The Effect of Using Riddles on the Eleventh Grade Students’ Vocabulary Achievement at SMKN 1 Jember

Abstract

This experimental research was intended to know whether or not there was a significant effect of using riddles on the eleventh grade students’ vocabulary achievement at SMKN 1 Jember. The design used in this research was quasi experimental research, with nonequivalent posttest only design. The researcher used riddles as a media which was effective in teaching learning process. The respondents of this research were the eleventh grade students at SMKN 1 Jember. The research respondents were determined by students’ English score final the odd semester. The total number of the respondents was 72 students consisted of 36 students from class XI PM-2 as control group without treatment and 36 students from class XI PM-3 as the experimental group that was taught by using riddles. Then, after giving the treatment twice to the experimental group and two times teaching to the control group, the post test was administered to both groups in the third meeting. The results of the post test were analyzed to find out the difference mean between the two groups. Further, the results of the posttest were analyzed by using t-test through SPSS. There were two kinds of data in this research, namely main data and supporting data. The main data of this research were collected from the students’ scores of vocabulary achievement test, while supporting data were collected from interview and documentation. The results of interview and documentation were used to support the main data. The scores from the results of vocabulary achievement test were used to compare the two groups after the treatment. Based on the calculation, the result of this research showed that there was a significant effect of using riddles on the eleventh grade students’ vocabulary achievement at SMKN 1 Jember. It was proven by mean score of the experimental group was higher than the control group. The result of the t-test analysis with significant xiv level of 5% showed that the significant value was 0.029 that was lower than 0.05. It meant that the null hypothesis (Ho) formulated: “there is no significant effect of using riddles on the eleventh grade students’ vocabulary achievement at SMKN 1 Jember” was rejected, while the alternative hypothesis (Ha): “there is a significant effect of using riddles on the eleventh grade students’ vocabulary achievement at SMKN 1 Jember” was accepted. Based on the results of this research, it was proven that there was a significant effect of using riddles on the eleventh grade students’ vocabulary achievement at SMKN 1 Jember. Therefore, it was recomended for the English teacher to use riddles in teaching vocabulary achievement.