| dc.description.abstract | SUMMARY
The Effect of Guessing Games on the Eighth Year Students’ Vocabulary
Achievement at SMPN 03 Balung in the 2012/2013 Academic Year.; Mazidatuz
Zahro, 070210491119; 2012:46 pages; English Education Program, Language and
Arts Department, The Faculty of Teacher Training and Education, The University of
Jember.
Vocabulary is one of the important components in English teaching learning
process. In learning English, students should be able to understand words being used
because by understanding the vocabulary of the target language, it will be easier for
them to get the idea of what they have learnt. In fact, it is often found that the
students learn English as a foreign language still face a lot of difficulties in mastering
the language due to the lack of vocabulary. The students often feel it difficult to
memorize a number of vocabularies that must be mastered by them.
Knowing the importance of vocabulary, English teacher must be aware of the
significance in applying an appropriate teaching technique. One of the techniques that
may be taken by the teacher in learning vocabulary is guessing games. Games are
self-motivating because they offer a challenge and appeal that can commonly be met
successfully. The use of games is a wonderful way to break the routine of class
activities. Games also motivate the students to enrich their vocabulary.
The objective of the research was to know whether or not there is a significant
effect of teaching vocabulary by using guessing games on the eighth year students’
vocabulary achievement at SMPN 03 Balung in the 2012/2013 academic year. The
research design was quasi experimental. The type of the quasi experimental research
was post-test only control group design
. The population of the research was the
eighth year students of SMPN 03 Balung in the 2012/2013 academic year. The
research respondents were the eighth year students of SMPN 03 Balung. The total
number of respondents was 71 students, divided into the experimental group and the
xiii
control group. The experimental group consisted of 35 students who were taught
vocabulary by using guessing games. The control group consisted of 36 students who
were taught vocabulary by lecturing method. The area of this research was SMPN 03
Balung. It was chosen purposively.
The primary data of this research were collected from the students’ posttest,
while the supporting data were collected by interview and documentation. The
primary data were collected to make the comparison between the two groups after the
treatment, and they were analyzed by using t-test formula with 5% of significant
level. The result of the calculation showed that t-statistical value of t-test was higher
than that of t-table. They are 2.68>2.00, and the degree of freedom (df) was 69 (60 is
the nearest range). It means that the null hypothesis was rejected, while the alternate
hypothesis was accepted.
The research results proved that there was a significant effect of the guessing
games on the eighth year students’ vocabulary achievement at SMPN 03 Balung in
the 2012/2013 academic year. The researcher suggests the English teacher to use
guessing games in teaching vocabulary achievement, since it was effective to
improve the students’ vocabulary achievement. | en_US |
