THE EFFECTIVENESS OF JEOPARDY GAME ON
STUDENTS’ VOCABULARY MASTERY OF
SEVENTH GRADE STUDENTS AT SMP DUA MEI
CIPUTAT IN ACADEMIC YEAR 2015/2016
By:
NOVIAN CHINTIAMI
NIM. 1111014000035
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
iv
ACKNOWLEDGMENT
In the name of Allah, The Beneficent, The Merciful
All praise be to Allah, the Lord of the Worlds who always gives His mercy
and blessing upon the writer in completing this paper. Prayers and greeting be
always upon His messenger, our prophet Muhammad SAW, his family and his
followers, who have spread Islam all over the world.
This paper is submitted to fulfill one of the requirements for the Degree of
S.Pd. at the Department of English Education of Faculty of Tarbiyah and
Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.
First of all, the writer would like to thank her beloved parents, Suparanto
and Novitasmila and her beloved father, her mother respectively, for their love,
sincere prayers, support, advice, motivation, and patience for the writer in
finishing this paper.
Secondly, the writer would like to address her thank and great gratitude to
Dr. Ratna Sari Dewi, M.Pd. and Yenny Rahmawati, M.Ed. as the writer’s
advisors, who gave her valuable advice, help and guidance with full of patience
during writing and completing this paper. Hopefully, may Allah SWT always
bless them with their family and grant all of their wishes.
The writer realizes that she could not finish writing this paper without help
from people around her. Therefore, she would like give her gratitude and
appreciation to:
1. All lecturer, especially those of the Department of English Education, for
teaching precious knowledge and for giving wonderful study experience.
2. Dr. Alek, M.Pd. the Head of Department of English Education.
3. Zaharil Anasy, M.Hum. the Secretary of the English Education
Department.
v
4. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and
Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.
5. Enjang Supyan, M.Pd, the Headmaster of SMP DUA MEI
6. Saptono, M.Pd. the Vice-Principal of SMP DUA MEI
7. Dwi Yuli Prihani, S.Pd. the Englsih teacher of SMP DUA MEI
8. The big family of SMP DUA MEI who have assisted in collecting the data
during the research.
9. All teachers of SMP DUA MEI Ciputat.
10. Her beloved brother, Andika Maulana Hambali.
11. The writer’s best friends (Eva Nurlaela, Farah Ainy, and Nurina Ayu
Ningtyas) and everyone who helped her and had given great support and
suggestion to the writer in finishing this paper.
May Allah bless them for all of what they have done, because He only the
one who knows how much contributions and motivation received by the writer
to make this paper better.
Jakarta, October 14, 2015
The Writer
vi
ABSTRACT
Novian Chintiami (1111014000035). The Effectiveness of Jeopardy Game on
Students’ Vocabulary Mastery of Seventh Grade Students at Smp Dua Mei
Ciputat. in Academic Year 2015/2016. Skripsi of Department of English
Education at Faculty of Tarbiya and Teachers’ training of Syarif Hidayatullah
State Islamic University Jakarta. 2015.
Keyword: Vocabulary, Jeopardy Game
The objective of this study is to find out the empirical data concerning
whether Jeopardy Game is effective on the students’ vocabulary mastery and the
effect size of Jeopardy game on students’ vocabulary mastery. The method used in
this study was quasi experimental which included experimental group and control
group design with pre-test and post-test. The sample of this study is 58 students,
which are 29 students as experimental class and 29 students as controlled class.
In collecting the data, the writer conducted pre-test and post-test consisting
of 30 multiple choice items. In analyzing the data, the writer used T-test. The
result of the calculation showed that in the significance degree (α) of 5% is (t0) > ( ) or (2.12 > 1.673). It means the null hypothesis (H0) is rejected and alternative hypothesis (Ha) is accepted. It means that there is a significant
difference between the students’ vocabulary mastery through Jeopardy game and
without Jeopardy game. It can be seen that the average gained score of the
experimental class is higher than those of controlled class. Therefore, it can be
concluded that Jeopardy game is effective on the students’ vocabulary mastery in
the seventh grade of SMP Dua Mei Ciputat and the effect size value obtained in
this research is 0.579 or 57.9% which is categorized into strong enough effect on
students’ vocabulary mastery in the the seventh grade of SMP Dua Mei Ciputat.
vii
ABSTRAK
Novian Chintiami (1111014000035). The Effectiveness of Jeopardy Game on
Students’ Vocabulary Mastery of Seventh Grade Students at Smp Dua Mei
Ciputat. in Academic Year 2015/2016. Skripsi Jurusan Pendidikan Bahasa
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islan Negeri Syarif
Hidayatullah Jakarta. 2015.
Kata kunci: Kosa-kata, Jeopardy Game
Tujuan penelitian ini adalah untuk menemukan data empiris mengenai
apakah Jeopardy Game efektif terhadap penguasaan kosa-kata dan seberapa besar
efek Jeopardy game terhadap penguasaan kosa kata. Metode yang digunakan
dalam penelitian ini adalah kuasi-eksperimental dengan jenis desain menggunakan
pre-test dan post-test. Sampel yang digunakan dari penelitian ini adalah 58 siswa,
29 siswa sebagai kelas eksperimen dan 29 siswa sebagai kelas kontrol.
Dalam pengumpulan data, penulis menggunakan pre-test dan post-test
yang terdiri dari 30 soal pilihan ganda. Dalam menganalisis data, penulis
menggunakan uji-T. Hasil dari perhitungan menunjukkan bahwa dalam taraf
signifikansi (α) of 5% adalah (t0) > ( ) or (2.12 > 1.673). Ini berarti
null hypothesis (H0) ditolak dan alternative hypothesis (Ha) diterima. Berdasarkan
kriteria pengujian, hasil tersebut menunjukkan bahwa ada perbedaan yang
signifikan antara penguasaan kosa-kata siswa menggunakan Jeopardy Game dan
penguasaan kosa-kata siswa tanpa menggunakan Jeopardy Game. Hal tersebut
dapat dilihat dari rata-rata skor yang diperoleh kelas eksperimen lebih tinggi dari
pada rata-rata skor yang diperoleh kelas kontrol. Oleh karena itu, dapat
disimpulkan bahwa Jeopardy Game efektif terhadap penguasaan kosa-kata siswa
kelas tujuh SMP Dua Mei Ciputat dan besar keefektifan Jeopardy Game yang
diperoleh dalam penelitian ini adalah sebesar 0.579 atau 57.9% yang
dikatagorikan ke dalam nilai keefektifan cukup kuat yang dalam meningkatkan
kosa-kata siswa kelas tujuh SMP Dua Mei Ciputat.
viii
TABLE OF CONTENTS
SURAT PERNYATAAN KARYA SENDIRI..................................................... i
APPROVAL SHEET .......................................................................................... .ii
ENDORSEMENT SHEET.................................................................................. iii
ACKNOWLEDGEMENT................................................................................... iv
ABSTRACT.......................................................................................................... vi
ABSTRAK .......................................................................................................... vii
TABLE OF CONTENTS ................................................................................. viii
LIST OF TABLES ............................................................................................... x
LIST OF APPENDICES..................................................................................... xi
LIST OF FIGURE.............................................................................................. xii
CHAPTER I INTRODUCTION
A. Background of the Study ............................................... 1
B. Identification of the Problem ......................................... 4
C. Limitation of the Problem ............................................. 4
D. Formulation of the Problem .......................................... 4
E. Objectives of the Problem ............................................. 5
F. Significances of the Study ............................................. 5
CHAPTER II LITERATURE REVIEW
A. Vocabulary..................................................................... 6
1. The Definition of Vocabulary............................. 6
2. The Purposes of Vocabulary Mastery................. 7
3. The Types of Vocabulary ................................... 8
4. Teaching Vocabulary ...................................... 12
B. Games........................................................................... 14
1. Jeopardy Games .............................................. 16
ix
2. The Use of Jeopardy Games in Teaching
Vocabulary........................................................ 19
3. Benefits of using Jeopardy Games ................... 20
C. Relevant Study ............................................................. 21
D. Thinking Framework ................................................... 22
CHAPTER III METHODOLOGY
A. Place and Time of The Study....................................... 23
B. Method of Research ..................................................... 23
C. Population and Sample ................................................ 24
D. Technique of Data Collection ..................................... 24
E. Technique of Data Analysis ......................................... 26
F. Statistic Hypothesis ...................................................... 29
CHAPTER IV FINDING AND DISCUSSION
A. The Description of Data .............................................. 31
B. Analysis of Data .......................................................... 34
C. Interpretation of Data .................................................. 42
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................... 44
B. Suggestion ................................................................... 44
BIBLIOGRAPHY .............................................................................................. 46
APPENDICES .................................................................................................... 49
x
LIST OF TABLE
Table 1. F Table...........................................................................................50
Table 2. T-Test Table...................................................................................51
Table 3. SPSS Calculated Table...................................................................52
Table 4.1 The Students’ Scores of Experimental Class (7.1) by using
Jeopardy game................................................................................31
Table 4.2 The Students’ Scores of Controlled Class (7.2) without using
Jeopardy game................................................................................32
Table 4.3 Normality of Pretest of Experimental Class...................................35
Table 4.4 Normality of Post test of Experimental Class................................35
Table 4.5 Normality of Pretest of Control Class............................................36
Table 4.6 Normality of Posttest of Controlled Class.....................................36
Table 5 Hyphothesis table...........................................................................38
xi
LIST OF APPENDICES
Appendix 1. Lesson Planning of Experimental Class & Controlled Class............66
Appendix 2. Questions sheet of Validity Test.......................................................75
Appendix 3. Questions sheet of Pre Test...............................................................78
Appendix 4. Questions sheet of Post Test..............................................................80
Appendix 5. Blue Print Pre-Test Items..................................................................82
Surat-Surat
xii
LIST OF FIGURE
Figure 1. Chart of Experimental dan Controlled class scores................................34
1
CHAPTER I
INTRODUCTION
A. Background of The Study
Language is one of the most important things in communication and it is
used as a tool to get information among people in all over the world. According to
Sapir, “Language is purely human and nonistintive method of communicating
ideas, emotions, and desires by means of voluntary (sound) symbols”1 In other
words, language is a tool used by people to communicate and express their idea.
For many centuries, English has become one of the International languages after
Greek had been popular.
As an international language, English is very important and having many
relations with various aspects of life. English is used in every aspects of life;
Communication until Science. Like Trading, Service, and many kinds of job also
have a thick bound with English which many people depend on it to get more
advantages in their daily needs. Those are the reasons why people are going to
master English in order to gain information from every source. Indonesia is one of
countries which used English and it has become important role in this country.
In Indonesia, English has been taught continuously for six years at the
Elementary School, three years at the Junior High School, and three years at the
Senior High School as a compulsory subject, even at the University level. If the
Indonesian government has chosen English as the first foreign language to be
taught in schools, this is simply for the reason that we recognize the important
role it plays in the international world. As a developing country which needs to
strengthen the relationships with other countries in the world, we need to
understand the language for communication in order to make cooperation between
different countries, which is English. In addition, English has more vocabulary
1 Sapir in Zainuri, Linguistics, (Unpublished, 2003), p. 1.
2
that should be mastered by people. The importance of vocabulary is larger than
other aspects because if we do not master vocabulary, we will get difficulties in
speaking fluently, learning grammar, reading and writing. For example, when
people want to apply for working in a company, they should master English for
interview. Not only it a fact but also people in the wolrd are demanded to use high
technology by means of English.
With the recent growth of English as an international language of
communication, there is very clear for people to speak and interact in multiplicity
of situations trough the language because the globalization use English language.2
Whenever we think about language, we usually think about mastering vocabulary.
It means whenever we use language, automaticaly we use the words of the
language. Therefore, it is crucial for us to have range of vocabulary. By having
large of vocabulary, we can precisely open our ideas in communication. It is
important to master all of vocabularies in language.
Mastering vocabulary means that we know all the words in the language
which we use. Rivers in Nunan has argued that the acquisition of an adequate
vocabulary is essential for the successful the language learner, without an
extensive vocabulary they will be unable to use the language communicatively.3
Based on the fact above, learning English vocabulary is important for learners of
English especially for Seventh grade students because English became a foreign
language in Indonesia. Therefore, by mastering vocabulary, the students will
master the language skills easily.
According to Nation, the words level for Junior High School is 1000
words.4 In addition, based on KTSP curriculum in Indonesia, the governmnet
require students at Junior High School should master 900-1200 words nowadays.5
But in fact, based on the writer experience, most of the students only know 5 new
2 J.O McDonough and Cristopher Shaw, Materials and Method in ELT, a Teacher Guide
Third Edition. (UK: Blackwell Publishing Ltd, 2013), p. 3.
3 David Nunan., Language Teaching Methodology, (London: Prentice Hall International,
1991), p. 118.
4 Nation in David Aline, Vocabulary Tests for Junior High School Students. (PAC3 at
JALT2001. Kanagawa University, 2001).
5http://edukasi.kompasiana.com/2012/12/13/jepangpun-mengubah-kurikulumnya-kok-
516444.html.
3
words on a week. Because of that, the students feel difficult to follow English
classroom activity. Moreover, they will take UN at Third grade so that if they lack
vocabulary, they will difficult when take UN. Therefore, they should increase
their vocabulary right now.
In learning vocabulary, based on the writer experience, students had
problems in learning new vocabulary and their meaning. They were confused
about how to choose suitable words to describe place, person, action and things.
For example, there were some items which they should answer but when they
checked the dictionary, there are some meanings for one word. The teachers is not
only confused to describe but also only used some frequently repeated words. For
example, in the mid exam or final exam, many sentences used some words clue as
same as with previous exam in each grade. So, students only remembered some
words (shown in the items.)
Based on the fact above, it is necessary and important for teachers who
concern in teaching English to find out the effective technique to make learning
vocabulary easier and more interesting for the students. So, they will enjoy
following English class. However, to make English teaching effective and
interesting is very difficult. This difficulty depends on the techniques which
teachers’ uses in the classroom. Memorizing technique that teachers used in
teaching vocabulary did not stimulate students to build up their vocabulary
because this technique only emphasizes on memorizing words and in other cases
students feel bored and they will forget with the words. Moreover, students only
get a few of new vocabulary on one week. Based on the writer observation,
students needed interesting technique when they learnt English. Many students
were lazy to open their dictionary. They quickly asked the teacher about the
meaning of the words. Sometimes, they kept only silent without doing anything.
Therefore, it is very important to solve problems for teaching English
especially vocabulary. In other words, to find out the suitable technique which can
increase motivation and interest of students on learning English vocabulary, the
use of game can make fun learning for students. According to Hadfield, the
familiar games such as guessing games can make the player think more about
4
other guess of information what it might be.6 In other words, students can think
with other friends during playing and it can reduce their stress.
In this case, the researcher used Jeopardy game to increase students’
vocabulary mastery in learning English in order make English class more
effective. Jeopardy is an activity to encourage students to think about the
questions which may lead to particular answers.7 This game can make students
think creatively about particular answer so they can remember the words after
they know the answer. Therefore, the researcher conducted a study on the title
“The Effectiveness of Jeopardy game on Students’ Vocabulary Mastery of
Seventh Grade Students”.
B. Identification of The Problem
Based on identification of the background above, the writer identifies
some problems. They are as follow:
a. Students need interesting technique to learn vocabulary.
b. Students get difficulties understanding and remembering words on
how they describe person, place, action and thing.
C. Limitation of The Study
The writer limits this study only on the effectiveness of Jeopardy game on
students’ vocabulary mastery of seventh grade students.
D. Formulation of The Study
Based on the background of the study above, the question of the study are:
1. Is Jeopardy game effective on students’ vocabulary mastery?
2. How effective is Jeopardy game on students’ vocabulary mastery?
6 Hadfield, J, Intermediate Communication Games, (England: Longman Ltd, 1990), p. v.
7 Nothern Ireland Curriculum, Active Learning and Teaching Method for Stage 1&2. (A
PMB Publication, 2007), p. 40.
5
E. Objective of The Study
This study has the objective that to know the effectiveness of using
Jeopardy game on students’ vocabulary mastery and the effect size of Jeopardy
game on students’ vocabulary mastery.
F. Significance of The Study
Hopefully, this research will be useful for the students, teacher, and the
readers. The result will be used as follows:
a. For the students
By learning vocabulary using Jeopardy game, the students can take some
new method to learn English with fun. Furthermore, they can master new
vocabulary by colourful media and game so they never feel bored and the
objective of teaching will be achieved by the whole of the class.
b. For the teacher
This research is expected to give new information for the teacher in which
can help the students to build their vocabulary that always facing many
problems in learning English. English teacher can use the method,
strategy, and media in order to achieve the objective of English class.
c. For the researcher
By doing the research, the researcher hopes to know more about
vocabulary mastery that will be useful for the future of her life. The
researcher also gets knowledge and experience in finding a new method in
teaching English.
c. For the readers
It is expected by reading the final project the reader will find a new
method in teaching vocabulary.
6
CHAPTER II
LITERATURE REVIEW
A. Vocabulary
1. The Definiton of Vocabulary
Vocabulary have certainly found in every aspect of language. The
importance of vocabulary can influence learning activity. Vocabulary can help
learner to express their ideas and information. Without vocabulary, learner can not
understand about the information that they learnt. In other words, learner should
have large vocabulary in order to do well for their competencies.
According to Bauer, vocabulary is about words with the origin, alteration,
and relationship to other words so that people used in a language on the world.1 It
means that vocabulary is the collection of words that used by person to express
something.
In addition, Jack C. Richards and Willy A Renandya stated that
vocabulary is a core component of language proficiency and provides much of the
basis for how well learners speak, listen, and write.2 In learning English, students
in high school should learn a new vocabulary. They have to master a languange
component in order to comprehend the information, and able to speak and write in
English.
Schmitt also stated that we must consider what we meant by vocabulary.3
Therefore, it can be concluded that vocabulary not only contains list of words but
also contains all information about using word and it also contains meaning of
words so that it will be used by people to communicate to exprees their ideas.
Vocabulary should be taught especially for foreign language teaching and
learning activity, because if students have enough vocabulary they can
1 Laurie Bauer. Vocabulary. (USA: Routledge, 1998). p. viii.
2 Jack C. Richards and Willy A Renandya.. Methodology in Language Teaching, An
Anthology of Current Pactice. (NewYork: Cambridge University Press, 2002), p. 225.
3 Norbert Schmitt, Vocabulary in Language Teaching. (Cambridge: Cambridge
University Press, 2000), p. 1.
7
communicate in the foreign language and easier to master new language.
Mastering new language is not easy because some aspects of language are not
easy to learn, it is impossible to learn a new language without mastering
vocabulary.
2. The Purpose of Vocabulary Mastery
As people know, vocabulary is not skill instantly required, especially with
the students who have different mother tongue or second language learner, as a
matter of fact in daily teaching process, students often find themselves difficult in
memorizing vocabulary, and most students do not know the meaning of words
they learnt.
Vocabulary is very influence into the four skills of language; listening,
writing, reading, and speaking. Mostly, students will absorb listening and
speaking vocabulary before coming to the reading and writing vocabulary. It‟s
because vocabulary should be the basic knowledge to learn languages. But in real
situation, the process may change, especially in a foreign language teaching.
Reading vocabulary may become the first stage before processing the speaking
and listening vocabulary.
In this case, the purpose of learning vocabulary is to help students easier in
expressing the idea because vocabulary is all of the words contained in a
language. According to Zainuri, a good vocabulary and people ability to use
words correctly and effectively can be the key to worlds of interesting and
axciting information. He also defines that words can help people achieve the
popularity that come with self-confidence because a good vocabulary makes work
easier.4
From the description above it can be concluded that vocabulary understanding
is very important as a medium to understand the language of relationship with its
context, both the Indonesian and English context.
4 A.M Zainuri, English Vocabulary 1: Revised Edition, (Unpublished, 2004), p. 9.
8
3. The Types of Vocabulary
According to Jo Ann Absersold, there are two types of vocabulary,
namely: active or productive vocabulary and passive or receptive vocabulary. 5
a. Productive or active vocabulary is the vocabulary that people
uses when speak and write. This vocabulary usually used by
target language with emphasize on pronounciation and grammar
pattern.
b. Passive or receptive vocabulary is that people recognize when
they see it but they do not use when they speak or write.
Another expert also describes the type of vocabulary. Gairns and Redman
define vocabulary to receptive and productive vocabulary.6
a. Receptive vocabulary is the language items which can be
recognized and comprehended in the context of reading and
listening material.
b. Productive vocabulary is language items which the learner can
recall and use appropriately in speech and writing.
In addition, Fries also argued there are two kinds of vocabulary used by
people: function and content words.7 The fuction words are the words in the
dictionary but its definition are not clear. These words have relations with
grammatical structure, including auxiliaries, prepositions, conjunctions, and
interrogative particles. The other kind is content words. It is the words that have
the definition in dictionary such as nouns, verbs, adjective, and adverbs. On the
other hand, content words are contained the phenomena or reality of people‟s
experience such things, actions, and qualities. Meanwhile, three types of content
words also can be known by dividing into three classes. Class I is for things such
5 A.S Hornby in A.M Zainuri, English Vocabulary 1: Revised Edition, (Jakarta: UIN
Syarif Hidayatullah, 2004), p. 1.
6 Ruth Gairns and Stuart Redman. Working with Words. A guide to teaching and learning
vocabulary, (Cambridge University Press), p. 64.
7 Ibid . p. 1.
9
table, chair, bed, pencil, etc. The second is Class II for action such read, drive,
cook, drink, etc. The last class is Class III for qualities such fast, soft, fall, etc.8
The other important aspect in vocabulary is the meaning of the words. One
word has relation to the other words. Penny categorizes the meaning of the words
such as follows:9
1. Synonyms: the word that nearly the same with another words.
e.g : beautiful = pretty
2. Antonyms: the word that mean the opposite
e.g : rich X poor
3. Hyponyms: the words that have specific example with other items.
e.g : rose, lily, and jasmine are the hyponyms of plant
4. Cohyponyms: the words that the same kind with other things.
e.g : red, yellow, blue
5. Superordinates: the idea that cover the specifics items
e.g : plant is the superordinate of rose, lily, and jasmine.
6. Translation: the words of leaners‟ mother tongue that have the meaning
to other words that be taught.
Therefore, it can be concluded that even the classification from some
experts, the types of vocabulary that they have made are different but same in the
point because they classify it based on different aspect.
Meanwhile, the classification of words based on their functional categories
called parts of speech; noun, adjective, verb, and adverb. They may subtitute for
words in one of largest serve as signals for various patterns or relate one group of
words to another. In this case, the writer will discuss four group of part of speech
such noun, verb, adjective, and adverb.
1. Noun is a word that describes person, thing, place, animal, object,
situation, quality, or idea. Nouns are classified into proper nouns,
8 Charles C. Fries, Teaching & Learning English as a Foreign Language. (US: Michigan
Press, 1962), p. 44-47.
9 Penny Ur, A Course in Language Teaching: Practice and Theory. (New
York:Cambridge University Press, 1996), p. 62.
10
countable and uncountable nouns, concrete and abstract noun, compound
nouns, and collective nouns.10
a. Proper nouns: a noun begins with capital letter such as people‟s
names, place, building‟s name, E.g: Mr. Bimo, Jakarta, Trisakti
University.
b. Concrete and Abstract nouns: a word for physical object that can be
touched, seen, and smelled such boy, girl, table (Concrete nouns).
Abstract nouns are a word for idea or concept in people‟s minds
such justice, beauty, wisdom, happiness, life, etc.
c. Collective nouns: is a word that includes group of people, animal,
or thing such class, faculty, audience, government, etc.
d. Compounds nouns: two words that combine into one word and
have one meaning such department store, grammar book.
e. Countable and Uncountable nouns: a noun that can be count such
as book, two books, three books (Countable nouns). Uncountbale
nouns are a noun that cannot be counted such as tea, a cup of tea,
two cup of tea.11
2. The second part of speech is Verb. Verb is a word that is usually used as
command, questions, statements, and exclamintaions.12
Verb or action
word describes what happens. One verb has a variety of meaning and can
help people when expresses their idea. For Junior High School students,
verb is taught only on tenses; present-past-past participle with two
categories such regular and irregular verb. According to Hartanto, verb
that changed based on its time can be called conjugation included
infinitive, past tense, and past participle.13
Meanwhile, regular verb is an
action words made from infinitive with suffixes –ed or –d.
10 Marcella Frank, Modern English. A practical reference guide. (US : Prentice Hall,
1972), p. 6-7.
11
Pyle and Page, Cliffs TOEFL Preparation Guide, (New Delhi: Wiley Dreamtech India,
2002), p. 44.
12
Ibid 10, p. 47.
13
Drs.John S. Hartanto, ABC English Grammar, (Surabaya: Indah Publisher, 2003), p.
227.
11
Infinitive or Present Tense
(to + V) Past Tense Past Participle
To help Helped Helped
To close Closed Closed
To try Tried Tried
Beside regular verbs, an action words that cannot use suffixes –ed and –d
can be called irregular verbs. This verbs commonly used in the language and have
different forms with regular verbs.
Infinitive or Present
Tense Past Tense Past Participle
Drink Drank Drank
Write Wrote Written
Be (am,is, are) Was Been
3. The third part of speech is Adjective. It is a word that used to indicate
nouns. There are six types of adjective; (a).Proper Adjective,
(b).Descriptive Adjective, (c).Quantitative Adjective, (d). Numeral
Adjective, (e). Demonstrative Adjective and (f). Distributive Adjective.14
4. Three parts of speech are not comprehensive if there are no adverbs. In
English, adverb is one of part of speech that used to connecting or
describing the other part of speech based on their function. Adverbs are
divided to six types; (a). Adverbs of manner, (b). Adverbs of place and
direction, (c). Adverbs of time, (d). Intensiftying adverbs, (d). Sentence
adverbs, and (e). Conjuctive adverbs.15
14 Drs.John S. Hartanto, ABC English Grammar, (Surabaya: Indah Publisher, 2003),
p.81.
15
Marcella Frank, Modern English. A practical reference guide. (US : Prentice Hall,
1972), p.141-145.
12
Some definition about part of speech could used in the teaching activity
especially in teaching Junior High School students because the definition above
mostly used based on the SKKD of KTSP curriculum.
4. Teaching Vocabulary
English as a main subject for learners at Junior High School to follow UN
that is written on PP No.32 Tahun 2013, pasal 70 ayat 3, “Pada jenjang
SMP/MTs/ SMPLB, atau bentuk lain yang sedrajat, Ujian Nasional mencakup
pelajaran Bahasa Indonesia, Bahasa Inggris, Matematika, dan Ilmu Pengetahuan
Alam” 16
Teaching vocabulary means teachers teach the meaning by translate the
words and more than just presenting new words but there are other issues.17
West
and Palmer mentioned two main criteria of vocabulary selection for early stages
of acquisition. First is adult person should indicate the frequency of each word in
written English. Second, provide information about the fact of some kinds of
meaning and uses of a word form.18
In addition, at the basic level of learning,
knowing a word involves knowing its form and meaning.19
It can be concluded
that knowing vocabulary not only knowing the form but also we should
understand the meaning because vocabulary have multiple meaning.
In the classroom, some techniques can be used by teachers to teach
vocabulary. There are many ways of teaching vocabulary and presenting the
meaning of the new words such as:
a. Concise definition (as in dictionary; often superordinate with
some qualifications, for example, a cat is an animal which….)
b. Description (of appearance, qualities, etc)
c. Examples (hyponyms)
d. Illustration (picture, object)
16 Peraturan Pemerintah Indonesia N0.32 Tahun 2013 tentang Perubahan Atas Peraturan
Pemerintah No.19 Thaun 2005 Tentang Standar Nasional Pendidikan.
17
Harmer, Jeremy, The Practice of English Language Teaching. (New York: Longman,
1991), p. 159.
18 Carter, Ronald. Vocabulary Applied Linguistic Perpectives. (New York: Routledge,
2012), p. 198.
19
Thornburry, Scott. How to Teach Vocabulary. (England: Pearson Education, 2002), p.
15.
13
e. Demonstration (acting, mime)
f. Context (story of sentences in which item occurs)
g. Synonyms
h. Opposites (antonyms)
i. Translation
j. Associated ideas, collocation20
Furthermore, in teaching vocabulary, Schimitt advised that teachers can
use some strategies to make their learners easy to take large words list by using
guessing from context, learning word roots and affixes, and applying mnemonic
techniques.21
For teachers, they can use teaching strategy included the time
available, the content or material that students will learnt. Teaching vocabulary
should look at the learners‟ knowledge.
The other expert gave some strategies for teacher who has spontaneous
reaction in the classroom when their students ask them about vocabulary, it can be
called unplanned teaching strategies. According to Seal in Visnja, there are three
procedure for teacher or called The three C’s.
1. Conveys the meaning
2. Checks the meaning by asking questions
3. Consolidates the meaning in learners‟ memory by relating it to context or
personal experience.22
In addition, Graves in Schimiit also mentioned some activities in
vocabulary learning.
a. Learning to read known words
b. Learning new meaning senses for known words
c. Learning new words representing known concepts
d. Learning new words representing new concepts
20 Penny Ur, A Course in Language Teaching: Practice and Theory. (New York:
Cambridge University Press, 1996), p. 63. 21 Schimitt, Nobert, Vocabulary in Language Teaching, ( Cambridge : Cambridge
University Press, 2000), p. 144.
22
Visnja Pavicic Takac, Vocabulary Learning Strategies and ForeignLanguage
Acquisition, (UK: Multilingual Matters Ltd, 2008), p. 19.
14
e. Clarifying and enriching the meaning of known words
f. Moving words from receptive to productive vocabulary.23
Some principles by Paul Nation in teaching vocabulary that should be
considered by teachers.24
1. Give clear and simple explanations
2. Use the past knowledge or students experience and relate it to
present teaching by drawing patterns or analogies
3. Present the words by oral and written then write it in the
blackboard.
4. Give most attention to words taht are already pertly known.
5. Tell the students if it is a high frequency word that is worth noting
for future attention.
6. Don‟t bring in other unknown or poorly known related words like
near synonyms, opposites, or members of the same lexical set.
B. Games
In classroom activity, learners have some types of learning such as visual,
audiovisual, kinestetik, and audio. Therefore, in teaching vocabulary, teachers
can use some techniques to facilitate students‟ need in presenting vocabulary.
These techniques are visual technique, verbal techniques, and translation.
a. Visual
The technique includes pictures, realia, drawing, mime, gesture, flash
card. In classroom, teachers can use power point in order to make their
vocabulary presentation more interesting. This technique is useful for
teaching concrete items of vocabulary such as description, place,
actions, etc.
23 Schimitt, Nobert, Vocabulary in Language Teaching, ( Cambridge : Cambridge
University Press, 2000), p. 157.
24
Paul Nation, Teaching Vocabulary, Asian EFL Journal, p. 2.
15
b. Verbal
The technique includes the use of illustrative situation of synonym and
definition, contrast and opposite, and scale and example. This technique
involves the use of spoken or written language.
c. Translation
The technique commonly used by teacher to present a new vocabulary.
Teachers can use the dictionary, and e-translate in the classroom
activity.25
In this world, we can found people in their activity play with other friends
more pleasant. They play together without bad feeling because the activity that
they do make they feel free. In classroom activity we also found some teachers
uses games for their teaching process not only in the school but also in course.
According ro Wright, games is an activity which is entertaining and engaging,
often challenging, and an activity in which the learners play and usually interact
with others.26
It can be concluded that games is the activity that can make people
communicate with other especially in the classroom. In the classroom, games
build students‟ relationship between their friends because games will make they
have challenge with others.
In addition, games also have benefits for teaching and learning activity as
follows:
a. Games help and encourage many students to build their interest and
work.
b. Games help the teacher to create contexts in which the language is
useful and meaningful.
25 Ruth Gairns and Stuart Redman. Working with Words. A guide to teaching and
learning vocabulary, (Cmbridge University Press), p. 73-75.
26Andrew Wright et.all, Games for Language Learning, (New York: Cambridge
Universiry Press, 2006), p. 1.
16
c. Games provide one way of helping the learners to experience
language rather than merely study it.27
Contrast from the benefit, games also has limitation as follows:
a. Games have competitive aspect. When teachers teach students by
using game, they should minimize the competition aspect because
competition has the winner and the loser. However, competition
makes students have motivation to do their best in order to make
sure students to do their best.
b. Games take too much time on making and practising it.
In teaching and learning activity, some games can be used for teacher to
facilitate their students in order to make students easy when learning. However, in
choosing the game, the teacher must be careful because teachers should consider
students‟ level of learning. Some games may be difficult or boring for students so
that for teaching vocabulary on Seventh grade students, teachers may uses
creative games such as World War, Jeopardy, Bingo, Pyramid games, Snake
Words, etc. In this study, the researcher used Jeopardy game as a technique in
teaching vocabulary.
1. Jeopardy Game
Although some creative games can be used for teaching vocabulary in this
study, the researcher will choose Jeopardy game. Jeopardy game is adopted from
television quiz show and adopted into language game for educational tool by
Friedman.28
The writer chooses this game because Jeopardy can make students
become motivated to have the high score.
Furthermore, students have potential in their learning. To make students
become easy and measure their behaviour, there are three domains that should be
27Andrew Wright et.all, Games for Language Learning, (New York: Cambridge
Universiry Press, 2006), p. 2.
28
Friedman, Harry, Classroom Jeopardy: Teachers’ Guide, (USA: Jeopardy Production,
2011), p. iii.
17
consider; cognitive, affective, and psycomotoric.29
These domains can be shown
in the table.
INPUT PROCESS RESULT
Cognitive, affective, and
psycomotoric.
Teaching and learning
process
Cognitive, affective, and
psychomotoric.
Behaviour potential that
can be cahnged
An effort to change the
behaviour
Behaviour that have been
changed because teaching
and learning effect.
In teaching vocabulary using Jeopardy games by considering three
domains above, it can be concluded that students can use their cognitive,
affective,and psychomotoric in learning. For cognitive domain, students can think
or recall the vocabulary that they are known after the teacher gives the stimulus
and they will analyze, comprehend, and evaluate it so that students will get new
words. For affective domain, students play with their friends . It means students
will participate, measure, and receive all information that the teacher and their
fiends gave about. The last domain is psycomotoric, students will prepare their
body to put hands up so that they will be motivated to answer the questions.
Jeopardy has two kinds of implementation, high-tech version and low-tech
version. In high tech version, it requires computer, PowerPoint, and a TV or
projector in the classroom. Furthermore, a Jeopardy board with categories, points,
and links is created following instructions found online. Each point value will be
able to be clicked on revealing a question. In low tech version, it requires paper,
cards, blackboard, and magnet. One side of the paper has a point value, and the
other side of the paper has the question. The papers are arranged on the board,
points facing the classroom, in Jeopardy fashion and held up with magnets, and
29 Dr, Purwanto, M.Pd, Evaluasi Hasil Belajar, (Yogyakarta: Pustaka Balajar, 2013), p.
49.
18
the categories are written directly on the board or used paper.30
Because this game
is visual, both versions has interesting colours.
According to Anuthama, colour in games with its appearance in order to
separates ideas so that it can be seen more clearly, stimulates students‟ creativity
and colour captures and directs attention.31
So, both of versions can be used in the
classroom depends on the facility in the class.
The rules of this game are simple, as follows:32
1. Play individually or in groups.
2. Pick a category and a point value.
3. Click on the chosen box for the question.
4. Students must give the answer in the form of a question before clicking
again. The teacher may want to set a time limit for answering the question.
5. To see if a student or group is correct, click again for the answer.
6. Click the Back to Board button on the slide to return to the main board.
7. If the student or team is correct, they are awarded the point value of the
question.
8. Continue until all questions have been answered. The team with the most
points wins.
9. Bring bells or other noise makers to class for students to answer with.
The objectives of this game are to find synonyms, antonyms and to answer
questions related to the text such as the main ideas, the characters of story and the
organization‟s structure of the text. According to Bender, there are some
objectives of Jeopardy games in education for students assesed their ability to:33
a. Self-assess their level of knowledge in relation to that of peers.
30 The Jet Programme, Classroom Activitie:Junior High School, (Clair Press, 2013), p.
66.
31 B. Anuthama. Strategies for Teaching Vocabulary. Journal of NELTA Vol. 15 No. 1-2
December 2010, p. 3.
32 Dr.Stephanie Taylor, Instruction for Playing Jeopardy, on October 1, at 17.26 p.m,
2015, cited from (http://www.iup.edu/page.aspx?id=61503).
33 Denise Bender, Description and Evaluation of an Interactive Jeopardy Game Designed
to Foster Self-Assessment, The Internet Journal of Allied Health Sciencea and Practices Vol.3
no.4, on October 7, at 9.30 p.m.
19
b. Reflect upon their personal reasons for choosing an active or a passive
participation role.
c. Critiquethe effectiveness of Jeoaprdy teching tool in enhancing students‟
skill in critical decision making.
2. The Use of Jeopardy Game in Teaching Vocabulary
Teaching vocabulary by using Jeopardy games is very interesting because
students will be active and interested in this activity. When the teacher starts to
teach vocabulary using Jeopardy game, there are some procedures to use it.
1. The teacher divided students into 6 groups, each group included 5
students.
2. The teacher shows the slides on power point. The first slide includes
4 topics and 5 scores (100-500) and there are the questions or clue
behind the question mark.
3. After the preparation finished, the teacher commands students for
the first group who can quickly put their hands.
4. The group can choose one topic with one score they want. For
example, group 2 choose „Body, Face, and Hair‟ topic with 200
score.
20
5. If the group can answer the question, score 200 is for them.
6. The students cannot use the dictionary but they can ask their
member of group about what is the answer.
7. If the group cannot answer the question, the teacher will choose
other group who put hands up quickly.
8. The group who get the highest score is the winner.
9. This game is ongoing for about 40 minutes.
10. After all questions are answered, the teacher and students discuss it
together.
3. Benefits of using Jeopardy Game
In teaching vocabulary by using Jeopardy game, it is a great way to
reinforce curriculum during class time. It also is a valuable educational tool in
other situations as well.34
In addition, Jeopardy game can build students‟
motivation because this game makes students are competitive with other students
to answer the question. In teaching vocabulary, this game also present new words;
in one meeting there are 25 words that presented by using Jeopardy game. So that,
this study will apply 6 meetings in teaching vocabulary and it means students will
get 150 words of all meetings. This game can make students cooperate with their
friend because this game emphasize students not to open the dictionary so that
they will consider their memories and inform to each other. Therefore, students‟
vocabulary will increase based on the syllabus in the first semester. Furthermore,
34 Friedman, Harry, Classroom Jeopardy: Teachers’ Guide, (USA: Jeopardy Production,
2011), p. 31.
21
teachers should look at the curriculum or the material that suitable for teaching
vocabulary by using Jeopardy game.
C. Relevant Study
Siti Faiqotun Muthoharoh in her skripsi titled “An Experimental Study Of
Using Jeopardy Game Towards Students‟ Mastery On Passive Voice At The
Second Year Students”, wanted to know the profile of students‟ mastery of
passive voice taught using Jeopardy game and those who are taught without using
it and wanted to explore whether or not any difference in mastery among students
taught passive voice by using Jeopardy game and without using it. The researcher
used quantitative approach is considered as an appropriate research design. Then
the result of this research is students who lack of passive voice and taught by
using Jeopardy got high score than students who did not taught by using
Jeopardy.35
Second, Robby Syukron Fauzi in his skripsi titled “The Effectiveness of
Using Jeopardy Game In Teaching Simple Past Tense”, wanted to find out
whether there is or not a significant difference between students who were taught
Simple Past Tense by using Jeopardy Game and who were not taught by using
Jeopardy Game. This research is quantitative research. The research‟s design uses
an experimental design. The instrument used to collect the data in this research is
test. The result of posttest of experiment class is 83,81 which higher than the
control class 72,62.It means that teaching Simple Past Tense using Jeopardy
Game Method is better than teaching Simple Past Tense without Jeopardy Game
Method.36
35 Muthoharoh,SitiFaiqotun, “An Experimental Study Of Using Jeopardy Game Towards
Students’ Mastery On Passive Voice At The Second Year Studentsof SMA N 1 Jekulo Kudus in The
Academic Year of 2013/2014”, (Salatiga: State Institute of Islamic Studies (STAIN) Salatiga,
2013).
36
Fauzi, Robby Syukron, “TheEffectiveness of Using Jeopardy Game In Teaching Simple
Past Tense(An Experimental Research at the Tenth Grade of MAN Pemalanginthe Academic Year
of 2013/2014)”, (Semarang:Walisongo State Institutefor Islamic Studies, 2013).
22
The third relevant study is from Miftahul Jannah. In her skripsi titled
"Using Games in improving Students‟ vocabulary”, wanted to improve students‟
vocabulary in the easiest way through using games. She used qualitative
techniques that conducted with the result of CAR. This research consisted of two
cycles and each cycle consisted of four phases; planning action, observation, and
reflection. The result of this research is students‟ can improve their vocabulary
and they were interested in learning vocabulary by using games.37
Based on their research, the writer were interested to use Jeopardy in
English class because she got the ideas that what students like, they will learn best
when enjoy themselves and students can cooperate with their friend. Therefore,
they can focus for learning and the objectives of the syllabus will achieve.
D. Thinking Framework
For Seventh grade students, vocabulary is important in order to facilitate
their learning process. Moreover, learning vocabulary will be interesting by using
interesting technique such as games. In this case, one of solution for students who
have a few of vocabulary is they can learn vocabulary. It is by using Jeopardy
game because this game has interesting and challenging activity so that students
will remember new vocabulary they have learnt. Furthermore, students‟ problem
of only a few vocabulary that they got in one week can be solved if they learn
vocabulary by Jeopardy game because they will learn more vocabulary based on
some topic. If students can increase their vocabulary, they will easy to follow
English language learning. Based on the theoretical framework above, the
hypothesis can be formulated that there is a significant effect of Jeopardy game on
students‟ vocabulary mastery and how effective Jeopardy game on students‟
vocabulary mastery.
37 Miftahul Jannah, Using Games in improving students’ vocabulary, (Jakarta: UIN Syarif
Hidayatullah. 2011).
23
CHAPTER III
METHODOLOGY
A. Place and Time of the Study
This research was conducted at SMP Dua Mei Ciputat which is located at
Jl. Abdul Ghani No. 135, Cempaka Putih, Ciputat Timur, on the first semester. It
was conducted on August, 20th
2015 – September, 8th
2015.
B. Method of Research
In this study, the writer employed quasi experimental study. Quasi
experimental study used because it depends on the availability of population in
that school.1 This study has pre-test and post test in the experimental group and
controlled group. The writer conducted the treatment only in the experimental
group. She used Jeopardy game as the independent variable and students’
vocabulary mastery as the dependent variable. This study focused on giving
treatment to the experimental group by using Jeopardy games in teaching
vocabulary mastery, and then the writer observed and analyzed the result through
the test. Before starting the treatment, the writer gave pre-test to know the
students’ competence of their vocabulary. After the writer gave pre-test, in the
first meeting the writer taught vocabulary by using Jeopardy games in
experimental class and without using Jeopardy games in controlled class. In the
last meeting, the writer gave post-test to find out whether there was an
effectiveness by using Jeopardy games on the students’ vocabulary mastery.
1 Creswell, John W, Educational Research, (Boston: Pearson Education, 2012), p. 309.
24
C. Population and Sample
In this research, the population of this research was class VII in SMP Dua
Mei, Ciputat in teaching period 2015/2016 consisted of 58 students who were
distributed into two classes of seventh grade students. The writer used purposive
sampling because of some judgement for choosing the experimental group2. The
researcher chose all classes for the research, each class consisted of 29 students.
Both classes had same characteristic on their learning outcomes. As the sample,
she chose VII.1 as the experimental class and VII.2 as the controlled class.
D. Technique of Data Collection
Technique of collecting data in this research used quantitative research.
Quantitative research is the research that used numerical and mathematically
methods or statistics in its explanation to get the result of the research.3 Students
will be divided into the experiment class and controlled class. The quantitative
data uses pre-test and post-test in both groups. In this study, the researcher used
Test as an instrument.
The researcher used test before and after the experiment because the
instrument which be used influenced the result of the study. In this study, the
researcher used objective test for pre-test and post-test. Each test had 30 items of
multiple choices and consisted of 5 topics. Before administering the pre-test, the
writer analyzes the validity and reliability of pre-test instrument in order to find
out whether the test is valid or good to be used. According to Arikunto,
information will be valid if appropriate with the fact and the test will be valid if it
2 Prof. Dr. Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta:
Aneka Cipta, 2010), p. 183.
3 Muijs, Daniel. Doing Quantitative Research in Education with SPSS. (London: SAGE,
2004), p. 1.
25
can be measure what it should be measure.4 The writer used software ANATEST
software version 4.0.9 developed by Drs. Karno To, M.Pd. and Yudi Wibisono,
ST to calculate the instruments’ validity and reliability.
The criterion of “koefisien korelasi”:5
0,800 - 1,00 : very high
0,600 - 0,800 : high
0,400 - 0,600 : enough
0,200 – 0,400 : low
0,00 – 0,200 : very low
After the calculation using “ANATEST”, the validity value or XY correlation
of the instrument used in this study is 0.55. It means the test is valid and
categorized into enough validity. It was gotten the data from 50 (fifthy five)
questions multiple choices that was examined there are 30 (thirty) questions that
was valid through ANATES software. Instrument that was valid are 1, 3, 5, 6, 7,
8, 9, 10, 11, 12, 13, 15, 16, 18, 20, 22, 24, 29, 33, 34, 35, 36, 37, 38, 39, 40, 45,
47, 48 and 50. Meanwhile, the reliability of the instrument are 0.71. It means the
test is valid and categorized into high reliability.
Pre-test was conducted before the teacher taught the material by using and
non-using Jeopardy game. Pre-test is a test to measure students’ vocabulary
mastery of noun, adjective, verb, and adverb firstly in two classes. The pre-test
had 30 items.
After the teacher took a Pre-Test, she gave treatment to the students in
experimental class by using Jeopardy game on their vocabulary learning. This
treatment was given for 6 meetings. The conrolled class was taught vocabulary
without Jeopardy game for 6 meetings.
4 Prof. Dr. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara,
2010), p. 58-59.
5 Prof. Dr. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara,
2010), p. 75.
26
Post-test is the test that conducted for knowing the achievement between the
experiment class which using Jeopardy game and controlled class which non-
using Jeopardy game. Post-test was conducted after the teacher taught vocabulary
in the last meeting with 30 items when Pre-test conducted.
The items of both tests are calculated with the formula:
x 100%
E. Technique of Data Analysis
To analyze the data, the researcher used the comparative technique. The
researcher compared the score before and after the treatment given. This
technique is useful to prove statistically whether or not the outcomes differences
between the experiment class and controlled class. According to Arikunto, before
the writer used T-test, she calculated the normality and homogeinity of the data.6
a. Normality Test
In this study, the writer used SPSS version 22.0 for Windows to test the
normality. In SPSS, there are two kinds of normality test: Kolmogrov Smirnov
Test and Shapiro Wilk Test. The criterion of SPSS:
a. If respondents > 50, the normality test uses Kolmogrov Smirnov.
b. If respondents < 50, the normality test used Shapiro Wilk
In this study, the respondents were below 50, the normality test that can be
used was Shapiro Wilk Test. If the significant value of the Shapiro-Wilk Test is
higher than 0.05, the data is normally distibuted. Then, if it is below 0.05, the data
significantly deviate from a normal distribution.7
The criterion of hypothesis is:
6 Prof. Dr. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara,
2010), p. 172.
7 Adam Lund & Mark Lund, Testing for Normality using SPSS Statistics, on August 12
th, at
7.40 p.m., 2015, from (https://statistics.laerd.com/spss-tutorials/testing-for-normality-using-spss-
statistics.php).
27
H0: Significant Score > 0.05 means the data is normally distributed.
H1: Significant Score < 0.05 means the data is not normally distributed.
b. Homogeneity Test
The writer used SPSS version 22.0 for Windows to calculate homogeneity
test. The criteria of the test:8
α = 0.05
Ho is accepted if F(1-α)(n1-1) < F < F (1/2 α(n1-1)(n2-1))
H1 is rejected if F ≥ F (1/2 α(v1,v2) )
The formula used can be seen as follows:
F =
c. T-Test
The writer will use T-test to prove the hypothesis. The formula of T-test is:9
M₁ = Mean of experimental group (Variable X)
M₂ = Mean of control group (Variable Y)
SEM₁ = Standard error of mean Variable X
SEM₂ = Standard error of mean Variable Y
8 Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refika Aditama, 2010),
p. 160.
9 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2014),
p. 314.
28
The procedures of calculation as follows:
Variable X : teaching vocabulary trough Jeopardy game
Variable Y : teaching vocabulary without Jeopardy game
The specification of t0 can be written as follows:10
a. Determining Mean of Variable X, with formula:
M1 = ∑
b. Determining Mean of Variable Y, with formula :
M2 = ∑
c. Determining Standard of Deviation Score of Variable X, with formula:
SD1 = √∑
d. Determining Standard of Deviation Score of Variable Y, with formula:
SD2 = ∑
e. Determining Standard Error of Mean of Variable X, with formula:
SEM1 =
√
f. Determining Standard Error of Mean of Variable Y, with formula:
SEM2 =
√
10 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2014), p. 315.
29
g. Determining Standard Error of Difference of Mean of Variable X and
Variable Y,, with formula:
SEM1-M2 = √
h. Determining t0 with formula:
i. Determining t-table in significance level 5% and 1 % with Degree of
Freedom:
df= (N1+N2) – 2
To measure the effect size to know how effective Jeopardy game on the
students’ vocabulary mastery, the measure of the effect size used with the t-test
is called Cohen’s d. The formula for this effect size can be seen as follows:
1. Determining d (Cohen’s d)11
(
)
The criteria of the effect size are as follows:
d = 0 - 0.20 = weak effect
d = 0.21 – 0.50 = modest effect
d = 0.51 – 1.00 = moderate effect
d = >1.00 = strong effect12
Stastitical Hypothesis:
- Null hypothesis (H0): There is no significance effect after Jeopardy
game is used for students’ vocabulary mastery on Seventh grade
students at SMP Dua Mei Ciputat.
11 Muijs, Daniel, Doing Quantitative Research in Education with SPSS, (London: Sage
Publications, 2004), p.137
12 Ibid. p. 136-139.
30
- Experiment hypothesis (H1): There is a significance effect after
Jeopardy game is used for students’ vocabulary mastery on
Seventh grade students at SMP Dua Mei Ciputat.
31
CHAPTER IV
FINDING AND DISCUSSION
A. The Description of Data
The data were collected from the students’ pre-test and post-test in
experimental and controlled class. The test results of the experimental class were
tabulated and calculated in the following table. Table 4.1 and 4.2 showed the
name list of the students in experimental and controlled class. Table 4.3 and 4.4
showed the normality test result of pres-test and post-test of experimental class.
Moreover, table 4.5 and 4.6 showed the normality test result of pres-test and post-
test of control class. After the writer got the normality test result, she calculated
the data by using homogeneity test in order to continue T-Test calculation.
1. The Data of Experimental Class and Control Class
Table 4.1
The Students’ Scores of Experimental Class (7.1) by using Jeopardy
game
No. Students’
number
Nilai Pre
Test
Nilai Post
Test
Gained Score
1 Student 1 50 80 30
2 Student 2 50 66 16
3 Student 3 60 70 10
4 Student 4 66 70 4
5 Student 5 46 60 14
6 Student 6 56 66 10
7 Student 7 56 70 14
8 Student 8 46 66 20
9 Student 9 53 60 7
10 Student 10 53 70 17
11 Student 11 53 66 13
12 Student 12 46 66 20
13 Student 13 46 76 30
32
14 Student 14 43 53 10
15 Student 15 53 70 17
16 Student 16 56 60 4
17 Student 17 56 73 17
18 Student 18 50 70 20
19 Student 19 40 63 23
20 Student 20 56 73 17
21 Student 21 40 76 36
22 Student 22 53 76 23
23 Student 23 50 53 3
24 Student 24 40 73 33
25 Student 25 46 66 20
26 Student 26 53 73 20
27 Student 27 43 60 17
28 Student 28 66 70 4
29 Student 29 43 73 30
Total 1469 1968 499
Average 50.65 67.86 17.21
Based on the result of the pre-test and post-test from the experimental
class, the lowest score of the pre-test was 40 and the highest score was 66. On the
other hand, the lowest score of the post-test was 53 and the highest score was 80.
The average of the pre-test scores was 50.65 and post-test 67.86. The average
score of gained score that the teacher got was 17.21. It can be concluded that the
average of the students got treatment using Jeopardy game was higher than the
average of pretest.
Table 4.2
The Students’ Scores of Controlled Class (7.2) without using Jeopardy
game
No. Students’
number
Nilai Pre
Test
Nilai Post
Test
Gained Score
1 Student 1 60 76 16
2 Student 2 46 63 17
3 Student 3 40 67 27
4 Student 4 53 60 7
33
5 Student 5 36 53 17
6 Student 6 46 57 11
7 Student 7 53 63 10
8 Student 8 43 56 13
9 Student 9 50 53 3
10 Student 10 60 73 13
11 Student 11 66 76 10
12 Student 12 50 73 23
13 Student 13 43 63 20
14 Student 14 66 73 7
15 Student 15 63 66 3
16 Student 16 46 56 10
17 Student 17 53 70 17
18 Student 18 60 76 16
19 Student 19 50 66 16
20 Student 20 43 50 7
21 Student 21 50 63 13
22 Student 22 60 66 6
23 Student 23 43 60 17
24 Student 24 53 66 13
25 Student 25 40 53 13
26 Student 26 46 53 7
27 Student 27 56 70 14
28 Student 28 50 66 16
29 Student 29 46 63 17
Total 1471 1850 379
Average 50.72 63.79 13.07
Based on the result of the pre-test and post-test from the controlled class, it
showed that the lowest score of the pre-test was 36 and the highest score was 66
while the lowest score of the post-test was 53 and the highest score was 76. The
average of the pre-test scores was 50.72 and post-test 63.79. In addition, the
average of gained score was 13.07. Therefore, the result of all score was the
experimental class got higher score than the controlled class.
34
After the writer got all scores from experimental and controlled class, she
made the chart to draw the increasing of scores before and after the study. The
result of all scores can be seen in the table below.
B. Analysis of the Data
1. Normality Test
Hypothesis:
H0 : Data of X is normally distributed
H1 : Data of X is not normally distributed.
H0 is accepted if the significant value of Shapiro-Wilk Test is higher
than significant value α (0,05).
0
10
20
30
40
50
60
70
Experimental class Controlled class
Pre-test
Post-test
Gained score
35
a. Experimental Class
Table 4.3
Normality of Pretest of Experimental Class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
NILAI ,127 29 ,200* ,945 29 ,137
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the table above, it showed that the significant value from normality
test of Shapiro-Wilk shows 0.137. Therefore, the significant value is higher than
0.05 (0.137 > 0.05). is accepted and it means the data is normally distributed.
Table 4.4
Normality of Post test of Experimental Class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Nilai ,178 29 ,020 ,943 29 ,121
a. Lilliefors Significance Correction
Based on the table above, it can be seen that the significant value from
normality test of Shapiro-Wilk shows 0.121. Therefore, the significant value is
higher than 0.05 (0.121 > 0.05). is accepted and it means the data is
normally distributed.
36
b. Controlled Class
Table 4.5
Normality of Pretest of Controlled Class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Nilai ,135 29 ,186 ,956 29 ,266
a. Lilliefors Significance Correction
Based on the table above, it can be seen that the significant value from
normality test of Shapiro-Wilk shows 0.266. Therefore, the significant value is
higher than 0.05 (0.266 > 0.05). is accepted and it means the data is
normally distributed.
Table 4.6
Normality of Posttest of Controlled Class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Nilai ,114 29 ,200* ,948 29 ,159
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the table above, it can be seen that the significant value from
normality test of Shapiro-Wilk shows 0.159. Therefore, the significant value is
higher than 0.05 (0.159 > 0.05). is accepted and it means the data is
normally distributed.
2. Test of Homogeneity
After the writer calculated the data by using normality test, she got the result
that all data in pre-test and post-test of both experiment class and controlled class
have been normally distributed. The next step of the calculation was finding the
37
homogeneity of the data to see the data or sample in both classes were
homogenous or heterogeneous.
Hypothesis:
Ho: The condition of experiment class is not different from controlled class.
H1: The sample of experiment class is different from controlled class.
The calculation can be seen as follows:
F=
=
=
= 1.33
n1-1 = 29 – 1 = 28
n2-1 = 29 – 1 = 28
F0.05 (n1-1,n2-1) = 1.87
for this homogeneity test is 1.87
From the calculation using Ms. Excel to calculate the highest and the
lowest variance, it can be seen that F < Fα (n1-1, n2-2) or (1.33 < 1.87). Based on the
criteria, it can be concluded that H0 is accepted. It means the sample in
experimental class and in controlled class were homogenous. In addition, the
writer also used SPSS to calculate the homogeneity test of the data. The result can
be seen on the table below:
Test of Homogeneity of Variances
NILAI
Levene Statistic df1 df2 Sig.
,674 1 56 ,415
Based on the table above, the Levene Statistic value shows 0.674 with the
significant value 0.415. The result of the homogeneity test is significant value is
higher than 0.05 (0.415 > 0.05). It means the sample in experimental class and
in controlled class were homogenous. Therefore, Anova test should be continued.
ANOVA
NILAI
Sum of Squares Df Mean Square F Sig.
Between Groups ,069 1 ,069 ,001 ,972
Within Groups 3170,345 56 56,613
38
Total 3170,414 57
It can be seen that F value from the calculation is 0.001 with the significant
value 0.972. The writer found H0 is accepted from the comparison between
and which shows F0 (0.001) < Ft (1.87). Therefore, the writer
concluded that the data is homogenous.
3. Hypothesis Testing
The writer analyzed the data using T-test formula. This technique is useful
to prove statistically whether there is any significant difference between students’
vocabulary mastery in experiment and controlled class. The experiment class was
X variable and the controlled class was Y variable.
Before calculate t-test, the writer needs to make the calculation table, to
gain the value of Mean, Standard Deviation and Standard Error from each
variable.
No Students’
number X Y X y x
2 y
2
1 Student 1 30 16 12.79 2.93 163.5841 8.5849
2 Student 2 16 17 -1.21 3.93 1.4641 15.4449
3 Student 3 10 27 -7.21 13.93 51.9841 194.0449
4 Student 4 4 7 -13.21 -6.07 174.5041 36.8449
5 Student 5 14 17 -3.21 3.93 10.3041 15.4449
6 Student 6 10 11 -7.21 -2.07 51.9841 4.2849
7 Student 7 14 10 -3.21 -3.07 10.3041 9.4249
8 Student 8 20 13 2.79 -0.07 7.7841 0.0049
9 Student 9 7 3 -10.21 -10.07 104.2441 101.4049
10 Student 10 17 13 -0.21 -0.07 0.0441 0.0049
11 Student 11 13 10 -4.21 -3.07 17.7241 9.4249
12 Student 12 20 23 2.79 9.93 7.7841 98.6049
13 Student 13 30 20 12.79 6.93 163.5841 48.0249
14 Student 14 10 7 -7.21 -6.07 51.9841 36.8449
15 Student 15 17 3 -0.21 -10.07 0.0441 101.4049
16 Student 16 4 10 -13.21 -3.07 174.5041 9.4249
17 Student 17 17 17 -0.21 3.93 0.0441 15.4449
18 Student 18 20 16 2.79 2.93 7.7841 8.5849
39
19 Student 19 23 16 5.79 2.93 33.5241 8.5849
20 Student 20 17 7 -0.21 -6.07 0.0441 36.8449
21 Student 21 36 13 18.79 -0.07 353.0641 0.0049
22 Student 22 23 6 5.79 -7.07 33.5241 49.9849
23 Student 23 3 17 -14.21 3.93 201.9241 15.4449
24 Student 24 33 13 15.79 -0.07 249.3241 0.0049
25 Student 25 20 13 2.79 -0.07 7.7841 0.0049
26 Student 26 20 7 2.79 -6.07 7.7841 36.8449
27 Student 27 17 14 -0.21 0.93 0.0441 0.8649
28 Student 28 4 16 -13.21 2.93 174.5041 8.5849
29 Student 29 30 17 12.79 3.93 163.5841 15.4449
Total 499 379 -0.09 -0.03 2224.759 885.8621
Average 17.21 13.07 -0.0031034 -0.0010345 76.71582 30.54697
From the table above, the writer calculated the data based on the steps of
T-test formula, the calculation can be seen as follows:
1. Determining Mean of Variable X
=
= 17.21
2. Determining Mean of Variable Y
=
= 13.07
3. Determining Standard of Deviation Score of Variable X
√
= √
= √ = 8.758
4. Determining Standard of Deviation Score of Variable Y
√
= √
= √ = 5.526
5. Determining Standard Error of Mean of Variable X
√ =
√ =
= 1.655
40
6. Determining Standard Error of Mean of Variable Y
√ =
√ =
= 1.044
7. Determining Standard Error of different Mean of Variable X and Mean of
Variable Y, with formula:
SEM1-M2 = √
= √
= √
= √ = 1.95
8. Determining t0
=
=
= 2.12
9. Determining in significance level 0.05, with df (degree of freedom)
df = (N + N ) – 2 = (29 + 29) – 2 = 56
df value is 56 of the degree of significant value 0.05 or is 1.673.
10. The Testing of Hypothesis
From the calculation above, the writer used t-test formula in the significance
degree (α) of 5%. The result showed that Tobservation (2.12) is higher than Ttable
(1.673). It means null hyphothesis (H0) is rejected. It can be said that there is a
significant difference between the students’ vocabulary mastery through
Jeopardy games and without Jeopardy games.
In addition, the writer also used SPSS version 22.0 for Windows to calculate
the data.
41
Table 4.10
The Result of t-test Using SPSS
Based on the table, the writer found t0 is 2.114 with the significant value
0.039 and value is 1.673. After comparing between t0 and the writer found t0
is higher than (2.114 > 1.673). Therefore, H0 is rejected. It means that there is a
significant difference between the students’ vocabulary mastery through jeopardy
games and without jeopardy games.
In addition, to know how effective Jeopardy games on the students’
vocabulary mastery, the calculation of Cohen’s d formula can be seen as follows:
1. Determining d
(
)
(
)
(
)
The result of the calculation of “Cohen’s d” formula to measure how
effective Jeopardy games on the students’ vocabulary mastery showed that the
effectiveness value obtained is 0.579. Based on the criteria of the effect size, it can
be said that the effect size of jeopardy games on the students’ vocabulary mastery
is categorized into moderate effect that means Jeopardy games has moderate
Independent Samples Test
Levene's Test for
Equality of
Variances t-test for Equality of Means
F Sig. t Df Sig. (2-tailed)
Mean
Differenc
e
Std. Error
Differenc
e
95% Confidence
Interval of the
Difference
Lower Upper
Metode Equal
variances
assumed
3,961 ,051 2,114 56 ,039 4,138 1,957 ,217 8,059
Equal
variances
not
assumed
2,114 47,247 ,040 4,138 1,957 ,201 8,075
42
effect in developing the students’ vocabulary mastery in the seventh grade of SMP
DUA MEI Ciputat.
C. Intrepretation of Data
Based on data description, in the seventh grade students’ of SMP Dua Mei
Ciputat that the students’ vocabulary is improved, especially by using Jeopardy
game. The result of data got from test that divided into pre-test and post-test. In
the description of the data which was taken from 29 students of experimental class
has the mean of pre-test 50.65 before using Jeopardy game. After giving 6 times
treatments for experimental class using Jeopardy game, the writer got the mean of
post-test 67.86. So, the writer got the mean of gain score 17.21. The smallest
score in the pre-test was 40 and the highest score was 66. The data showed in
post-test that the smallest score was 53 and the highest score was 80. In
conclusion, the lowest and the highest scores in the post-test were higher than
those in the pre-test.
Besides that, the description of the mean of the controlled class which was
taken from 29 students was 50.72 in pre-test score without using Jeopardy game.
After giving 6 times treatments for controlled class without using Jeopardy game,
the writer got the mean of post-test 63.79. So, the writer got the mean of gain
score 13.07. The smallest score in the pre-test was 36 and the highest score was
66. The data showed in post-test that the smallest score was 50 and the highest
score was 76. In conclusion, the lowest and the highest scores in the post-test also
higher than in the pre-test.
In analyzing the data, the writer analyzed the hypothesis of pre-test and
post-tests both of class. This step is the main step to know whether Jeopardy game
is significant toward the students’ vocabulary mastery or not. The writer analyzed
by conducting T-test formula, the significant used 5% (0.05), and the criteria is
value of t-test (tmax) > t-table. Before testing the hypothesis, the writer analyzed
the normality and homogeneity of the data. The purpose of analyzing the
normality of the data was to see whether the data obtained in the research has been
43
normally distributed. The result of normality test can be seen by comparing the
value of to .
In the analyzing the normality, the result showed that both the data of pre-
test and post-test in controlled class were distributed normally. Based on the
criteria of the test, it can be seen in the result that the significant score of pretest
(0.137) and posttest (0.121) of experimental class was higher than 0.05 (0.137 and
0.121 > 0.05). Both the data of pretest and post-test in experimental class also
showed that they were distributed normally. According to criteria of the test, it can
be seen in the result of control class that the significant score (pre-test and post-
test) < 0.05 (0.266 and 0. 159 < 0.05). It means that all the data in both pre-test
and post-test of experimental and controlled class were distributed normally. The
next result that the writer got was from the calculation of homogeneity. The result
showed that F < Fα(n1-1, n2-2) ) (1.33 < 1.87). Based on the criteria, it can be
conclude that H0 is accepted. It means that the sample in experiment class and
controlled class were homogenous.
The next calculation is testing the hypothesis of the research. The writer
used T-test formula in the significance degree (α) of 5%. The result showed that
ttest (to) > ttable (tt) or (2.12 > 1.673). In addition, the writer calculated T-test by
using SPSS. The result in SPSS showed that ttest (to) > ttable (tt) or ( 2.114 > 1.673).
Therefore, the alternative hypothesis (Ha) is accepted; there is a significant
difference between the students’ vocabulary mastery by using Jeopardy game and
without Jeopardy game. It can be seen that the average gained score of
experimental class is higher than the average gained score of controlled class.
Therefore, it means Jeopardy game is effective on the students’ vocabulary
mastery in the seventh grade of SMP DUA MEI Ciputat.
The last description is about the result of the calculation of “Cohen’s d”
formula to measure how effective Jeopardy games on the students’ vocabulary
mastery. The result showed value is 0,579 and it categorized into strong enough
and it means Jeopardy game has influenced in developing students’ vocabulary
mastery at the seventh grade of SMP DUA MEI Ciputat.
44
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter holds the summary of the finding and the discussion of the
result in implementation of Jeopardy game on students’ vocabulary mastery.
Suggestions are directed toward the English teachers and for the next researchers.
A. Conclusion
Based on the result of the calculation of the data calculated in this
research, it showed that the result of t-test to test the hypothesis of this research in
the significance degree (α) of 5% is (t0) > ( ) or (2.12 > 1.673). In
addition, the result of t-test using SPSS also showed that t0 (2.114) is higher than
(1.673). It means the null hypothesis (H0) is rejected and alternative hypothesis
(Ha) is accepted and it can be seen that the average gained score of the
experimental class is higher than those of control class. Therefore, it can be
concluded that Jeopardy game is effective on the students’ vocabulary mastery of
seventh grade student at SMP DUA MEI Ciputat and the effect size value
obtained in this research is 0.579 or 57.9% which is categorized into moderate
effect that means Jeopardy game has moderate effect in developing the students’
vocabulary mastery in the seventh grade of SMP DUA MEI Ciputat.
B. Suggestion
Based on the finding of the research, some suggestions need to be put
forward in order to have a good quality of teaching and learning process. The
writer would like to give some suggestions. They are as follows:
1. It is important for the teacher to improve the students’ vocabulary mastery
by giving attractive technique with media such as game and power point in
order to encourage their motivation.
45
2. The teacher should uses active learning in the English teaching and
learning so that students will be easy to learn vocabulary and understand
new knoeledge.
3. The teacher should use many types of vocabulary learning strategy so that
students can learn the new word knowledge taught better.
4. It hoped that the teacher teach vocabulary from the easiest to the most
difficult one. Make the students prefer English subject first by using game
so they will enjoy studying English.
5. It is necessary to another researcher implement the strategy into another
language skill.
46
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50
TABLE 1
F-Table in the significance degree 0.05 (v1. v2)
V2
V1 9 10 12 15 20 24 30 40 60 120 inf
161.4 240.5 241.9 243.9 245.9 248.0 249.1 250.1 251.1 252.2 253.3 254.3
2 18.51 19.38 19.40 19.41 19.43 19.45 19.45 19.46 19.47 19.48 19.49 19.50
3 10.13 8.812 8.786 8.745 8.703 8.660 8.639 8.617 8.594 8.572 8.549 8.526
4 7.709 5.999 5.964 5.912 5.858 5.803 5.774 5.746 5.717 5.688 5.658 5.628
5 6.608 4.772 4.735 4.678 4.619 4.558 4.527 4.496 4.464 4.431 4.398 4.365
6 5.987 4.099 4.060 4.000 3.938 3.874 3.841 3.808 3.774 3.740 3.705 3.669
7 5.591 3.677 3.637 3.575 3.511 3.445 3.410 3.376 3.340 3.304 3.267 3.230
8 5.318 3.388 3.347 3.284 3.218 3.150 3.115 3.079 3.043 3.005 2.967 2.928
9 5.117 3.179 3.137 3.073 3.006 2.936 2.900 2.864 2.826 2.787 2.748 2.707
10 4.965 3.020 2.978 2.913 2.845 2.774 2.737 2.700 2.661 2.621 2.580 2.538
11 4.844 2.896 2.854 2.788 2.719 2.646 2.609 2.570 2.531 2.490 2.448 2.404
12 4.747 2.796 2.753 2.687 2.617 2.544 2.505 2.466 2.426 2.384 2.341 2.296
13 4.667 2.714 2.671 2.604 2.533 2.459 2.420 2.380 2.339 2.297 2.252 2.206
14 4.600 2.646 2.602 2.534 2.463 2.388 2.349 2.308 2.266 2.223 2.178 2.131
15 4.543 2.588 2.544 2.475 2.403 2.328 2.288 2.247 2.204 2.160 2.114 2.066
16 4.494 2.538 2.494 2.425 2.352 2.276 2.235 2.194 2.151 2.106 2.059 2.010
17 4.451 2.494 2.450 2.381 2.308 2.230 2.190 2.148 2.104 2.058 2.011 1.960
18 4.414 2.456 2.412 2.342 2.269 2.191 2.150 2.107 2.063 2.017 1.968 1.917
19 4.381 2.423 2.378 2.308 2.234 2.156 2.114 2.071 2.026 1.980 1.930 1.878
20 4.351 2.393 2.348 2.278 2.203 2.124 2.082 2.039 1.994 1.946 1.896 1.843
21 4.325 2.366 2.321 2.250 2.176 2.096 2.054 2.010 1.965 1.916 1.866 1.812
22 4.301 2.342 2.297 2.226 2.151 2.071 2.028 1.984 1.938 1.889 1.838 1.783
23 4.279 2.320 2.275 2.204 2.128 2.048 2.005 1.961 1.914 1.865 1.813 1.757
24 4.260 2.300 2.255 2.183 2.108 2.027 1.984 1.939 1.892 1.842 1.790 1.733
25 4.242 2.282 2.236 2.165 2.089 2.007 1.964 1.919 1.872 1.822 1.768 1.711
26 4.225 2.265 2.220 2.148 2.072 1.990 1.946 1.901 1.853 1.803 1.749 1.691
27 4.210 2.250 2.204 2.132 2.056 1.974 1.930 1.884 1.836 1.785 1.731 1.672
28 4.196 2.236 2.190 2.118 2.041 1.959 1.915 1.869 1.820 1.769 1.714 1.654
29 4.183 2.223 2.177 2.104 2.027 1.945 1.901 1.854 1.806 1.754 1.698 1.638
30 4.171 2.211 2.165 2.092 2.015 1.932 1.887 1.841 1.792 1.740 1.683 1.622
40 4.085 2.124 2.077 2.003 1.924 1.839 1.793 1.744 1.693 1.637 1.577 1.509
60 4.001 2.040 1.993 1.917 1.836 1.748 1.700 1.649 1.594 1.534 1.467 1.389
120 3.920 1.959 1.910 1.834 1.751 1.659 1.608 1.554 1.495 1.429 1.352 1.254
inf 3.842 1.880 1.831 1.752 1.666 1.571 1.517 1.459 1.394 1.318 1.221 1.000
51
TABLE 2
T-Table
Pr df
0.25 0.50
0.10 0.20
0.05 0.10
0.025 0.050
0.01 0.02
0.005 0.010
0.001 0.002
41 0.68052 1.30254 1.68288 2.01954 2.42080 2.70118 3.30127
42 0.68038 1.30204 1.68195 2.01808 2.41847 2.69807 3.29595
43 0.68024 1.30155 1.68107 2.01669 2.41625 2.69510 3.29089
44 0.68011 1.30109 1.68023 2.01537 2.41413 2.69228 3.28607
45 0.67998 1.30065 1.67943 2.01410 2.41212 2.68959 3.28148
46 0.67986 1.30023 1.67866 2.01290 2.41019 2.68701 3.27710
47 0.67975 1.29982 1.67793 2.01174 2.40835 2.68456 3.27291
48 0.67964 1.29944 1.67722 2.01063 2.40658 2.68220 3.26891
49 0.67953 1.29907 1.67655 2.00958 2.40489 2.67995 3.26508
50 0.67943 1.29871 1.67591 2.00856 2.40327 2.67779 3.26141
51 0.67933 1.29837 1.67528 2.00758 2.40172 2.67572 3.25789
52 0.67924 1.29805 1.67469 2.00665 2.40022 2.67373 3.25451
53 0.67915 1.29773 1.67412 2.00575 2.39879 2.67182 3.25127
54 0.67906 1.29743 1.67356 2.00488 2.39741 2.66998 3.24815
55 0.67898 1.29713 1.67303 2.00404 2.39608 2.66822 3.24515
56 0.67890 1.29685 1.67252 2.00324 2.39480 2.66651 3.24226
57 0.67882 1.29658 1.67203 2.00247 2.39357 2.66487 3.23948
58 0.67874 1.29632 1.67155 2.00172 2.39238 2.66329 3.23680
59 0.67867 1.29607 1.67109 2.00100 2.39123 2.66176 3.23421
60 0.67860 1.29582 1.67065 2.00030 2.39012 2.66028 3.23171
61 0.67853 1.29558 1.67022 1.99962 2.38905 2.65886 3.22930
62 0.67847 1.29536 1.66980 1.99897 2.38801 2.65748 3.22696
63 0.67840 1.29513 1.66940 1.99834 2.38701 2.65615 3.22471
64 0.67834 1.29492 1.66901 1.99773 2.38604 2.65485 3.22253
65 0.67828 1.29471 1.66864 1.99714 2.38510 2.65360 3.22041
66 0.67823 1.29451 1.66827 1.99656 2.38419 2.65239 3.21837
67 0.67817 1.29432 1.66792 1.99601 2.38330 2.65122 3.21639
68 0.67811 1.29413 1.66757 1.99547 2.38245 2.65008 3.21446 69 0.67806 1.29394 1.66724 1.99495 2.38161 2.64898 3.21260
70 0.67801 1.29376 1.66691 1.99444 2.38081 2.64790 3.21079
71 0.67796 1.29359 1.66660 1.99394 2.38002 2.64686 3.20903
72 0.67791 1.29342 1.66629 1.99346 2.37926 2.64585 3.20733
73 0.67787 1.29326 1.66600 1.99300 2.37852 2.64487 3.20567
74 0.67782 1.29310 1.66571 1.99254 2.37780 2.64391 3.20406
75 0.67778 1.29294 1.66543 1.99210 2.37710 2.64298 3.20249
76 0.67773 1.29279 1.66515 1.99167 2.37642 2.64208 3.20096
77 0.67769 1.29264 1.66488 1.99125 2.37576 2.64120 3.19948
78 0.67765 1.29250 1.66462 1.99085 2.37511 2.64034 3.19804
79 0.67761 1.29236 1.66437 1.99045 2.37448 2.63950 3.19663
80 0.67757 1.29222 1.66412 1.99006 2.37387 2.63869 3.19526
52
TABLE 3
SPSS CALCULATED TABLE
Normality of Pre Test of Experimental Class
EXAMINE VARIABLES=NILAI
/PLOT BOXPLOT STEMLEAF NPPLOT
/COMPARE GROUPS
/STATISTICS DESCRIPTIVES
/CINTERVAL 95
/MISSING LISTWISE
/NOTOTAL
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
NILAI 29 48,3% 31 51,7% 60 100,0%
Descriptives
Statistic Std. Error
NILAI Mean 50,66 1,294
95% Confidence Interval for
Mean
Lower Bound 48,00
Upper Bound 53,31
5% Trimmed Mean 50,39
Median 50,00
Variance 48,591
Std. Deviation 6,971
Minimum 40
Maximum 66
Range 26
Interquartile Range 10
Skewness ,385 ,434
Kurtosis -,087 ,845
53
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
NILAI ,127 29 ,200* ,945 29 ,137
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
NILAI
NILAI Stem-and-Leaf Plot
Frequency Stem & Leaf
6.00 4 . 000333
5.00 4 . 66666
10.00 5 . 0000333333
5.00 5 . 66666
1.00 6 . 0
2.00 6 . 66
Stem width: 10
Each leaf: 1 case(s)
55
Normality of Post Test of Experimental Class
DATASET ACTIVATE DataSet4.
EXAMINE VARIABLES=Nilai
/PLOT BOXPLOT STEMLEAF NPPLOT
/COMPARE GROUPS
/STATISTICS DESCRIPTIVES
/CINTERVAL 95
/MISSING LISTWISE
/NOTOTAL.
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
Nilai 29 96,7% 1 3,3% 30 100,0%
Descriptives
Statistic Std. Error
Nilai Mean 67,86 1,237
95% Confidence Interval for
Mean
Lower Bound 65,33
Upper Bound 70,40
5% Trimmed Mean 68,08
Median 70,00
Variance 44,409
Std. Deviation 6,664
Minimum 53
Maximum 80
Range 27
Interquartile Range 9
Skewness -,585 ,434
Kurtosis ,061 ,845
56
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Nilai ,178 29 ,020 ,943 29 ,121
a. Lilliefors Significance Correction
Nilai
Nilai Stem-and-Leaf Plot
Frequency Stem & Leaf
2.00 Extremes (=<53)
5.00 6 . 00003
6.00 6 . 666666
12.00 7 . 000000033333
3.00 7 . 666
1.00 8 . 0
Stem width: 10
Each leaf: 1 case(s)
58
Normality of Pre Test of Controlled Class
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
Nilai 29 96,7% 1 3,3% 30 100,0%
Descriptives
Statistic Std. Error
Nilai Mean 50,72 1,493
95% Confidence Interval for
Mean
Lower Bound 47,67
Upper Bound 53,78
5% Trimmed Mean 50,62
Median 50,00
Variance 64,635
Std. Deviation 8,040
Minimum 36
Maximum 66
Range 30
Interquartile Range 14
Skewness ,320 ,434
Kurtosis -,677 ,845
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Nilai ,135 29 ,186 ,956 29 ,266
a. Lilliefors Significance Correction
59
Nilai Nilai Stem-and-Leaf Plot
Frequency Stem & Leaf
1.00 3 . 6
6.00 4 . 003333
5.00 4 . 66666
9.00 5 . 000003333
1.00 5 . 6
5.00 6 . 00003
2.00 6 . 66
Stem width: 10
Each leaf: 1 case(s)
61
Normality of Post Test of Controlled Class
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
Nilai 29 96,7% 1 3,3% 30 100,0%
Descriptives
Statistic Std. Error
Nilai Mean 63,79 1,434
95% Confidence Interval for
Mean
Lower Bound 60,86
Upper Bound 66,73
5% Trimmed Mean 63,83
Median 63,00
Variance 59,599
Std. Deviation 7,720
Minimum 50
Maximum 76
Range 26
Interquartile Range 14
Skewness -,055 ,434
Kurtosis -,961 ,845
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Nilai ,114 29 ,200* ,948 29 ,159
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
62
Nilai
Nilai Stem-and-Leaf Plot
Frequency Stem & Leaf
5.00 5 . 03333
3.00 5 . 667
7.00 6 . 0033333
6.00 6 . 666667
5.00 7 . 00333
3.00 7 . 666
Stem width: 10
Each leaf: 1 case(s)
63
Test of Homogeneity
Warning # 849 in column 23. Text: in_ID
ONEWAY NILAI BY FAKTOR
/STATISTICS HOMOGENEITY
/MISSING ANALYSIS.
64
Oneway
Test of Homogeneity of Variances
NILAI
Levene Statistic df1 df2 Sig.
,674 1 56 ,415
ANOVA
NILAI
Sum of Squares Df Mean Square F Sig.
Between Groups ,069 1 ,069 ,001 ,972
Within Groups 3170,345 56 56,613
Total 3170,414 57
T-Test Table
Warning # 849 in column 23. Text: in_ID
The LOCALE subcommand of the SET command has an invalid parameter.
It could
not be mapped to a valid backend locale.
NEW FILE.
DATASET NAME DataSet1 WINDOW=FRONT.
T-TEST GROUPS=jenis(1 2)
/MISSING=ANALYSIS
/VARIABLES=metode
/CRITERIA=CI(.95).
T-Test
Group Statistics
jenis N Mean Std. Deviation Std. Error Mean
metode eksperimen 29 17,21 8,914 1,655
kontrol 29 13,07 5,625 1,044
65
CHART
0
10
20
30
40
50
60
70
Experimental class Controlled class
Pre-test
Post-test
Gained score
Independent Samples Test
Levene's Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Differenc
e
Std.
Error
Differenc
e
95% Confidence
Interval of the
Difference
Lower Upper
m
e
t
o
d
e
Equal variances
assumed 3,961 ,051 2,114 56 ,039 4,138 1,957 ,217 8,059
Equal variances
not assumed 2,114 47,24
7 ,040 4,138 1,957 ,201 8,075
66
APPENDIX 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
KELAS EKSPERIMEN
Nama sekolah : SMP DUA MEI CIPUTAT
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / 1
Standar Kompetensi : 5. Memahami makna dalam teks tulis fungsional pendek sangat
sederhana yang berkaitan dengan lingkungan terdekat
Kompetensi Dasar : 5.1 Membaca nyaring bermakna kata, frasa, dan kalimat dengan
ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan terdekat
Tema : Appearance
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 40 menit
1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa mampu:
a. Menentukan penggunaan adjective yang tepat untuk mendeskripsikan appearance
dari seseorang.
b. Menyusun kalimat lisan maupun tulis tentang appearance di waktu yang
akan datang, sesuai dengan konteks penggunaannya.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
2. Materi Pembelajaran
Some description about appearance
- She is 25 years old. She has a round face, short and straight hair and
brown eyes.
- Dila is 9 years old. She has short straight hair and blue eyes.
- Mr.Amir is 35 years old. He has black eyes and short straight hair.
68
3. Metode Pembelajaran
- Metode : Inquiry/Experiencial learning. - Strategi : Jeopardy Game
4. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Apersepsi :
Tanya jawab tentang penampilan artis idola
Motivasi :
Menjelaskan tujuan pembelajaran dan pentingnya mengikuti
pembelajaran tersebut.
b. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Menjelaskan macam-macam kata adjective yang digunakan
dalam bahasa Inggris.
Memberikan contoh mendeskripsikan penampilan seseorang
dengan menggunakan kata adjective
Elaborasi
Dalam kegiatan elaborasi, guru:
Meminta siswa membaca buku mengenai materi appearance
69
Membagi siswa menjadi 5 kelompok
Memberikan pertanyaan tentang penampilan yang ada di dalam 3
gambar.
Mengadakan Jeopardy Game
Memfasilitasi siswa melalui pemberian tugas, diskusi, dan lain-lain
untuk memunculkan gagasan baru baik secara lisan maupun
tertulis.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan
masalah, dan bertindak tanpa rasa takut,
Memfasilitasi siswa dalam pembelajaran kooperatif dan kolaboratif
Memfasilitasi siswa berkompetisi secara sehat untuk meningkatkan
prestasi belajar.
Memberikan handout tentang macam-macam appearance
seseorang.
Membaca bersama tentang appearanceyang yang ada pada gambar
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk
lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan siswa.
Memersilahkan siswa bertanya dan memberikan konfirmasi
terhadap hasil eksplorasi dan elaborasi siswa.
Bersama-sama dengan siswa dan/atau sendiri membuat
rangkuman/simpulan pelajaran
Memfasilitasi siswa untuk memperoleh pengalaman yang
bermakna terhadap apa yang dipelajari pada hari itu.
Kegiatan Penutup
Dalam kegiatan penutup, guru:
Memberikan motivasi kepada siswa yang kurang atau belum berpartisipasi
aktif.
Memberikan PR untuk mencari arti kata yang ada di buku paket mengenai
appearance.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Media dan Sumber Belajar
- Media : Power Point, Handout
- Sumber : English on Sky book.
6. Penilaian
- Teamwork : Sikap tanggung jawab, kerjasama, peduli, dan percaya
diri yang menyertai tindakan menyatakan dan menanyakan
pengandaian jika terjadi suatu keadaan/kejadian/ peristiwa di waktu
yang akan datang.
Teknik :
- Tes lisan : Menyebutkan 10 kata adjective
70
- Tertulis : Isian singkat dan Total skor saat pembelajaran
menggunakan Jeopardy game.
Tangerang Selatan, 31 Agustus 2015
Guru Mapel Bahasa Inggris Peneliti
Dwi Yuli Prihani, S.Pd. Novian Chintiami
NIP: - NIM. 1111014000035
Mengetahui,
Kepala Sekolah SMP Dua Mei
Enjang Supyan, M.Pd
NIP : 19671003 199601 1 002
71
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
KELAS KONTROL
Nama sekolah : SMP DUA MEI CIPUTAT
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / 1
Standar Kompetensi : 5. Memahami makna dalam teks tulis fungsional pendek sangat
sederhana yang berkaitan dengan lingkungan terdekat
Kompetensi Dasar : 5.1 Membaca nyaring bermakna kata, frasa, dan kalimat dengan
ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan terdekat
Tema : Appearance
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 40 menit
1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa mampu:
a. Menentukan penggunaan adjective yang tepat untuk mendeskripsikan appearance
dari seseorang.
b. Menyusun kalimat lisan maupun tulis tentang appearance di waktu yang
akan datang, sesuai dengan konteks penggunaannya.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
2. Materi Pembelajaran
Some description about appearance
- She is 25 years old. She has a round face, short and straight hair and
brown eyes.
- Dila is 9 years old. She has short straight hair and blue eyes.
- Mr.Amir is 35 years old. He has black eyes and short straight hair.
72
3. Metode Pembelajaran
- Metode : Inquiry/Experiencial learning. - Strategi : Jeopardy Game
4. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Apersepsi :
Tanya jawab tentang penampilan artis idola
Motivasi :
Menjelaskan tujuan pembelajaran dan pentingnya mengikuti pembelajaran tersebut.
b. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Menjelaskan macam-macam kata adjective yang digunakan
dalam bahasa Inggris.
Memberikan contoh mendeskripsikan penampilan seseorang
dengan menggunakan kata adjective
Elaborasi
Dalam kegiatan elaborasi, guru:
73
Meminta siswa membaca buku mengenai materi appearance
Membagi siswa menjadi 5 kelompok
Memberikan pertanyaan tentang penampilan yang ada di dalam 3
gambar.
Memberikan handout tentang macam-macam appearance
seseorang.
Meminta siswa untuk menerjemahkan kata adjective yang ada pada
handout.
Memfasilitasi siswa melalui pemberian tugas, diskusi, dan lain-lain
untuk memunculkan gagasan baru baik secara lisan maupun
tertulis.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan
masalah, dan bertindak tanpa rasa takut,
Memfasilitasi siswa dalam pembelajaran kooperatif dan kolaboratif
Memfasilitasi siswa berkompetisi secara sehat untuk meningkatkan
prestasi belajar.
Membaca bersama tentang appearanceyang yang ada pada gambar
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk
lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan siswa.
Memersilahkan siswa bertanya dan memberikan konfirmasi
terhadap hasil eksplorasi dan elaborasi siswa.
Bersama-sama dengan siswa dan/atau sendiri membuat
rangkuman/simpulan pelajaran
Memfasilitasi siswa untuk memperoleh pengalaman yang
bermakna terhadap apa yang dipelajari pada hari itu.
Kegiatan Penutup
Dalam kegiatan penutup, guru:
Memberikan motivasi kepada siswa yang kurang atau belum berpartisipasi
aktif.
Memberikan PR untuk mencari arti kata yang ada di buku paket mengenai
appearance.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Media dan Sumber Belajar
- Media : Handout
- Sumber : English on Sky book.
6. Penilaian
- Teamwork : Sikap tanggung jawab, kerjasama, peduli, dan percaya
diri yang menyertai tindakan menyatakan dan menanyakan
pengandaian jika terjadi suatu keadaan/kejadian/ peristiwa di waktu
yang akan datang.
74
Teknik :
- Tes lisan : Menyebutkan 10 kata adjective
- Tertulis : Isian singkat
Tangerang Selatan, 31 Agustus 2015
Guru Mapel Bahasa Inggris Peneliti
Dwi Yuli Prihani, S.Pd. Novian Chintiami
NIP: - NIM.1111014000035
Mengetahui,
Kepala Sekolah SMP Dua Mei
Enjang Supyan, M.Pd
NIP : 19671003 199601 1 002
75
APPENDIX 2 YOUR NAME: Choose the best answer!
1. There is a living room. Living room is a ...... a. bathroom b. waiting room c. Bedroom d. sitting room
2. There is a dining room. Dining room is same as......... a. you keep money b.you keep books c. you eat meals
d. you keep clothes 3. There is a drawing room. A drawing room means.........
a. people keep pictures b.people are painting c. people are cooking d. people receive money
4. In a bathroom, there are many things to take a bath, except: a. shower b. soap c. toothbrush d. pillow
5. A big house usually has a study room. A study room is a room for......... a. play in b. write a letter c. listening to the radio
d. study, read, write, etc. 6. She is in the kitchen. A kitchen is a room where a person............
a. eats b. cooks c. drinks d. sleeps 7. This house has two bathrooms. A bathroom is a room where a person.......
a. irons shirts b. reads books c. washes clothes d.takes a bath 8. The children’s bedrooms are upstairs. Upstairs means...........
a. on a lower floor b. on an upper floor c. to the ground floor d. on the ground floor
9. There is a garage on the left side of the house. A garage is a room where......... a. a driver sleep b. cars are stored c. cars are washed
d. household appliences kept 10. ……………...is a shop which sells flowers.
a. stationery b. florist c. green grocer d. butcher 11. Pina wants to buy an antiseptic . She must go to a…….
a. book store b. food court c. shoe shop d. drug store 12. Meli: Hi, I will buy some grapes and water melons but where is it?
Diah : OK, please go to the……….over there. a. shop b. green grocer c. butcher d.fruit stall
13. Nina : What do you go to the dispensary for? Lolita : I want to………… a. buy a medicine b. buy a pen c. take my trousers d. sell some shrimp
14. Nina is very like Afgan because he is..... a. angry b. handsome c. scaryd.silly
15. She uses an ugly dress for the party. The synonym from ugly is... a. nice b. bad c. georgeous d. pretty
16. What color is the Indonesian people’s skin? a. blue b. red c. pink d.brown
17. My brother’s height is 180cm. He is very...
76
a. slim b. fat c. big d.tall 18. I have grandfather. His hair is very white because he is ....
a. young b. old c. teen d. middle age 19. “Hallo Vera, your shoes is very nice!”. The word “nice” same as with...
a. bad b. good c. poor d. well 20. When you visit Jakarta, you will see ...... building.
a. busy b. high c. short d. hot 21. She has........hair like a Barbie.
a. bald b. curly c. kinky d. straight 22. African people has ....... skin
a. white b. light c. dark d.black 23. My friend is always get a high score in Mathemathics because she is very....
a. lazy b. smart c. creative d. kind 24. Good-looking is same as with......... , except...
a. cool b. ugly c. attractive d. cute 25. Dani : “What is your ...... ?”
Ilham : “My name is Ilham” a. age b. job c. address d. name
26. The synonyms of “See you” is..... a. hi b. good morning c. good bye d.good day
27. Jane : “Hi Jane, how are you?” Lita : ...................... and you? Jane : Fine, thanks a. good night b. very good c. hallo Jane d. yes, i am
28. “I am very good”. The antonyms of good is.... a. great b. fine c. nice d. bad
29. At 11 p.m, we say good night. At 11 a.m, we say..... a. good morning b. good evening c. good afternoon d.good night
30. Yuyun : what is your……….? Dewi : I like cycling. a. game b. subject c. activity d. hobby
31. Eni : “ Hi lia, Nice to meet you “ Rose : “ ................” a. nice to meet you b. ok c. fine d. good bye
32. Teacher : “Good morning,students” Students : “ ................” a. yes, teacher b. good morning too c. i’m fine d. very well
33. Tami : “ How are you doing?” Lina : “ ................” a. i’m students b. i’m fine c. thank you d. have a nice day
34. In the hospital, there are............. to care sick people. Except... a. doctors b. security guards c. nurses d.pharmacists
35. The person give book menu in the restaurant.
a. casier b. chef c. waiter d. driver 36. In the garden, we can see a...
a. gardener b. reporter c. news anchor d.cameraman
77
37. The contractor build the new building in the city. “Build” means...... a. conduct b. make c. wake up d. contract
38. In the supermarket, the activity we can see is, except..... a. sell b. buy c. borrow d. purchase
39. Teacher uses .............. to write ona whiteboard. a. a chalk b. a marker c. an eraser d. a ruler
40. Scientists do test bacteria by using..... a. a telescope b. a microscope c. a horoscope d. a stetoscope
41. Teller counts people’s money. Where is the place? a. in the atm b. in the bank c. in a wallet d. in a strongbox
42. Soni likes collecting stamps, he is………… a. philatelist b. journalist c. collector d. scientist
43. I jump with my..... a. hand b. foot c. neck d. cest
44. I smell the perfume with my.... a. lip b. ears c. nose d. eyes
45. The soldier carries a gun on his.... a. ankle b. knee c. sholder d. wrist
46. Romi wears a watch in his... a. wrist b. finger c. hand d. elbow
47. Mr. Abdul wears his belt around his..... a. waist b. hip c. knee d. stomach
48. On your head, there is body part, except.... a. mouth b. brow c. finger d. nose
49. I use my........ to watch TV a. eyes b. chin c. finger d. hand
50. Ough, I get cough. Where is the pain place? a. stomachache b. throat c. nose d. feet
THANK YOU
78
APPENDIX 3 Choose the best answer!
1. There is a living room. Living room is a ...... a. bathroom b. waiting room c. bedroom d. sitting room
2. There is a drawing room. A drawing room means......... a. people keep pictures b.people are painting c. people are
cooking d. people receive money
3. A big house usually has a study room. A study room is a room for......... a. play in b. write a letter c. listening to the radio
d. study, read, write, etc. 4. She is in the kitchen. A kitchen is a room where a person............
a. eats b. cooks c. drinks d. sleeps 5. This house has two bathrooms. A bathroom is a room where a person.......
a. irons shirts b. reads books c. washes clothes d.takes a bath 6. The children’s bedrooms are upstairs. Upstairs means...........
a. on a lower floor b. on an upper floor c. to the ground floor d. on the ground floor
7. There is a garage on the left side of the house. A garage is a room where......... a. a driver sleep b. cars are stored c. cars are washed
d. household appliences kept 8. ……………...is a shop which sells flowers.
a. stationery b. florist c. green grocer d. butcher 9. Pina want to buy an antiseptic. She must go to a…….
a. book store b. food court c. shoe shop d. drug store 10. Meli: Hi, I will buy some grapes and water melons but where is it?
Diah : OK, please go to the……….over there. a. shop b. green grocer c. butcher d.fruit stall
11. She uses an ugly dress for the party. The synonym from ugly is... a. nice b. bad c. georgeous d. pretty
12. What color is the Indonesian people’s skin? a. blue b. red c. pink d.brown
13. I have grandfather. His hair is very white because he is .... a. young b. old c. teen d. middle age
14. When you visit Jakarta, you will see ...... building. a. busy b. high c. short d. hot
15. African people has ....... skin a. white b. light c. dark d.black
16. Good-looking is same as ......... , except... a. cool b. ugly c. attractive d. cute
17. At 11 p.m, we say good night. At 11 a.m, we say..... a. good morning b. good evening c. good afternoon d.good night
18. Tami : “ How are you doing?” Lina : “ ................” a. i’m students b. i’m fine c. thank you d. have a nice day
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19. In the hospital, there are some............. to care sick people. Except... a. doctors b. security guards c. nurses d.pharmacists
20. The person give book menu in the restaurant. a. casier b. chef c. waiter d. driver
21. In the garden, we can see a... a. gardener b. reporter c. news anchor d.cameraman
22. In the supermarket, the activity we can see is, except..... a. sell b. buy c. borrow d. purchase
23. Teacher uses .............. when write ona whiteboard. a. a chalk b. a marker c. an eraser d. a ruler
24. Scientists do test bacteria by using..... a. a telescope b. a microscope c. a horoscope d. a stethoscope
25. The soldier carries a gun on his.... a. ankle b. knee c. sholder d. wrist
26. Mr. Abdul wears his belt around his..... a. waist b. hip c. knee d. stomach
27. On your head, there is body part, except.... a. mouth b. brow c. finger d. nose
28. Ough, I’m cough. Where is the pain place? a. stomachache b. throat c. nose d. feet
29. Nina : What do you go to the dispensary for? Lolita : I want to………… a. buy a medicine b. buy a pen c. take my trousers d. sell some shrimp
30. The contractor build the new building in the city. “Build” means...... a. conduct b. make c. wake up d. contract
THANK YOU
80
APPENDIX 4 Choose the best answer!
1. African people has ....... skin a. white b. light c. dark d.black
2. There is a living room. Living room is a ...... a. bathroom b. waiting room c. Bedroom d. sitting room
3. There is a drawing room. A drawing room means......... a. people keep pictures b.people are painting c. people are
cooking d. people receive money
4. This house has two bathrooms. A bathroom is a room where a person....... a. irons shirts b. reads books c. washes clothes d.takes a bath
5. There is a garage on the left side of the house. A garage is a room where......... a driver sleep b. cars are stored c. cars are washed d. household appliences kept
6. ……………...is a shop which sells flowers. a. stationery b. florist c. green grocer d. butcher
7. Meli: Hi, I will buy some grapes and water melons but where is it? Diah : OK, please go to the……….over there. a. shop b. green grocer c. butcher d.fruit stall
8. The children’s bedrooms are upstairs. Upstairs means........... a. on a lower floor b. on an upper floor c. to the ground floor
d. on the ground floor 9. A big house usually has a study room. A study room is a room for.........
a. play in b. write a letter c. listening to the radio d. study, read, write, etc.
10. She is in the kitchen. A kitchen is a room where a person............ a. eats b. cooks c. drinks d. sleeps
11. Pina wants to buy an antiseptic. She must go to a……. a. book store b. food court c. shoe shop d. drug store
12. I have grandfather. His hair is very white because he is .... a. young b. old c. teen d. middle age
13. When you visit Jakarta, you will see ...... building. a. busy b. High c. Short d. Hot
14. What color is the Indonesian people’s skin? a. blue b. red c. pink d.brown
15. Tami : “ How are you doing?” Lina : “ ................” a. i’m students b. i’m fine c. thank you d. have a nice day
16. At 11 p.m, we say good night. At 11 a.m, we say..... a. good morning b. good evening c. good afternoon d.good night
17. Good-looking is same as......... , except... a. cool b. ugly c. attractive d. cute
18. She uses an ugly dress for the party. The synonym from ugly is... a. nice b. bad c. georgeous d. pretty
19. Nina : What do you go to the dispensary for?
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Lolita : I want to………… a. buy a medicine b. buy a pen c. take my trousers
d. sell some shrimp 20. Teacher uses .............. to write on a whiteboard.
a. a chalk b. a marker c. an eraser d. a ruler 21. Scientists do test bacteria by using.....
a. a telescope b. a microscope c. a horoscope d. a stethoscope 22. The person give book menu in the restaurant.
a. casier b. chef c. waiter d. driver 23. In the hospital, there are some............. to care sick people. Except...
a. doctors b. security guards c. nurses d.pharmacists 24. In the garden, we can see a...
a. gardener b. reporter c. news anchor d.cameraman 25. The contractor build the new building in the city. “Build” means......
a. conduct b. make c. wake up d. contract 26. The soldier carries a gun on his....
a. ankle b. knee c. sholder d. wrist 27. Mr. Abdul wears his belt around his.....
a. waist b. hip c. knee d. stomach 28. Ough, I get cough. Where is the pain place?
a. stomachache b. throat c. nose d. feet 29. On your head, there is body part, except....
a. mouth b. brow c. finger d. nose 30. In the supermarket, the activity we can see is, except.....
a. sell b. buy c. borrow d. purchase
THANK YOU
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APPENDIX 5
Blue Print Pre- Test Items of The Effectiveness of Jeopardy Game on Students’ Vocabulary Mastery
There were 5 topics which be given. The topics were about Place in House, Greetings, Appearance, Part of Body, and Job. All topics
were 50 items for validation consist of Noun Adjective, Adverb and Verb.
No Standar
Kompetensi
Kompetensi Dasar Materi Indikator Nomor Soal Jenis Soal
1. 3. Mengungkapkan
makna dalam
percakapan
transaksional dan
interpersonal sangat
sederhana untuk
berinteraksi dengan
lingkungan terdekat
3.1Mengungkapkan makna
dalam percakapan
transaksional (to get things
done) dan interpersonal
(bersosialisasi) dengan
menggunakan ragam
bahasa lisan sangat
sederhana secara akurat,
lancar, dan berterima
Greetings a.Menentukan adverb
yang tepat dalam greetings
di dalam percakapan
sehari-hari.
- Adverb of Time
b.Menentukan kata
Adjective yang tepat
sesuai dengan materi
Appearance.
- Descriptive Adjective
17
18
PG
2. 5. Memahami
makna dalam teks
tulis fungsional
pendek sangat
sederhana yang
berkaitan dengan
5.1 Membaca nyaring
bermakna kata, frasa, dan
kalimat dengan ucapan,
tekanan dan intonasi yang
berterima yang berkaitan
dengan lingkungan terdekat
Place and
House
a.Menentukan makna kata
Noun yang sesuai dengan
Place and House
- Countable Noun
b.Menentukan adverb
1, 8, 9, 10, 29
PG
83
lingkungan terdekat
yang tepat sesuai materi
Place and House.
- Adverb of Place
c. Menentukan verb yang
tepat sesuai materi Place
and House.
- Regular Verb
- Irregular Verb
6
2, 4, 7
3, 5
Part of
Body
a.Menentukan kata Noun
yang sesuai dengan materi
Part of Body.
- Pronoun
- Countable Noun
25, 26
27, 28
PG
Appearanc
e
a.Menentukan kata
Adjective yang tepat
sesuai dengan materi
Appearance.
- Descriptive adjective
- Noun Adjunct
a.Mencocokan kata yang
terapat sesuai dengan
11, 12, 13 ,16
14, 15
PG
84
konteks pada materi
Appearance
Job a.Menentukan makna kata
Noun yang sesuai dengan
materi Job
- Countable Noun
b. Menentukan verb yang
tepat sesuai materi Job.
- Regular Verb
- Irregular Verb
19, 20, 21, 23, 24
22
30
PG