
4.2 Menyusun teks lisan dan tulis untuk menyatakan dan merespon
ungkapan menyatakan pendapat dan pikiran dengan memperhatikan
fungsi social struktur teks dan unsur kebahasaan yang benar dan sesuai
konteks
Indikator:
3.2.1 Siswa memahami fungsi social ,struktur teks,dan unsure
kebahasaan untuk menyatakan dan menanyakan tentang pendapat
dan pikiran
3.2.2 Siswa mengidentifikasi fungsi social ,struktur teks,dan unsure
kebahasaan untuk menyatakan dan menanyakan tentang
pendapat dan pikiran
3.2.3 Siswa menerapkan fungsi social ,struktur teks,dan unsure
kebahasaan untuk menyatakan dan menanyakan tentang
pendapat dan pikiran
4.2.1 Siswa terampil menggunakan teks lisan dan tulis untuk
menyatakan dan merespon cerita/ dongeng.
C. Tujuan Pembelajaran
Peserta didik terampil menggunakan ungkapan menyatakan
danmenggunakan ungkapan dengan struktur teks yang runtun menanyakan
tentang pendapat dan pikiran dalam teks lisan dan tulis sesuai konteks dengan
memperhatikan fungsi social, struktur teks, dan unsure kebahasaan, yang benar
dan menunjukkan perilaku tanggung jawab, peduli,kerjasama dan cinta damai.
D. Materi pembelajaran
1. Teks tulis tentang The Legend Of Banyuwangi
2. Fungsi Sosial
Mengembangkan, mengidentifikasi, mengkritik, memuji.
3. Strukture Teks
Menyebutkan tokoh dalam cerita, tempat, an nama bagian
bagianya yang dipilih untuk narative text.
Penyebutan sifat orang, tempat kejadian.
Penyebutan tindakan dari atau terkait dengan orang dan
tempat terjadi.
4. Unsur kebahasaan
(1) Kosa kata terkait dengan text narative yang berisi dongeng atau
cerita yang terkenal.
(2) Tata bahasa : eks narrative (simple past, past continous, temporal
conjunction, connective words, adverb, adjectives )
(3) Ungkapan : Really? That’s terrible!, How then?, First,… then …
finally …
(4) Ucapan, tekanan kata, intonasi.
(5) Ejaan dan tanda baca.
(6) Tulisan tangan.
E. METODE PEMBELAJAN
a. Pendekatan : Scientific approach
b. Model : project Based Learning (PJLB)
c. Metode : Bingo game
F. MEDIA, ALAT, DAN SUMBER BELAJAR
a. Media : picture, Bingo board
b. Alat : Papan Tulis, Kertas HVS
c. Sumber Belajar : a. Buku panduan untuk siswa kelas VIII Wajib
Kurikulum 2013
b. Buku Paket VIII Kurikilum 2013.
G. Langkah- langkah pembelajaran
Pertemuan 1
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
PENDAHULUAN a. Salam & Berdoa
b. Guru mengecek kehadiran siswa
c. Guru mengecek kesiapan siswa belajar baik
gsecara fisik maupun psikologis.
d. Guru menjelaskan tujuan pembelajaan atau
kopetensi yang akan dicapai
INTI a. guru menjelaskan materi secara rinci kepada
siswa tentang narative teks.
b. Setelah siswa paham materi, guru mengajak
siswa untuk memainkan permainan Bingo game
vocabulary.
c. Guru menjelaskan bagaimana memainkan Bingo
game.
d. Siswa di bagai menjadi beberapa kelompok.
e. Guru membagikan lembar cerita tentang ‘ The
Legend of Banyuwangi’.
f. Guru mengajak siswa untuk membaca cerita
tersebut bersama- sama.
g. Guru menuliskan vocabulary di papantulis
bahasa Inggris dan bahasa Indonesia.
h. Guru mengajak siswa untuk membaca
vocabulary berulang-ulang kali sampai mereka
hapal.
i. Guru membagikan kertas kepada setiap
kelompok untuk membuat kolom-kolom untuk
memainkan Bingo game.
j. Siswa di suruh menulis vocabulary bahasa
indonesia kedalam kolom yang mereka buat
secara bebas.
k. Guru menghapus vocabulary bahasa Inggris di
papantulis.
l. Saat Guru menyebutan kosa kata siswa harus
mencari arti kosa kata tersebut lalu menyilang
kotak tersebut di dalam kolom.
m. Guru menutup permainan saat beberapa
kelompok sudah menjadi pemenang dalam
permainan tersebut.
n. Guru memberikan hadiah kepada pemenang.
PENUTUP a. Guru menjelaskan kembali tentang materi
narative teks.
b. Guru menutup pertemuan.
Penilaian
A. Aspek Tingkahlaku
No. Butir Sikap Deskripsi Perolehan skor
1. Melakukan tindak Selalu melakukan kegiatn komunikasi yangtepat
Sering melakukan kegiatankomunikasi yangtepat
Beberapa kalimelakukan kegiatan komunikasi yangtepat
Pernah melakukan kegiatankomunikasi yangtepat
Tidak pernahmelakukan kegiatan komunikasi yangtepat
5 komunikasi yang Tepat 4
3
2
1
2. Kerja sama Selalukerjasama kelompok
Seringkerjasama kelompok
Kadang-kadang kerjasamakelompok
Jarangkerjasama kelompok
Tidak pernahkerjasama kelompok
5 kelompok 4
3
2
1
B. Penilaian Hasil
S = 0
B = 5 x 20 = 100
Hasil Normal 100.
Purworejo, Agustus 2016
Mengetahui,
Kepala Sekolah SMP N 15 Purworejo Guru Mata Pelajaran
Farkhanudin,S.Pd.I., M.Pd Suryanti, S.Pd
PRE-TEST
Nama :
Class :
A. Read each passage, then read each question that follows the passage. Decide which is the best answer to each question. Select best answer.
Woman and the Wolves
A long time ago, very few people lived in the New Territories. There were only a few villages. If the people wanted to go from one village to another, they often had to pass through wild and unsafe forest.
One day, a farmer’s young wife went to the next village to visit her own mother and brother. She brought along her baby son. When it was time for her to leave, her brother said “ it is getting dark. Let my son, Ah Tim go with you though the forest.”
So Ah Tim led the way and the young woman followed behind, carrying her baby. When they were in the forest, suddenly they saw a group of wolves. They began to run to avoid the danger, but Ah Tim kicked against a stone and fell down. At once the wolves caught him. The young woman cried to the wolves, “ please eat my own son instead.” Then, she put her baby son on the ground in front of the wolves and took her nephew away.
Everyone understood that this was because the woman was very good and kind. She had offered her own son’s life to save her nephew.
They ran back to the house and called for help. All men in the village fetched thick sticks and went back with her into the forest. When they got there, they saw something very strange. Instead of eating the woman’s baby the wolves were playing with him.
Read the text, then choose the best choice to each questions.
1. In this passage, the word fewmean ?
a. Beberapa orang
b. Seberapa
c. Perkumpulan orang
d. Ramah
e. Berpindah
2. In this passage, the word unsafemean?
a. Membahayakan
b. Sangat berbahaya
c. Menakutkan
d. Ketakutan
e. Terjatuh
3. In this passage, the word dark mean?
a. Bercahaya
b. Gelap
c. Terang
d. Bersinar
e. Bulan purnama
4. In this passage, the word avoid mean?
a. Menghindari
b. Terhindar
c. Menyakiti
d. Terjatuh
e. Tertendang
5. In this passage, the word kickedmean?
a. Menendang
b. Tertendang
c. Terjatuh
d. Melempar
e. Terbuang
6. In this passage, the word newphen mean?
a. Adik
b. Kakak
c. Keponakan
d. Saudara tiri
e. Paman
7. In this passage, the word fetched mean?
a. Memunggut
b. Mengambil
c. Terkapar
d. Membuang
e. Terbuang
8. In this passage, the word forest meas?
a. Perhutanan
b. Pertanian
c. Hutan rimbah
d. Sungai
e. Padang pasir
The Legend of Banyuwangi
Once upon a time, in eastern part of Java Island, there was a kingdom ruled by a king. The king’s name was Prabu Menak Prakoso. One day, Prabu Menak and his soldiers invaded the kingdom of Klungkung in Bali. The king of Klungkung was killed, yet his daughter, Made Surati, and his son, Agung Bagus Mantra, were able to escape and hide in the jungle.
Prabu Menak Prakoso had a son named Raden Banterang. He was such a handsome young man. One day, Raden Banterang went to the jungle for hunting. It was in the jungle that Raden Banterang met Made Surati. She was then taken to Blambangan to be his wife. Raden Banterang and Made Surati enjoyed a happy life in the Palace.
When Raden Banterang was hunting one day, Made Surati was surprised by the arrival of a dirty beggar asking for her pity. The princess was surprised to find that the beggar was her older brother, Agung Bagus Mantra. She promptly squatted and embraced her brother’s legs. However, her great respect of her brother was not well accepted. Instead, Agung Bagus Mantra asked his sister to kill Raden Banterang. But such a request was rejected. He was very angry with her and came up with a sly idea to slander her.
Slowly but surely, Agung succeeded in convincing Raden Banterang that his wife had been involved in a scandal with another man. Asking for compassion, Made Surati tried to tell the truth and denied her husband’s accusation. Hearing his wife explanation, the king became angrier and angrier. As a proof of her sacred love, she asked her husband to kill her. As her last request, she asked her husband to throw her dead body into the river. She said that if the water in the river smelled terrible, it meant that she had ever been sinful. But if it smelled fragrant, it meant that she was innocent.
Raden Banterang who was unable to control his emotions soon stabbed his kerís (dagger) into his wife’s chest. She died instantly. The dead body of Made Surati was quickly thrown into the dirty river. Raden Banterang was shocked to see the river suddenly become clean and as clear as glass with a fragrant smell. Raden Banteraflll screamed crazily and regretted his deed. He walked unsteadìly and fell into the river screaming, “Banyu… Wangì… Banyuwangi!” This means “fragrant water”.Banyuwangi was born from the proof of noble and sacred love. From then on, the place is called Banyuwangi.
9. In this passage, the word invaded mean?
a. Pulang
b. Kedatangan
c. Bertamu
d. Menemui
e. Ramah
10. In this passage, the word escapemean?
a. Menemani
b. Pelarian
c. Berlari
d. Terjatuh
e. Bertamu
11. In this passage, the word huntingmean?
a. Pemburuan
b. Pelarian
c. Pembunuhan
d. Perbaikan
e. Menaiki
12. In this passage, the word convincingmean?
a. Terluka
b. Terjatuh
c. Sakit
d. Menyakitkan
e. Tersakiti
13. In this passage, the word involved mean?
a. Terbawa
b. Kebenaran
c. Melempar
d. Berburu
e. Menghindari
14. In this passege, the word truthmean?
a. Tertendang
b. Membahayakan
c. Kebenaran
d. Mengambil
e. Termuda
15. In this passage, the word distymean?
a. Bersih
b. Suci
c. Terbaru
d. Membersihkan
e. Kotor
B. Choose the right number of the word and write the number
of the word to its meaning.
16.
1. sunset
2. sunrise
3. sunbathe
4. sandy berpasir
5. Sunny berjemur
17.
1. scerenery
2. wave
3. escape
4.disty gelombang
5. truth pemandangan
18.
1. island
2. ocean
3. hunting
4. underwater samudra/ lautan
5. cave goa
19.
1. hide
2. throw
3. underwater
4. surface permukaan
5. river bawahair
20.
1. humble
2. stumbbor
3. confident
4. Extrovent pelit
5. stingy keras kepala
*****good luck*****
POST – TEST
Name :
Class :
C. Read each passage, then read each question that follows the passage. Decide which is the best answer to each question. Select best answer.
The Lion and The Mouse
nce when a lion was asleep, a little mouse began running up and down upon him; this soon awoke the lion, who placed his huge paw upon him, and open his big jaws to swallow him. “Pardon, O king,” cried the little mouse,
“Forgive me this time, I shall never forget it; perhaps I may be able to do you a good turn some of these days.”
The lion was so tickled at the idea of the mouse being able to help him. Then, he lifted up his paw and let him go.
Sometime after, the lion was caught in a trap. Some hunters, who wanted to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him in. Just then, the little mouse happened to pass by and see the sad plight in which the lion was. The little mouse went up to him and soon gnawed away the ropes that bounded the king of the beasts. Soon after the little mouse had finished gnawing away the ropes, he asked the lion to run away.
1. In this passage, the word asleepmean? a. Tertidur
b. Terbangun
c. Terjatuh
d. Menaiki
e. Terluka
2. In this passage, the word lionmean?’
a. Harimau
b. Kucing
O
c. Singa
d. Ular
e. Ayam
3. In this passage, the word forgivemean?
a. Bahagia
b. Memaafkan
c. Memberi
d. Rendah hati
e. Ramah
4. In this passage, the word huge mean?
a. Kecil
b. Sedikit
c. Membawa
d. Terkilir
e. Sangat besar
5. In this passage, the word carrymean?
a. Menghindari
b. Membahayakan
c. Pemburu
d. Membawa
e. Teriak
6. In this passage, the word wagonmean?
a. Kereta
b. Gerbong
c. Halaman
d. Perbatasan
e. Halangan
7. In this passage, the word gnawedmean?
a. Mengerogoti
b. menggigit
c. terluka
d. tergores
e. pemarah
8. in the passage, the word bounded mean?
a. Perbatasan
b. Membatasi
c. Melewati
d. Membawa
e. Terkunci
9. In the passage, the word beastmean?
a. Kencang
b. Pesisir
c. Binatang liar
d. Jinak
e. galak
Two Brothers
Long ago, there were two brothers called Akomi and Ombah. They were ambitious and winning. Akomi, the elder brother, said, "If we become the King's employees, we can make laws to collect more money from the people. We will become very rich."
They went to see King Aruya. Akomi said, "Your Majesty, let us be your ministers. We will make good laws. All your subjects will be happy. I am wise and clever. I know everything."
King Aruya said angrily, "That is not true! Nobody knows everything. For example, do you know how many stars there are in the sky? Guards! Throw this liar into the river of crocodiles!"
Ombah's hands trembled. Then he thought to himself, "King Aruya will also punish me if I say the wrong thing. My brother said he knew everything and his answer was wrong. So if I say the opposite, my answer will be right." Ombah then said, to King Aruya, "Your majesty, I know nothing." King Aruya said, "That is also a lie. Nobody knows nothing, truly! Everybody knows at least something. For example, you know your father's name, don't you? Guards! Throw him into the river of crocodiles, too!"
10. in the passage, in the word richmean?
a. Kaya
b. Miskin
c. Dermawan
d. Pengusaha
e. Ramah
11. In the passege, in the word employee mean?
a. Pekerja
b. Buruh
c. Petani
d. Pelayar
e. Guru
12. In the passage, the word laws mean?
a. Kemarau
b. Panas
c. Hukum
d. Penjara
e. Larangan
13. In the passege, the word wise mean?
a. Dermawan
b. Rendah hati
c. Ramah
d. Bijaksana
e. pemalu
14. in the passage, the word punish mean?
a. menghukum
b. Ramah
c. setia
d. penjara
e. gerbong
15. in the passage, the word majesty mean?
a. Penyayang
b. Periang
c. Relaberkorban
d. Ramah
e. Setia
f. Kekuasaan tertinggi
D. Choose the right number of the word and write the number
of the word to its meaning.
16.
1. Meadow
2. Steppe
3. Park
4. Savanna padangrumput
5. Desert taman
17.
1. Shy
2. Brave
3. Stubbom
4. Careless malu
5. Kind baik hati
18.
1. Humble
2. Stumbbor
3. Confident
4. Extrovent pelit
5. Stingy ramah
19.
1. derived
2. contains
3. village
4. located berasal
5. situated desa
20.
1. Archipelago
2. island
3. Peninsula
4. Ocean pulau
5. Continent benua
***** good luck*****
Kunci jawaban
Pre-test
1. A 2. A 3. B 4. A 5. B 6. C 7. B 8. C 9. B 10. A 11. C 12. D 13. A 14. C 15. E 16. – 3 berjemur
- 4 berpasir 17. – 2 gelombang
- 1 pemandangan 18. – 2 samudra
- 5 goa 19. – 1 bawah air
- 4 permukaan
Kunci jawaban
Post test
1. A 2. C 3. B 4. E 5. D 6. B 7. A 8. B 9. C 10. A 11. A 12. A 13. C 14. A 15. E 16. – 4 padang rumput
- 3 taman 17. – 1 malu
- 5 baik hati 18. – 5 pelit
- 1 ramah 19. – 1 berasal
- 3 desa 20. – 5 benua
- 2 pulau
Class A experiment
Name Pre-test Post-test Agnes Indriani 80 75 Agus Arbai' Mahmud 50 85 Aldi Yoga Kuncoro 40 85 Ananda Rahmatika Pratiwi 65 70 Anifaturohmah 70 60 Anisa Supriatin 65 70 Auliya Annisa 75 75 Dyah Sekar Sari 65 85 Elfa Nugraheni Pramastuti 65 95 Elisa Cahyaningtyas 70 80 Erni Cahyani 65 80 Fajar Choirul Akbar 60 60 Fikri Hardiyansyah 50 75 Fitri Kristianingih 55 60 Ika Puspita Sari 85 70 Indah Yuliani 70 65 Istiqomah 75 95 Mela Patmawati 80 95 Muhammad Robithul Umam 70 100 Rismalwa Lutfi Pramesri 60 100 Rosalinda 55 80 Sigit Setia P 70 100 Suksessi Mareta Inkaningtyas 60 100 Tri Haryanti 65 80 Tri Junika Khoirunissa 70 80 Tri Novita Dewi 55 90 Uswatun Khasanah 70 80 Yudha Pangestu 85 75 Agnes Indriani 75 75 Agus Arbai' Mahmud 70 80 Aldi Yoga Kuncoro 75 75 Ananda Rahmatika Pratiwi 80 85
Class C control Group
Name Pre-test Post-test Ahmad ahsanit taqudm 40 75 Akmal arif H 45 85 Anna nurjanah 65 85 Arjun K.A.N 50 70 Dimas Kurniawan 60 60 Dyah Tru Utami 85 70 Evi Eriana 75 75 Farah anggraini 75 85 Farah fidela 80 95 Galuh rizki rinjani 65 80 Hanjani saras P 75 80 Kamelia wagetriningsih 90 60 M. ahsin 50 75 M.caesar.WA 55 60 Maya nur A 70 70 Nanda nariyah N 80 65 Nur alam 75 95 Panca aryono 60 95 Prabowo S 70 100 Putri amelia 70 100 Radya E.R 65 80 Rian Wahyu santoso 60 100 Rina Agustin 85 100 Rio anggoro 45 80 Risky Arya Putra W 60 80 Sabrina fitri amalia 65 90 Safira Putri M 55 80 SanjuSyakhbani 75 75 Sekar prameswari 70 75 Tarisa ika putri 55 80 Vinna Ferdiana 50 75 Zulfan 65 85
