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THE EFFECTIVENESS OF BOARD RACE METHOD TO IMPROVE
STUDENTS VOCABULARY MASTERY
(A Pre-Experimental Study at Eight Grade Students of SMP Jaya Negara,
Makassar)
A Thesis
Submitted to the Faculty of Teachers Training and Education Makassar
Muhammadiyah University in Partial Fullfillment of requirement for the
degree of SarjanaPendidikan in English Department
AWALIA ZAENAL
10535620615
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PROGRAM STUDI BAHASA INGGRIS
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : AWALIA ZAENAL
NIM : 10535620615
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Board Race Method to Improve Students
Vocabulary Mastery (A Pre-Experimental Study at Eight
Grade Students of SMP Jaya Negara, Makassar)
Skripsi yang saya ajukan di depan tim penguji adalah asli hasil
karya sendiiri, bukan diciptakan atau dibuatkan oleh orang lain.
Demikian pernyataan ini saya buat dengan sebenarnya dan saya
bersedia menerima sanksi apabila ini tidak benar.
Makassar, Februari 2020
Yang Membuat Pernyataan
AWALIA ZAENAL
10535 6206 15
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PROGRAM STUDI BAHASA INGGRIS
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : AWALIA ZAENAL
NIM : 10535620615
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Board Race Method to Improve
Students Vocabulary Mastery (A Pre-Experimental Study at
Eight Grade Students of SMP Jaya Negara, Makassar)
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya yang
menyusunnya sendiri (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi ini, saya melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian pada butir 1, 2 dan 3, maka saya bersedia
menerima sanksi sesuai aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Februari 2020
Yang Membuat Pernyataan
AWALIA ZAENAL
10535 6206 15
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MOTTO
la`in syakartum la`azīdannakum
“Sesungguhnya jika kamu bersyukur, pasti Kami akan
menambah (nikmat) kepadamu”
)7(Ibrahim: –
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ABSTRACT
Awalia Zaenal. 2020. The Effectiveness of Board Race Method to Improve
Students' Vocabulary Mastery (Pre-Experimental Design). A thesis of English
Education Department, Faculty of Teacher Training and Education, Makassar
Muhammadiyah University. Supervised by Nur Qalbi and Muh. Asrianto.
This thesis aims to find out whether the Board Race Method is effective in
improving students' vocabulary mastery of at VIII A class of SMP Jaya Negara, in
term of nouns and verbs.
This research was a pre-experimental design used pre-test and post-test. The
population of this research is the VIII grade students of SMP Jaya Negara and to
take the sample of researchers used purposive sampling. The research sample was
20 students. The research instrument was a vocabulary test consisting of 10
multiple choice items and 10 fill the blank items and each test consisted of 5 noun
and 5 verb items.
The results of the data show that there was a difference between pre-test and post-
test of students. The main score of students before the exam is 40 and it improved
to 54.25 after applied the Board Race method. While the mean score in term of
verb before gave the tretment was 46.75 it improved to 63.5 after applied the
Board Race method and the mean score in term of noun was 32 became 51 after
applied Board Race method. In addition, from t-test analysis, it was obtained that
the t-test value was greater than t-table, students’ vocabulary mastery in totally
(5.61>1.729) and in term of verb (5.85>1.729) and in term of noun (4.37>1.729).
Therefore, the hypothesis of this research can be conclude that Null Hypothesis
(H0) is rejected and the Alternative Hypothesis (H1) is accepted. It means that
Board Race Method was effective to improve students’ vocabulary mastery in
term of nouns and verbs.
Keywords: Effectiveness, Board Race method, Vocabulary, Improving.
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ABSTRAK
Awalia Zaenal. 2020. Efektivitas dari metode Board Race untuk Meningkatkan
penguasaan kosakata siswa (Desain Pra-Eksperimental). Sebuah skripsi
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas
Muhammadiyah, Makassar. Dibimbing oleh Nur Qalbi dan Muh. Asrianto.
Tujuan skripsi ini untuk mengetahui apakah Metode Board Race efektif dalam
meningkatkan penguasaan kosakata siswa di kelas VIII SMP Jaya Negara, dalam
hal kata benda dan kata kerja.
Penelitian ini merupakan desain pra-eksperimental yang menggunakan pre-test
dan post-test. Populasi penelitian ini adalah siswa kelas VIII SMP Jaya Negara
dan peneliti mengambil sampel menggunakan purposive sampling. Sampel
penelitian adalah 20 siswa. Instrumen penelitian adalah tes kosa kata yang terdiri
dari 10 item pilihan ganda dan 10 item isian kosong dan masing-masing tes terdiri
dari 5 kata benda dan 5 item kata kerja.
Hasil data menunjukkan bahwa ada perbedaan antara pre-test dan post-test siswa.
Skor rata-rata siswa sebelum ujian adalah 60% dan meningkat menjadi 84,56%
setelah menerapkan metode Board Race. Selain itu, dari analisis t-test, diperoleh
bahwa nilai t-test lebih besar dari t-tabel, penguasaan kosakata siswa pada kata
kerja (5,85> 1,729) dan pada kata benda (4,37> 1,729). Oleh karena itu, hipotesis
penelitian ini dapat disimpulkan bahwa Null Hipotesis (H0) ditolak dan Hipotesis
Alternatif (H1) diterima. Ini berarti bahwa Board Race efektif untuk
meningkatkan penguasaan kosakata siswa dalam hal kata benda dan kata kerja.
Kata kunci: Effektivitas, Metode Board Race, Kosakata, Meningkatkan.
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ACKNOWLEDGEMENT
Assalamu Alaikum Warahmatullahi Wabarakaatuh
Praise the presence of Allah SWT. Because his blessing and guidance that the
researcher could finish this thesis as one of the requirement for get graduation
Sarjana Pedidikan in English Education Department of University
Muhammadiyah Makassar. Salawat and salam always addressed to the prophet
Muhammad SAW because with his struggle so people are now in the century full
of knowledge.
In this thesis cannot complete without support, guidance and assistance of
various parties who have a great contribution and influences on the finish this
thesis, it seems is it very difficult for the researcher to finish her thesis. Therefore
the researcher will say to thank you so much to:
1. Prof. Dr. H. Abdul Rahman Rahim, S.E., M.M as the rector of University
Muhammadiyah of Makassar.
2. Erwin Akib, S.Pd.,M.Pd.,Ph.D as the dean of University Muhammadiyah
of Makassar.
3. Ummi Khaerati Syam, S.Pd., M.Pd. as head of English Department
University Muhammadiyah of Makassar.
4. Dr. Nur Qalby, SS., M.Hum as my first advisor and Mr. Muh. Asrianto,
S.Pd., M.Pd as second advisor who have educated, supported and given
guidance to researcher from beginning to end.
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5. Zaenal Abidin and Sam-Sam as her beloved parents, their endless love,
their support prayer, their caring out, moral and financial support to the
researcher.
6. Her classmates (Amazing class) who have struggled together from the
beginning of the last lecture until now.
7. All of friends and her beloved people, who help and support the researcher
to finish the graduating paper. Especially for sister Nurhikma Sari, Renny
Wulandari, Nurul Astari, and Lu’lu Shafa Mawaddah, as her another
advisor even helping her when she is tight, and her close friends which can
not be named one at time.
The preparation of the thesis is prepared as well. But still lacks
because no body works perfect. Therefore, the write hope constructive
criticism and suggestion from all parties. Hopefully this research can be
useful for all readers and can increase the knowledge for the researcher.
Makassar, January 2020
The Researcher
AWALIA ZAENAL
10535 6206 15
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TABLE OF CONTENT
Cover .................................................................................................................... i
Lembar pengesahan ............................................................................................ ii
Approval Sheet .................................................................................................... iii
Surat Pernyataan ................................................................................................ iv
Surat Perjanjian .................................................................................................. v
Motto .................................................................................................................... vi
Abstract ................................................................................................................ vii
Acknowledgement ............................................................................................... ix
Table of Content .................................................................................................. xi
CHAPTER I INTRODUCTION ........................................................................ 1
A. Background ............................................................................................... 1
B. Problem Statement .................................................................................... 2
C. Objective of the Research ......................................................................... 2
D. Significance of the Research ..................................................................... 2
1. Theoretically ......................................................................................... 3
2. Pratically ............................................................................................... 3
E. Scope of the Study .................................................................................... 3
CHAPTER II REVIEW OF RELATED LITERATURE ............................... 4
A. Previous Related Findings ......................................................................... 4
B. Theoretical Description ............................................................................. 5
A. Concept of Board Race Method ........................................................... 5
1. The Meaning of Board Race ........................................................... 5
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2. Board Race Preparation ................................................................... 5
b. Concept of Vocabulary .......................................................................... 7
1. Definition of Vocabulary................................................................. 7
2. Kind of Vocabulary ......................................................................... 9
3. Vocabulary Mastery ........................................................................ 11
4. Vocabulary Development ................................................................ 12
C. Conceptual Framework ............................................................................. 12
D. Hypothesis ................................................................................................ 13
CHAPTER III RESEARCH METHOD ........................................................... 14
A. Research Design ........................................................................................ 14
B. Variable of the Research ........................................................................... 14
C. Population and Sample .............................................................................. 15
1. Population .............................................................................................. 15
2. Sample ................................................................................................... 15
D. Research Instrument .................................................................................. 15
E. Procedure of Data Collection .................................................................... 15
F. Procedure of Data Analysis ....................................................................... 16
CHAPTER IV CONCLUSION AND SUGGESTION .................................... 19
A. Findings ..................................................................................................... 19
B. Discussion ................................................................................................... 29
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CHAPTER V CONCLUSION AND SUGGESTION ..................................... 33
A. Conclusion ................................................................................................ 33
B. Suggestion ................................................................................................ 33
BIBLIOGRAPHY ............................................................................................... 35
CURRICULUM VITAE
APPENDICE
LIST OF TABLE
Table 3.1. The classification of students’ score .................................................. 17
Table. 4.1. The students’ mean score all score ................................................... 20
Table. 4.2. The students’ rate percentage and frequency .................................... 21
Table. 4.3. The students’ mean score all score in term of verb........................... 23
Table. 4.4. The students’ rate percentage and frequency in term of verb ........... 23
Table. 4.5. The students’ mean score of noun..................................................... 25
Table 4.6. The students’ rate percentage and frequency in term of noun ........... 26
Table 4.7. The t-test of students’ improvement. ................................................. 29
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LIST OF FIGURE
Figure 2.1 Conceptual Framework ...................................................................... 12
Figure 4.1. The rate frequency of the students’ all score in pre-test and post-test
............................................................................................................................. 22
Figure 4.2. The rate frequency of the students’ score in pre-test and post-test in
term of verb ......................................................................................................... 25
Figure 4.3. The rate frequency of the students’ score in pre-test and post-test in
term of noun ........................................................................................................ 27
Figure 4.4. The students’ improvement in pre-test and post-test in terms of noun
and verb ............................................................................................................... 28
LIST OF APPENDICES
Appendix A Table Scoring..................................................................................
Appendix B Lesson Plan & Instrument ..............................................................
Documentation ....................................................................................................
Curriculum Vitae .................................................................................................
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CHAPTER I
INTRODUCTION
A. Background
Education is an important thing for everyone. In the education
process, people are able to get more knowledge of many subjects. The one
of subjects thought by teacher is English language. English language is
one of the important things in education. It is including several language
lesson in our country. As a global language, it is used to communicate
among people in the world.
In English, there are four skills namely speaking, writing, listening,
and reading. Vocabulary is one of the problems of improving into these
four skills, because Vocabulary is one of the language aspects which
should be learnt. Learning it is important because in order to be able to
speak, write, and listen learners have to know vocabulary first. A person
said to know a word if they can recognize its meaning when they see it
(Cameron, 2001: 75). It means that 13 in learning vocabulary learners
have to know the meaning of it and also understand and can use it in
sentence context.
Based on the researcher experience in Magang 3 Program this school
is chosen because the researcher found that most students are difficult to
engage in vocabulary, it is caused by some factors such as, lack of
vocabulary and practice. No one is doubt, that interaction is the way to
improve the students’ vocabulary mastery. In English teaching and
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learning process, vocabulary is one of the important aspect that can
influence the students are lazy to study in English and class to be boring.
To improve student vocabulary mastery, the researcher use Board
Race method. Board Race is a fun game that is used for revising
vocabulary, whether it words from the lesson you’ve just taught or words
from a lesson you taught last week. It can also be used at the start of the
class to get students active. It is a great way of testing what your students
already know about the subject you’re about to teach. Therefore, it is
important to conduct the research under the title “The Effectiveness of
Board Race Method to Improve Students Vocabulary Mastery.”
B. Problem Statement
Based on the limitation of the problem mentioned above, the problem
that is analyzed by the researcher is stated as follows:
“Is the use of Board Race method effective to improve the students’
vocabulary mastery especially for noun and verb?”
C. Objective of Study
Based on the problem above, the objective of the study is to describe
whether the use of Board Race method effective to improve students’
vocabulary mastery especially for noun and verb.
D. Significant of Study
The results of this study are expected to give both theoretical and
practical benefits as follows:
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1. Theoretically
The result of this study is expected to know the effectiveness of
using Board Race method to improving students’ vocabulary mastery
especially Noun and Verb.
2. Practically
a. Teacher
1) Teacher can use the material easier and she/he will have a new
method to teach the elements of English by using Board Race.
2) The teacher can make this method to be an interesting method
in other the students easy to understand in learning English.
b. Students
It improved the students’ vocabulary mastery and students can
enjoy the learning process in the class.
c. Researcher
The researcher wants to help students to find out the treatment
to improve students’ vocabulary mastery.
E. Scope of the Study
The research focus on students` vocabulary mastery in terms of noun
and verb by using Board Race method at SMP Jaya Negara, Makassar.
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CHAPTER II
REVIEW OF LITERATURE
A. Previous Related Research Findings
The researcher is finishing this graduating paper by take a look on three
previous studies to support the research. The first, the research is arranged by
Kusumawati (2017) in her thesis entitled “Board Race to Boost Students’
Vocabulary Mastery”, she found that by using the Board Race method can
boost students to mastering vocabulary, so that in this method can facilitate
students in understanding the meaning of English words.
Other researcher, Sariayati (2013) in her thesis entitled “The effectiveness
of TPR (Total Physical Response) Method in English Vocabulary Mastery of
Elementary School Children”, she found that this method was effective in
vocabulary mastery of Elementary School children because Total Physical
Response method had a high effect in improving vocabulary mastery of the
students. TPR method is very suitable for children’s characteristics, as they
love moving around and get bored easily if just sit on the chair. Moreover, it
is supported by their good response.
Third researcher, Sara (2018) in her thesis entitled “Improving Students’
Vocabulary through Board Race Language Game”, she found that by
adopting Board Race games, teacher can create an enjoyable atmosphere for
students so that they could relax their minds and practice the target language
effectively. The researcher did the research by quantitative method. The
findings of the research revealed that employing “Board Race” language
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game in teaching vocabulary to learners not only can play a positive role in
the development of their vocabulary knowledge, but also it can pave the way
for language development of the EFL learners as well as motivating the
learners to motivating the learners to improve their own abilities in various
aspects of second language development. The findings could be used to
improve the vocabulary knowledge of Algerian University students via using
“Board Race” language game. The outcomes of the study could be helpful in
designing materials for the EFL learners in the Algerian context. The result
also could be employed in teaching meaningful vocabulary to the EFL
learners. The findings of the study might be interesting enough to pave the
way for the researchers to investigate the application of games in other areas
and components of the English language pedagogy.
The findings above have similarities and differences. The differences of
the previous research used used quasi-experimental design and another to
improve students’ vocabulary mastery, but the technique of collecting data is
same with the all previous research. The researcher used the pre-test and post-
test to know the vocabulary mastery before and after the treatment by the
researcher, and finally, the researcher will be concluded that vocabulary
mastery can influence all the four language skills. Therefore, this kind of
vocabulary will try to focus on verb and noun only.
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B. Some Pertinent Ideas
1. Concept of Board Race Method
a. The Meaning of Board Race
Board Race is a fun game that is used for revising vocabulary,
whether it be words from the lesson you’ve just taught or words from
a lesson you taught last week. It can also be used at the start of the
class to get students active. It is a great way of testing what your
students already know about the subject you’re about to teach
(Deubelbeiss: 2009)`
Board race game is one of the developments of board game as a
common game which can be played by using board, table, or floor.
Board race game is a fun way for students to practice their English
while enjoying some competition. (Fitri Palupi : 2017)
"Board race game" is often used in the learning process of English
language, especially to improve vocabuary memory that has been
taught before to students. The type of game is more to repeat vocab
and grammar. (Yudi Marwanto : 2018)
b. Board Race Preparation
Before class begins, or before the activity starts, you should make sure
that there is enough room to move around. Clear out any obstructions that
could get in the way. You don’t want anyone tripping or hurting
themselves.
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1) Board Race Guidelines:
a) The goal of a board race game is to have two people “race” from one
end of the classroom to the board at the other end of the classroom
and write the answer to a question on the board. The first person to
finish writing the correct answer scores a point.
b) The game allows you to test the students on a variety of topics while
getting them fully engaged in the activity with some friendly
“athletic” competition. Surprisingly, you may find adult students like
it even more than the kids do.
2) Board Race Procedure
a) First, to start the Board Race, explain to the class about the purpose of
the game. You may want to do a diagram on the board to demonstrate
it. Pick a couple volunteers from the class to “race” against each
other.
b) Have the two students come stand behind you at the front of the class
by the board. With two different colored markers, assign one color to
each student. Ask a question relating to a topic that you have covered
in a recent lesson or something that you have focused on during the
day. For example, it could be a simple as how to spell a word or
something more complex, such as how to structure particular verb
tense using noun and verb that you say to them.
c) After you ask the question, throw the markers to the other end of the
classroom. Shout “Go!” or something to start a race. The students run
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to get a “bonus” point for being fast. However, the first student who
completes writing the correct answer could be awarded two points.
d) After the demonstration, put the class into two teams and begin the
board race competition. Every student should have a chance to race a
student from the other team. Also, try to make sure to match students
according to their abilities.
e) Lastly, award the winning team a prize and o over any difficulties that
they had during the activity. Post-race stretching is optional.
2. Concept of Vocabulary
a. Definition of Vocabulary
Vocabulary is one important thing in language learning besides
grammar and sound. Without vocabulary, a language will not be
formed. Someone will not be able to express their feelings and ideas
whenever he/she does not have vocabulary in mind. Gestures and
body language are not enough to use, especially when someone wants
to express what he/she has in mind, in which it is a complex thing or
an abstract idea; give response; and even comprehends one’s
utterances. Without grammar very little can be conveyed, without
vocabulary nothing can be conveyed. If you spend most of your time
studying grammar, your English will not improve very much. You
will see most improvement if you learn more words and expressions.
You can say very little with grammar, but you can say almost
anything with words. The definition of vocabulary has similarities and
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differences to each other. It is good look at some of the definitions that
have been described as vocabulary.
Jack Richard (2001:4) defined vocabulary is one of the most
obvious components of language and one of the first things applied
linguists turned their attention.
Huddleston (1954:1-2) in Rahim (2011:12) defines vocabulary
based on its use. He says that there are two definitions of vocabulary.
(1) Vocabulary is the content in function words of a language which
are learning so thoroughly, that they become a part of the child
understands speaking, reading and writing, (2) vocabulary is words
having meaning when heard even though the individual produces it
when communicating with others.
Carter in Muhbubah,(2005:10) points out that vocabulary is the
concept and function word of language which are so thoroughly that
became a part of child’s understanding speaking, reading and writing.
Vocabulary is the word having meaning when heard and seen even
though it is not processed by individual to communicate with other
sometimes all the words recognize and understood by a particular
person, although not necessary used by him.
Grambs in Ali (2017:7) state that, “Vocabulary is a list of words
usually defined and alphabetized as a dictionary or specialized
glossary complete word stock of language.” It same with Paul
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(1996:248) statement that vocabulary as the stock of words used by
person, class or profession.
Vocabulary is a noun, singular form. It becomes vocabularies in
plural form. Vocabulary can defined as all the words contained in a
language, the specialist terms used in a given subject, a list of words
in another language with their translation, a range of symbols of
technique as used in any of the arts of crafts, the building’s vocabulary
of materials, texture, and tones.
Similar to the previous definition, Webster in Basri, (2007:88)
states that vocabulary are: (1) a list of words and sometimes phrase, it
is usually arranged in alphabetical order and defined in a dictionary,
glossary, lexicon; (2) all the words of language; (3) all the words used
by a particular person, class, profession etc.
b. Kinds of Vocabulary
There are many kinds of vocabularies:
Lehr, and Osborn (2011) explain the kinds of vocabulary, word
knowledge is composed of two forms:
1. Receptive vocabulary includes words that are recognized when we
hear or see them. It is the ability to comprehend passive vocabulary
which is used in reading and listening context.
2. Productive vocabulary includes words that are recognize when we
speak or write. It is an active ability which is used in speaking or
writing.
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Good in Ikhsan (2004:6) divides vocabulary into four kinds:
1. Oral vocabulary refers to words that a person employs them in
expressing ideas orally and actively.
2. Writing vocabulary refers to words commonly used in writing.
3. Listening vocabulary refers to a person can understand when they
are heard.
4. Reading vocabulary refers to a person can recognize them when he
winds them in written form.
Vocabulary is also divided into eight parts, namely Parts of
Speech. Brown (1984:5) points out that the eight parts of speech are:
1. Noun is any abstract or concrete entity; a person (Policy, Nadine),
place (Makassar, Indonesia, Home), thing (Book, Table,
Smartphone), idea (happiness), or quality (bravery).
2. Pronoun is any substitute for a noun or noun phrase (She, He, You)
3. Verb is any action (walk), occurrence (happen), or taste of being (be)
4. Adjective is any qualifier of a noun (Smart, Long)
5. Adverb is any qualifier of an adjective, verb, clause, sentence, or
other verb (yesterday, slowly)
6. Preposition is any establisher of relation and syntactic context (for,
after)
7. Conjunction is any syntactic connector (and, or)
8. Interjection is any emotional greeting or exclamation.
Read (2000:18) divides words into two kinds:
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1. Function words consist of articles, prepositions, pronouns,
conjunction, auxiliaries, etc. They are seen as belonging more to the
grammar of the language than to vocabulary itself.
2. Content words consist of noun, full verbs, adjectives, and adverbs.
They have meanings to stand alone, to provide links within
sentences, or modify the meaning.
c. Vocabulary Mastery
Vocabulary mastery is expertise toward a group of words having
individual meaning. Vocabulary mastery includes the knowledge about
the meaning, the knowledge about the classes of words, and the
knowledge about the use. In this research, the researcher only
emphasized vocabulary mastery on the meaning of words.
According to John in Ali (2010:7), vocabulary mastery is knowledge
involves knowing the meaning. Therefore the purpose of vocabulary test
is to find out whether the learners can distinguish the changing of
irregular verb and understand the meaning.
According to Keraf (2007) said that vocabulary should be constantly
reproduced and expanded, in accordance with the demands of an
increasingly mature person who wants to know everything he can.
Mastering the rules of English in general can only be developed through
learning collocations and the patterns of words and sentences. These
patterns are certainly limited, in line with the variety of human activities
undertaken in everyday life, while vocabulary should be developed in a
13
way that is continually expanding, a method that can be adapted to the
characteristics of each individual.
d. Vocabulary Development
Harmer in Jumariah, (2005:15) defines that vocabulary development
can be defined as the action or act of building up vocabulary or words
that the students have, or it can also be said that vocabulary development
is the element of English vocabulary that is being developed. Besides
that, in teaching vocabulary the students must have some elements of
English vocabulary, such us: noun, conjunction, adverb, adjective,
pronoun and interjection. He can also develop the students’ vocabulary
through many ways.
3. Conceptual Framework
Figure 2.1 Conceptual Framework
Board Race
method
Vocabulary
mastery
Noun Verb
Students
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Diagram above explain about process to find out the effectiveness
of Board Race method to improve students’ vocabulary mastery especially
on verb and noun. Every students’ have a problem in vocabulary mastery,
so in this research will examine the effectiveness of Board Race method to
improve students’ vocabulary mastery. The researcher will use this method
in teaching and learning process because Board Race method is review
vocabulary that can support students’ potential in vocabulary mastery. The
ability to mastery the vocabularies can improved through Board Race
method by following several procedures to easily to organize their
memorize.
Verbs and noun are one of the major parts of English. Verbs are the
action words in sentence that describe what the subject is doing, and noun
is word used to identify any classes of people, places or things. This is the
reason why the researcher try to use Board Race method to improve
students’ vocabulary mastery especially in verb and noun.
4. Hypothesis of the Research
The hypothesis of this research formulated as follow:
a. (Null hypothesis): There is no the effectiveness of improving
vocabulary mastery by using Board Race method.
b. (Alternative Hypothesis): There is the effectiveness of improving
vocabulary mastery by using Board Race method.
15
CHAPTER III
METHODOLOGY OF RESEARCH
A. Research Design
In this study, the researcher used quantitative method. The
researcher conducted the data based on pre-experimental design with
pretest-posttest. The researcher used pre-experimental design because
there is relationship between dependent variable and independent variable
to find out the result of the treatment. The design presented as follow:
O1 X O2
O1 : pretest
X : treatment
O2 : posttest
(Gay, 2006)
B. Variables and Indicators
In this study there are two variables, namely the independent
variable and dependent variable.
1. Independent Variable (X)
Independent variable in this research was Board Race (X).
2. Dependent Variable (Y)
The dependent variable in this study was students' vocabulary mastery
(Y).
16
C. Population and Sample of the Research
1. Population
The population of this research was the Eight Grade Student of
SMP Jaya Negara, Makassar in academic year 2019/2020.
2. Sample
In this research, the researcher took one class VIII A, consisted of
20 students has the sample. It was third grade students of SMP Jaya
Negara in the academic year 2019/ 2020.
D. Instruments of the Research
The research instrument in this research was vocabulary tests
which consist of 10 items multiple choices and 10 items filling the blank.
Every test consists of 5 questions verb and 5 questions noun. The test was
given twice that is pre-test and post-test. The first is pre-test. The purpose
of pre-test was to know the students’ basic knowledge about vocabulary.
In this test given the first meeting before applying Board Race method and
the second test is post-test. This test was given after treatment or after
applying Board Race. The purpose of post-test was to know the
effectiveness of Board Race method to improve the students’ vocabulary
mastery.
E. Procedure of Data Collection
The data collection applies pretest and posttest, where the pretest
administers before giving the treatment and posttest administers after
giving treatment.
17
1. Pre-Test
Before doing treatment, the researcher gave a pre-test for students
to measure the basic students’ vocabulary mastery. The students work
on a multiple choice and filling the blank test by spends 30 minutes.
2. Treatment
After gave the pre-test, the researcher gave treatment by applied
Board Race Method. The treatment of the researcher conducted in four
meetings. The researcher gave information about the procedure and the
purpose of Board Race method.
3. Post-Test
Post-test used to measure the final result students’ vocabulary
mastery. Post-test was given after Board Race method had done to
applied in the class it is conducted by giving multiple choice and
filling the blank test by spends 30 minutes which same with the
pretest.
F. Technique of Data Analysis
The data was collecting from the test of vocabulary that analyzes by
using the following procedure:
1. To calculate the score of the students’ test
18
Table 3.1. The classifying the score of students as following:
Depdiknas, (2004)
2. To calculate mean score of the student
Notion:
X : Mean score
: The sum of all the score
: The number of the students
Gay, (1981)
SCORE CATEGORY
96-100 Excellent
86-95 Early good
76-85 Good
66-75 Fairly good
56-65 Fair
36-55 Poor
0-35 Very poor
19
3. To find the students’ improvement the formula as follow:
Notion:
: The students’ improving
: The mean score of the pre-test
: The mean score of the post-test
Gay, (1981)
4. Calculating the value of t-test to indicate the significance of the
difference between the pretest and posttest by using the following
formula:
Note:
t : test
ƩD2 : the sum of all squares
(ƩD)2 :
the sum of all sums
ΣD : Sum of the differences
N : number of subjects in particular group
20
CHAPTER IV
FINDING AND DISCUSSION
A. Findings
In this finding explain the result of the research such as students’ score
pre-test and post-test, the students’ scores of indicators. The improvement
of students’ vocabulary can be seen in the following table:
1. The improvement of the students’ vocabulary
Table 4.1: The students’ mean score.
Indicator
Pre-Test
Score
Post-Test
Score
Improvement
%
Students Vocabulary 40 54.25 35.6%
Table above show that there is improvement of the students’
vocabulary totally mean score in pre-test before gave treatments was
40 and after gave treatment students’ vocabulary totally mean score in
posttest became 54.25. Therefore it could be summarized that students’
vocabulary was improve became 35.6%.
21
2. The students’ rate percentage and frequency
Table 4.2: The students’ all score category.
No Category Score
Pre-Test Post-Test
Freq % Freq %
1 Excellent 96-100 - - - -
2 Very good 86-95 - - -
3 Good 76-85 - - - -
4 Fairly good 66-75 - - 1 5
5 Fair 56-65 1 5 6 30
6 Poor 36-55 11 55 12 60
7 Very poor 0-35 8 40 1 5
TOTAL 20 100 20 100
The table shows that the category, frequency and percentage of
students’ vocabulary, there are different between pre-test and post-test.
The result of pre-test before applied the Board Race method, there was
no students in category excellent, very good, good, and fairly good.
Only 1 student in category fair and 11 students in category poor and 8
got category very poor.
22
The result of post-test after applied the Board Race method shows
there is no students in category excellent, very good and good. Only 1
student in category fairly good, 6 students in category fair, 12 students
in category poor, and only 1 student got category very poor. It was
mean that Board Race method effective to improve students’
vocabulary.
Figure 4.1: the rate frequency of the students’ all score in pre-test
and post-test.
Figure 4.1 shows that students’ rate frequency in pre-test and post-
test. After applied Board Race method the students’ score was improve
which is post-test was higher than pre-test. The result shows that
students’ score in pre-test were 40% categorized as very poor while in
post-test only 5% students in very poor categories. It means that their
understanding about vocabulary was improve.
0
2
4
6
8
10
12
14
pre-test post-test
fairly good
fair
poor
very poor
23
3. The improvement of the students’ vocabulary in term of verb.
Table 4.3: The students’ mean score of verb.
Indicator
Pre-Test
Score
Post-Test
Score
Improvement
%
Students Vocabulary
in term of Verb
46.75 63.5 26.3%
Table above explain about students’ mean score in term of verb
show that the result of students’ in pre-test 46.75 while students’
vocabulary in post-test become 63.5 after applied the treatment.
Therefore it could be summarized that students’ vocabulary in term of
verb was improve became 26.3%.
4. The students’ rate percentage and frequency in term of verb
Table 4.4: The students’ score category in term of verb
No Category Score
Pre-Test Post-Test
Freq % Freq %
1 Excellent 96-100 - - - -
2 Very good 86-95 - - - -
3 Good 76-85 - - 4 20
4 Fairly good 66-75 2 10 5 25
24
5 Fair 56-65 6 30 6 30
6 Poor 36-55 7 35 5 25
7 Very poor 0-35 5 25 - -
TOTAL 20 100 20 100
The table shows that the category, frequency and percentage of
students’ vocabulary in term verb, there are different between pre-test
and post-test. The result of pre-test before applied the Board Race
method, there was no students in category excellent, very good, and
good. There only 2 students in category fairly good, 6 in fair
categories, 7 students got poor categories and 5 students got category
very poor.
The result of post-test after applied the Board Race method shows
there was no students in category excellent, and very good. There are 4
students in category good, 5 students in category fairly good, 6
students in category fair, 5 students got category poo and none in very
poor categories. It was mean that Board Race method effective to
improve students’ vocabulary in the term of verb.
25
Figure 4.2: the rate frequency of the students’ score in pre-test and
post-test in term of verb
Figure 4.2 shows that students’ rate frequency in pre-test and post-
test in term of verb. After applied Board Race method the students’
score was improve which is post-test was higher than pre-test. The
result shows that students’ score in pre-test were 25% that categorized
as very poor and there is no students in good categories, while in post-
test there is no students in very poor categories but there were 20% in
good categories. It means that their understanding about vocabulary in
term of verb was improve.
5. The improvement of the students’ vocabulary in term of Noun
Table 4.5: The students’ mean score of Noun
Indicator
Pre- Test
Score
Post-test
Score
Improvement
%
Students Vocabulary in
term Noun
32 51 59.3%
0
1
2
3
4
5
6
7
8
pre-test post-test
good
fairly good
fair
poor
very poor
26
Table above explain about students’ mean score in term of noun.
Based on data above show that the result of students’ pre-test 32 while
students’ vocabulary in post-test become 51 after applied Board Race
method. Therefore, it could be summarized that students’ vocabulary
in term of noun from pre-test to the post-test was improve became
59.3%.
6. The students’ rate percentage and frequency in term of noun
Table 4.6: The students’ score category in term of noun.
No Category Score
Pre-Test Post-Test
Freq % Freq %
1 Excellent 96-100 - - - -
2 Very good 86-95 - - - -
3 Good 76-85 - - - -
4 Fairly good 66-75 - - 6 30
5 Fair 56-65 - - 2 10
6 Poor 36-55 8 40 11 55
7 Very poor 0-35 12 60 1 5
TOTAL 20 100 20 100
27
The table 4.6 shows that the category, frequency and percentage of
students’ vocabulary in term of noun, there are different between pre-
test and post-test. The result of pre-test before applied Board Race
shows that none category excellent, very good, good, fairly good, and
fair. There were 6 students got category poor, and 14 students in very
poor categories. Therefore, the result show that after applied Board
Race only 1 in category good, none in category excellent, very good
and fairly good. There were 7 students in category fair, 8 in category
poor and 4 in very poor categories. Therefore, there were improvement
students’ vocabulary before and after gave treatments.
Figure 4.3: the rate frequency of the students’ score in pre-test and
post-test in term of noun.
Figure 4.3 shows that the rate of students’ rate frequency in pre-test
and post-test in term of noun. After applied Board Race method the
students’ score had improved where pre-test was higher that post-test.
The result shows that students’ score in pre-test were 70% categorized
as very poor and none of good categorized while in post-test only 20%
as very poor and there were 5% in good categorized.
0
2
4
6
8
10
12
14
pre-test post-test
fairly good
fair
poor
very poor
28
Figure 4.4. The Students’ Improvement in Pre-test and Post-test of
noun and verb.
Figure 4.4 shows that from 20 students who followed pre-test in
term verb of got 46.75% while in the post-test got 63.5% and got
improvement 26%. the result shows in term of noun students in pre-test
got 32% and post-test became 51%, the students’ improvement in term
of nous were 59.3%. It means the students’ score and percentages in
post-test was better and higher than pre-test. That is why there are
improvement after gave the treatments.
7. Hypothesis Testing
To know the level of significance of the pre-test and post test, the
researcher used t-test analysis on the level of significance (p) = 0.05
with the degree of freedom (df) = N-1 (20-1= 20), where number of
subject (students) the value of table is 1.729. The t-test statistical,
analysis for independent sample is applied. The following table shows
the result of t-test calculation:
Pre-test Post-test Improvement
Verb 46.75 63.5 26.3
Noun 32 51 59.3
0
10
20
30
40
50
60
70
29
Table 4.7.The t.test of students’ improvement
The table above 4.7 shows that t-test value in all (5.61>1.729) and
in term of verb were greater than t-table (5.85>1.729), it means that
there is difference between the students’ vocabulary in term of verb
before and after using Board Race method. The table also show that t-
test value in term of noun was greather than t-table (4.37>1.729) it was
improved, it means that there is the significance difference between the
students’ vocabulary in term of noun before and after applied Board
Race. Therefore, it could be said that the use of Board Race method
was effective to improve students’ vocabulary mastery at SMP Jaya
Negara, Makassar.
B. Discussion
In this section, the researcher presents a discussion of findings about
improving student vocabulary in terms of verbs and nouns in the teaching and
learning process using the Board Race method. It is shown by the score of
students in pre-test and post-test.
Applying Board Race can improve students' vocabulary. The researchers
found that before applied the Board Race method, the mean scores of students
Indicators t-test value t-table value
All Score 5.61
1.729 Verb 5.85
Noun 4.37
30
in the pre-test were very bad, but after applied the Board Race the students'
scores on the post-test were good and sufficient. Using the Board Race
method can fulfill what they need to remember vocabulary because students
had found repeated vocabulary and searched for unknown words in reading,
speaking, writing and listening. Therefore, it could be said that there is an
increase in students' vocabulary after applied Board Race method.
This result supported by the totally mean score was improved became
35.6%. while, the mean score in term of verbs is 46.75 was categorized as
poor and after being treated it becomes 63.5 and is categorized fairly good. It
shows that the vocabulary of students was improved in term of verbs better
after applied the Board Race method which is become 26.3%. It means that
the competence of vocabulary in terms of verbs was increased before using the
Board Race method.
Besides that, by applied Board Race method could improve the students’
vocabulary in term of noun. The researcher found before applied the
treatment, students’ mean score in pre-test was classified as poor, while after
gave treatments students score in post-test was classified as fairly good.
Therefore, it could be conclude that there were improvement in students’
vocabulary in term of noun after applied Board Race method.
In addition, it was supported by the mean score of noun in pre-test was 32
this was category as poor and after post-test were 51 become fairly good. It
showed that students’ vocabulary in term of noun better improvement with
31
59.3% after applied Board Race method. It means that the competence
students’ vocabulary in term of noun more improve before used Board Race.
The other researchers supported such as Kusumawati (2017) in her thesis
entitled “Board Race to Boost Students’ Vocabulary Mastery”, she found that
by using the Board Race method can boost students to mastering vocabulary,
so that in this method can facilitate students in understanding the meaning of
English words.
Sara (2017) in her thesis entitled “Improving Students’ Vocabulary
through Board Race Language Game”, she found that by adopting Board
Race games, teacher can create an enjoyable atmosphere for students so that
they could relax their minds and practice the target language effectively.
Sariayati (2013) in her thesis entitled “The effectiveness of TPR (Total
Physical Response) Method in English Vocabulary Mastery of Elementary
School Children”, she found that this method was effective in vocabulary
mastery of Elementary School children because Total Physical Response
method had a high effect in improving vocabulary mastery of the students.
TPR method is very suitable for children’s characteristics, as they love
moving around and get bored easily if just sit on the chair. Moreover, it is
supported by their good response.
After calculating and comparing the t-test value and t-table value, the
researcher found that t-test value was greater that t-table (t-test>t-table). And
the final result show that the students’ vocabulary mastery in term of verb
score was (5.85>1.729) and students’ vocabulary in term of noun was
32
(4.37>1.729). It means there is significant different between the students’
vocabulary in terms of noun and verb before and after applied Board Race
method. It is shows that the Null Hypothesis (H0) is rejected and the
Alternative Hypothesis (H1) is accepted. It means that Board Race Method
was effective to improve students’ vocabulary mastery in term of nouns and
verbs at VIII A class of SMP Jaya Negara, Makassar.
33
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter explained the conclusion and suggestion based on the research
finding and discussion.
A. Conclusion
Based on the research finding and discussion, the researcher could be
concluded that:
The students’ vocabulary of VIII A grade at SMP Jaya Negara in academic
year of 2019/2020. There was improvement of students’ vocabulary mastery
in term of verb. It was proved by the mean score of pre-test was 46.75 that
categorized as poor and after applied Board Race method, the mean score of
post-test become 63.5 that categorized as fairly good. The students’
vocabulary of VIII A grade at SMP Jaya Negara in academic year of
2019/2020. There was improvement of students’ vocabulary mastery in term
of noun. It was proved by the mean score of pre-test before applied Board
Race method was 32 and after applied Board Race, the mean score of post-test
become 51 that categorized fairly good.
B. Suggestion
Based on the conclusion above, the researcher proposes to the following
suggestions:
1. For English teacher. The teacher can use board race game in teaching
English because the game has interesting process. It also improved the
students’ vocabulary. Then the teacher should know the vocabulary mastery
34
of the student, so the teacher can apply the appropriate strategy to teach
English.
2. For the students. The students must realize that English has become an
important language. The students must maximize their ability in learning
English and improve their vocabulary through Board Race method.
3. The last suggestion for the next researchers is purposed to the next
researcher. There are many strategies that can be used to teach vocabulary.
The next researcher can search another media to teach English vocabulary
and find it whether effective or not.
35
BIBLIOGRAPHY
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Cohen, J. 2006. Social, Emotional, and Academic Education: Creating a Climate
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Marriam. 2011. Definition of Vocabulary. https://www.englishindo.com/2011/12/
vocabulary-is-definition-of-vocabulary.html. Accessed on August 10, 2019
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of vocabulary. Accessed on July 11, 2019
APPENDICES
APPENDIX A
(Table Scoring)
APPENDIX A.1
Table of students’ vocabulary totally score achievment.
Students All Score
D (X₂- X₁)
D²
Pre (X₁) Post (X₂)
S-1 30 65 70 4900
S-2 40 50 20 400
S-3 30 45 30 900
S-4 30 45 30 900
S-5 25 50 50 2500
S-6 25 30 10 100
S-7 25 55 60 3600
S-8 50 55 10 100
S-9 20 55 70 4900
S-10 45 50 10 100
S-11 45 50 10 100
S-12 40 45 10 100
S-13 55 70 30 900
S-14 50 50 0 0
S-15 55 65 20 400
S-16 45 50 10 100
S-17 50 65 30 900
S-18 35 65 60 3600
S-19 60 60 0 0
S-20 45 65 40 1600
TOTAL
∑X=800 ∑X=1085 ∑D=570 ∑D
2=2610
0
=40 =54.25 (∑D)
2=32490
0
Table of students’ vocabulary achievement in term of verb.
Students Verb D (X₂- X₁)
D²
Pre (X₁) Post (X₂)
S-1 30 50 40 1600
S-2 60 70 20 400
S-3 50 70 40 1600
S-4 50 60 20 400
S-5 20 50 60 3600
S-6 30 40 20 400
S-7 15 60 90 8100
S-8 60 80 40 1600
S-9 20 70 100 10000
S-10 60 80 40 1600
S-11 40 60 40 1600
S-12 50 50 0 0
S-13 60 70 20 400
S-14 50 60 20 400
S-15 70 80 20 400
S-16 40 50 20 400
S-17 60 60 0 0
S-18 40 60 40 1600
S-19 70 80 20 400
S-20 60 70 20 400
Total ∑X=935 ∑X=1270 ∑D=670 ∑D
2=34900
=46.75 =63.5 (∑D)2=448900
Table of students’ vocabulary achievement in term of noun.
Students Noun D (X₂- X₁)
D²
Pre (X₁) Post (X₂)
S-1 30 70 80 6400
S-2 20 40 40 1600
S-3 10 70 120 14400
S-4 10 60 100 10000
S-5 30 40 20 400
S-6 20 40 40 1600
S-7 20 40 40 1600
S-8 40 70 60 3600
S-9 20 40 40 1600
S-10 30 30 0 0
S-11 50 40 -20 400
S-12 30 40 20 400
S-13 50 70 40 1600
S-14 50 40 -20 400
S-15 40 60 40 1600
S-16 40 40 0 0
S-17 40 70 60 3600
S-18 30 70 80 6400
S-19 50 40 -20 400
S-20 30 50 40 1600
Total ∑X=640 ∑X=1020 ∑D=760 ∑D
2=57600
=32 =51 (∑D)2=577600
APPENDIX A.2
a. Calculating the t-test all scores analysis of students’ vocabulary.
=
=
= 28.5
t =
√
t =
√
t =
√
t =
√
t =
t = 5.6
b. Calculating the t-test analysis of students’ vocabulary in term of verb.
=
=
= 33.5
t =
√
t =
√
t =
√
t =
√
t =
t = 5.85
c. Calculating the t-test analysis of students’ vocabulary in term of noun.
=
=
= 38
t =
√
t =
√
t =
√
t =
√
t =
t = 4.37
APPENDIX A.3
a. The students’ vocabulary mean score of the pre-test and post-test.
Pre-test: =
=
=40
Post-test: =
=
=54.25
b. The students’ vocabulary mean score of the pre-test and post-test in
terms of verb.
Pre-test: =
=
=46.75
Post-test: =
=
=63.5
c. The students’ vocabulary mean score of the pre-test and post-test in
terms of noun.
Pre-test: =
=
=32
Post-test: =
=
=51
APPENDIX A.4
The percentage of the students’ vocabulary improvement.
a. All Score
P =
X 100
P =
X 100
P =
X 100
P = 0.356X100
=35.6 %
b. Verb
P =
X 100
P =
X 100
P =
X 100
P = 0.263X100
=26.3%
c. Noun
P =
X 100
P =
X 100
P =
X 100
P = 0.593X100=59.3%
APPENDIX A.5
1. Classification of students’ vocabulary all scores.
Student
s
Pre-test
classification Post-test
Classification
S-1 30 very poor 65 Fair
S-2 40 Poor 50 Poor
S-3 30 very poor 45 Poor
S-4 30 Very poor 45 Poor
S-5 25 Very poor 50 Poor
S-6 25 Very poor 30 Very poor
S-7 25 very poor 55 Poor
S-8 50 poor 55 Poor
S-9 20 Very poor 55 Poor
S-10 45 poor 50 Poor
S-11 45 poor 50 Poor
S-12 40 poor 45 Poor
S-13 55 Poor 70 Fairly good
S-14 50 Poor 50 Poor
S-15 55 Poor 65 Fair
S-16 45 Poor 50 Poor
S-17 50 Poor 65 Fair
S-18 35 Very poor 65 Fair
S-19 60 Fair 60 Fair
S-20 45 Poor 65 Fair
2. Classification of students’ vocabulary scores in terms of verb.
Students Pre-test
Classification Post-test
Classification
S-1 30 very poor 50 Poor
S-2 60 Fair 70 Fairly good
S-3 50 Poor 70 Fairly Good
S-4 50 Poor 60 Fair
S-5 20 Very poor 50 Poor
S-6 30 Very poor 40 Poor
S-7 15 very poor 60 Fair
S-8 60 Fair 80 Good
S-9 20 Very poor 70 Fairly Good
S-10 60 Fair 80 Good
S-11 40 Poor 60 Fair
S-12 50 Poor 50 Poor
S-13 60 Fair 70 Fairly good
S-14 50 Poor 60 Fair
S-15 70 Fairly good 80 Good
S-16 40 Poor 50 Poor
S-17 60 Fair 60 Fair
S-18 40 Poor 60 Fair
S-19 70 Fairly good 80 Good
S-20 60 Fair 70 Fairly Good
3. Classification of students’ vocabulary scores in terms of noun.
Students Pre-test
classification Post-test
Classification
S-1 30 Very Poor 70 Fairly Good
S-2 20 Very Poor 40 Poor
S-3 10 Very Poor 70 Fairly Good
S-4 10 Very poor 60 Fair
S-5 30 Very poor 40 Poor
S-6 20 Very Poor 40 Poor
S-7 20 Very Poor 40 Poor
S-8 40 Poor 70 Fairly Good
S-9 20 Very Poor 40 Poor
S-10 30 Very poor 30 Very poor
S-11 50 Poor 40 Poor
S-12 30 Very Poor 40 Poor
S-13 50 Poor 70 Fairly good
S-14 50 Poor 40 Poor
S-15 40 Poor 60 Fair
S-16 40 Poor 40 Poor
S-17 40 Poor 70 Fairly good
S-18 30 Very Poor 70 Fairly good
S-19 50 Poor 40 Poor
S-20 30 Very Poor 50 Poor
APPENDIX A.6
Table Distribution of T-Value
DF A = 0.1 0.05 0.025 0.01 0.005 0.001 0.0005
∞ ta =
1.282 1.645 1.96 2.326 2.576 3.091 3.291
1 3.078 6.314 12.706 31.821 63.656 318.289 636.578
2 1.886 2.92 4.303 6.965 9.925 22.328 31.6
3 1.638 2.353 3.182 4.541 5.841 10.214 12.924
4 1.533 2.132 2.776 3.747 4.604 7.173 8.61
5 1.476 2.015 2.571 3.365 4.032 5.894 6.869
6 1.44 1.943 2.447 3.143 3.707 5.208 5.959
7 1.415 1.895 2.365 2.998 3.499 4.785 5.408
8 1.397 1.86 2.306 2.896 3.355 4.501 5.041
9 1.383 1.833 2.262 2.821 3.25 4.297 4.781
10 1.372 1.812 2.228 2.764 3.169 4.144 4.587
11 1.363 1.796 2.201 2.718 3.106 4.025 4.437
12 1.356 1.782 2.179 2.681 3.055 3.93 4.318
13 1.35 1.771 2.16 2.65 3.012 3.852 4.221
14 1.345 1.761 2.145 2.624 2.977 3.787 4.14
15 1.341 1.753 2.131 2.602 2.947 3.733 4.073
16 1.337 1.746 2.12 2.583 2.921 3.686 4.015
17 1.333 1.74 2.11 2.567 2.898 3.646 3.965
18 1.33 1.734 2.101 2.552 2.878 3.61 3.922
19 1.328 1.729 2.093 2.539 2.861 3.579 3.883
20 1.325 1.725 2.086 2.528 2.845 3.552 3.85
21 1.323 1.721 2.08 2.518 2.831 3.527 3.819
22 1.321 1.717 2.074 2.508 2.819 3.505 3.792
23 1.319 1.714 2.069 2.5 2.807 3.485 3.768
24 1.318 1.711 2.064 2.492 2.797 3.467 3.745
25 1.316 1.708 2.06 2.485 2.787 3.45 3.725
26 1.315 1.706 2.056 2.479 2.779 3.435 3.707
27 1.314 1.703 2.052 2.473 2.771 3.421 3.689
28 1.313 1.701 2.048 2.467 2.763 3.408 3.674
29 1.311 1.699 2.045 2.462 2.756 3.396 3.66
30 1.31 1.697 2.042 2.457 2.75 3.385 3.646
60 1.296 1.671 2 2.39 2.66 3.232 3.46
120 1.289 1.658 1.98 2.358 2.617 3.16 3.373
1000 1.282 1.646 1.962 2.33 2.581 3.098 3.3
APPENDIX B
(Lesson Plan & Instrument)
Rencana Pelaksanaan Pembelajaran
(RPP)
Sekolah : SMP Jaya Negara, Makassar
Mata Pelajaran : Bahasa Inggris
Kelas : VIII
Komponen Bahasa : Kosa kata (Vocabulary)
Alokasi Waktu : 6x40 menit
A. Kompetensi Inti
KI 1 :Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 :Menghargai dan menghayati perilaku jujur, disiplin,
tanggungjawab, peduli (toleransi, gotong royong), santun, percaya
diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
KI 3 :Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak
mata.
KI 4 :Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan
membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Indikator
No. Kompetensi Dasar Indikator
1.
5.1 Membaca nyaring
bermakna teks tulis
fungsional dan esei
berbentuk descriptive
dan recount pendek
dan sederhana dengan
ucapan, tekanan dan
intonasi yang
berterima yang
berkaitan dengan
lingkungan sekitar
Membaca dengan nyaring dan bermakna teks fungsional pendek
berbentuk undangan
Mengidentifikasi berbagai informasi dalam teks fungsional pendek
berbentuk undangan
Mengidentifikasi fungsi sosial teks fungsional pendek berbentuk
undangan
Mengidentifikasi ciri kebahasaan
teks fungsional pendek berbentuk
undangan
2.
5.2 Merespon makna
dalam teks tulis
fungsional pendek
sederhana secara
akurat lancar dan
berterima yang
berkaitan dengan
lingungan sekitar
Makna gagasan
Makna tekstual dalam teks descriptive dan recount
Langkah retorika teks descriptive dan recount
Tujuan komunikatif teks descriptive
dan recount
Ciri kebahasaan teks descriptive dan recount
3.
5.3 Merespon makna dan
langkah retorika
dalam esei pendek
sederhana secara
akurat, lancar dan
berterima yang
berkaitan dengan
lingkungan sekitar
dalam teks berbentuk
descriptive dan
recount
C. Materi Pembelajaran
- Sebuah cerita tentang kata kerja yang mengungkapkan kegiatan yang
sedang berlangsung dengan judul "What Are They Doing?".
- Sebuah cerita tentang kata benda dari item pakaian dengan judul
"Clothes for my Family?”
D. Metode Pembelajaran
Board Race Games
E. Bahan/Media
Spidol dua warna, kertas, papan tulis
F. Langkah Pembelajaran
Kegiatan Alokasi Waktu
Pembuka :
Guru menyiapkan siswa secara psikologis dan secara
fisik untuk mengikuti
proses pembelajaran.
Guru memberikan motivasi
secara kontekstual menurut
manfaat dan aplikasi dari
materi pembelajaran
10 menit
dikehidupan setiap hari.
Guru mengisi daftar hadir
siswa.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang
ingin dicapai.
Guru menyampaikan Batasan pembelajaran dan
mendeskripsikan kegiatan
menurut silabus.
Inti :
Pertemuan Pertama :
Sebelum memasuki materi dan menerapkan metode
Board Race, siswa
diberikan pre-test.
Guru mejelaskan tentang materi yang akan dipelajari.
Guru menceritakan kisah
dalam teks bacaan
menggunakan gerakan
tubuh dan ekspresi wajah.
Guru meminta siswa mengulang kata-kata pilihan
pada cerita.
Siswa diminta menerjemahkan kata-kata
pilihan menggunakan
bahasa asli.
Siswa diminta membuat
kalimat menggunakan kata kerja.
Guru memberikan tugas
kepada siswa untuk
dikerjakan dirumah.
Pertemuan Kedua :
Guru memeriksa tugas yang diberikan di pertemuan
pertama.
Guru kembali mereview materi pertemuan pertama.
60 menit
Guru menceritakan kisah
dalam teks bacaan dengan
topik yang berbeda
menggunakan gerakan
tubuh dan ekspresi wajah.
Guru meminta siswa mengulang kata-kata pilihan
pada cerita.
Siswa diminta
menerjemahkan kata-kata
pilihan menggunakan
bahasa asli.
Siswa diminta membuat
kalimat menggunakan kata benda.
Guru memberikan tugas
kepada siswa untuk
dikerjakan dirumah.
Pertemuan Ketiga:
Guru menjelaskan kepada
siswa tujuan permainan
dengan membuat diagram
di papan tulis untuk menunjukkannya.
Memilih pasangan
sukarelawan dari kelas
untuk "berlomba" melawan
satu sama lain.
Guru meminta kedua siswa berdiri di belakangnya di
depan kelas dekat papan
tulis.
Dengan dua spidol berwarna berbeda, tetapkan
satu warna untuk setiap
siswa.
mengajukan pertanyaan
yang berkaitan dengan topik
yang telah dibahas dalam
pelajaran sebelumnya
menggunakan kata kerja
dan kata benda yang
dikatakan kepada mereka.
Setelah guru mengajukan
pertanyaan, lempar spidol
ke ujung kelas. kemudian
berteriak, “GO!” atau
sesuatu untuk memulai
balapan. Para siswa berlari
untuk mendapatkan spidol
mereka, menyentuh dinding
dan harus berlari kembali ke
papan tulis untuk menulis
jawaban atas pertanyaan
guru.
Setelah sesi pertama, siswa dibagi menjadi dua tim dan
memulai kompetisi lomba
papan. Setiap siswa harus
memiliki kesempatan untuk
berlomba untuk memastikan
atau mencocokkan para
siswa sesuai dengan
kemampuan mereka.
Setelah permainan usai, siswa kembali diuji melalui
post-test.
Penutup :
Siswa dan guru menyimpulkan aktifitas
pembelajaran yang didapat
dan manfaatnya.
Siswa dan guru memberikan feedback pada
proses dari tujuan
pembelajaran.
10 menit
What Are They Doing?
Hallo, my name is Mira. My hobbies are singing, swimming in
the swimming pool and watching cartoon films. I have 2 older sisters,
Nadia and Jenny. They are very beautiful. I also have one younger
brother, Rio. He is very cute and active. I love my family very much.
At the moment, I am eating chocolate and drinking milk in the
living room. My mother is cooking fried rice for my daddy in the
kitchen right now. My daddy likes to eat fried rice so much. But, he is
still sleeping in the bedroom now. He is not working today.
There are Nadia’s friends in her bedroom. They are listening to
their favorite music and also reading a novel. While my second sister,
Jenny is studying in her bedroom now. She is writing her homework.
She is a very diligent student. She always gets good marks in school.
She is a senior high school student.
My brother, Rio, is playing with Steve, Lia and Mira now. Rio is
playing football with his friends but Lia and Mira are playing a see-
saw. Meanwhile, Steve is flying his kite with his friends. They are
playing together happily.
Translate the following words into bahasa Indonesia.
Singing = Listening =
Swimming = Reading =
Watching = Studying =
Eating = Writing =
Drinking = Playing football =
Cooking = Playing a see-saw =
Sleeping = Flying kite =
Working =
Answer the following questions.
1. What are Mira’s hobbies?
2. What is Mira’s mother doing now?
3. Where is Mira’s daddy sleeping?
4. What is Jenny doing now?
5. Rio is
ANSWER KEY
Translate the following words into bahasa Indonesia.
Menyanyi Mendengarkan
Berenang Membaca
Menonton Belajar
Makan Menulis
Minum Bermain Sepak Bola
Memasak Bermain Jungkat-Jungkit
Tidur Menerbangkan Layang-Layang
Bekerja
Answer the following questions.
1. Mira’s hobbies are singing, swimming in the swimming pool
and watching cartoon films.
2. Mira’s mother is cooking fried rice for my daddy in the kitchen
right now.
3. Mira’s daddy is still sleeping in the bedroom now.
4. Jenny is studying and writing her homework in her bedroom now.
5. Rio is playing football with his friends
Clothes for My Family
Hello, I am Steve. I am 10 years old. I am an elementary
school student. I live in Surabaya with my family. My grandfather
and grandmother live in Jakarta. They are very kind to me. They
always make me happy and buy me things. At the moment, my
grandfather is shopping for clothes for my family.
A black jacket with a tiger picture and a pair of green
sandals are for my father, Mr. Rahmat. My grandfather knows that
my father likes tiger. A blue blouse and brown skirt are for my
mother, Mrs. Rahmat. While, my aunty, Mrs. Rudi gets a pink dress
and my uncle, Mr. Rudi gets a pair of black shoes and blue jeans.
They really like the clothes.
My sister, Lisa gets a yellow t-shirt with hello kitty picture
and a pair of white socks. She is happy and thanks our grandfather.
Pair of purple trousers and white high heels are for my second
sister, Susan. She likes to wear trousers and high heels. She loves
them so much.
A black belt and a pair of orange shorts with a batman
picture are for my brother, Anton. I get a pair of brown boots and a
red cap with ball pictures. My grandfather knows what I like. I really
love the boots and cap. We all are very happy to get clothes from
grandfather. We will wear the clothes soon.
Translate the following words into bahasa Indonesia.
Black Jacket = White Socks =___________
Green Sandals = Purple Trousers =_________
Blue Blous = White High Heels =_______
Brown Skirt = Black Belts =____________
Yellow T-Shirt = Orange Shorts =__________
White Shoes = Brown Boots =___________
Blue Jeans = Red Hat =_______________
ANSWER KEY
Translate the following words into bahasa Indonesia.
Jaket hitam
Sandal hijau
Baju biru
Rok coklat
Gaun merah muda
Sepatu hitam
Jeans biru
Kaos kuning
Kaos kaki putih
Celana panjang ungu
Sepatu hak tinggi putih
Ikat pinggang hitam
Celana pendek oranye
Boot coklat
Topi merah
PRETEST
Choose A, B, C or D as the best answer
1. Rina is television with her brother.
a. playing
b. flying
c. watching
d. reading
2. Rio : Hi Rina, what are you doing?
Rina : I am milk.
a. eating
b. playing
c. writing
d. drinking
3. Now my mother is food in the kitchen.
a. working
b. cooking
c. studying
d. playing
4. Tina is a book now.
a. reading
b. cooking
c. drinking
d. eating
5. I have a ball. I want to
a. play guitar
b. play football
c. play piano
d. play see-saw
6. What is this?
a. a skirt
b. a t-shirt
c. a cap
d. a blouse
7. What are they?
a. Socks
b. Boots
c. high heels
d. sandals
8. What is it?
a. a jacket
b. a cap
c. a t-shirt
d. a skirt
9. What are they?
a. sandals
b. shoes
c. high heels
d. boots
10. What is it?
a. a blouse
b. a hat
c. a skirt
d. a jacket
Complete the text by correct answer!
1. My mother … the movie with my father.
2. Lia … a book in the library.
3. Ana … game with my brother.
4. Renny and Nunu … to school everyday.
5. They are … on the bed.
6. I like orange …
7. She always bring … in her bag.
8. My sister bought brown … for her new shoes.
9. I use pink … on my head.
10. I like teaching, so I want to be a …
POST TEST
Cats
Cats or as we usually called as the domestic cat, it is carnivorous mammal.
Cats have four-legged. The cats are reproduced by give birth. Their latin name is
Felis catus or Felis silvestris catus. The domestication of cats is believed to have
started since ancient Egypt 9,500 years ago. Since that, cats have become humans’
friends. Now cat become the most popular pet in the world and also the second
most popular pet in the US and they are often called as the house cats. It is
believed that there are more than 70 kind of cat now in the world. Cats are usually
found at home, on the streets and also in the forest. Cats that found in the forest
usually called wild cats. Most cats are furry, only some of them such as Sphynx
cat born with a little fur on their body. Some cats have a long tail and some others
have a short tail. It also has a very flexible body and sharp claws which can be
retracted. Usually cats can grow up to 4 to 5 kg in weight and 23 to 25 cm in
length, but sometimes it can be smaller or grow even bigger. Generally, their eyes
allow them to see in the dark and their ears allow them to hear sound with a high
frequency that human could not hear. Cats are good hunters. House cats usually
catch the mouse for their food. It looks like a tiger and the cats’ favorite food is
fish. The cats have a really good sense of smell. There are various colors of cats in
the world such as white, brown, grey, black, stripes and even multi-color. They
are a social species and they can make various sounds such as mewing, purring,
hissing and growling. The cats have unique activities like if cats want to take
feces, cats dig soil and the cats hoard their feces. Cat walks without making sound
they can climb up a tree and can jump from one roof to another roof and the cats’
hobby is sleep.
1. Read the text above and answer the questions
1. What is factual report talking about?
a. Cats c. Fish
b. Rabbit d. Dog
2. How many cat legs?
a. Two-legged c. Four-legged
b. Three-legged d. Five-legged
3. How the cats reproduce?
a. Give-Birth c. Fragmentation
b. Lay-Eggs d. Lay Egg and Give Birth
4. Who can not hear high frequency of the cats?
a. Ants c. Human
b. Mouse d. Dogs
5. Where the wild cats can be found?
a. In the forest c. On the streets
b at Home d. Hospital
6. What the cats do to get the food?
a. Catch the mouse c. Do a race
b. Play with people d. Take a sleep
7. How the cats take feces?
a. Dig a soil c. Swim
b. To vomit d. Take a bath
8. What is the favorite food of the cats?
a. Chicken c. Duck
b. Fish d. Squid
9. How the cats can make sounds?
a. Mewing c. Sleep
b. Speak d. Whisper
10. What is hobby of the cats?
a. Climb up c. Sleep
b. Jump d. Eat
2. Complete the text by correct answer!
1. My family plan to …… to picnic in Tanjung Bayam next weekend.
2. Every day my mother …… a food in the kitchen.
3. Cats really like to eat ……
4. ……… live in the water and land.
5. My uniform got dirty, I want to ……. It.
6. ………. Is the place for students to study.
7. Bayu and Ikbal ……. clothes for his honey.
8. Ani and Intan ……… motorcycle to go to school.
9. There are many beautiful……… in the garden.
10.
11. We need many ……… to make French fries.
APPENDIX C
(DOCUMENTATION)
APPENDIX
(Letters)
CURRICULUM VITAE
The researcher, Awalia Zaenal was born on July 17th
, 1997 in
Bantaeng, South Sulawesi. She is the first daughter from two
sisters (Asriana and Husnaeni) from the marriage of Zaenal
Abidin. and Sam-Sam. She began her study at SD
Muhammadiyah and graduated in 2009. Then she continued
her study at SMPN 3 Bissappu and graduated in 2012. Afterwards, she continued
her study at SMAN 1 Bantaeng and graduated in 2015. In 2015, she was
registered as a student of English Education Department of Teacher Training and
Education Faculty of University Muhammadiyah Makassar. At the end of her
study, she could finish her thesis by the title The Effectiveness of Board Race
Method to Improve Students’ Vocabulary Mastery (A Pre-Experimental Study at
Ninth Grade Students of SMP Jaya Negara, Makassar)