| dc.description.abstract | Purnata (2013) states that vocabulary is a crucial component in the process
of learning English. For Indonesian students, vocabulary has been considered difficult to master
and begun to ignore. It is because the existence of vocabulary in basic competence of curriculum
that students must master the language skills, while vocabulary is included with the fourth
language skill which is not directly taught. Thus, students only focus on how they learn the
language skills appropriately without concerning the components of language. In this case, the
teacher needs to apply appropriate activities which could catch students’ interest of learning
vocabulary.
Playing games is one of creative activities which are frequently applied to get students’ attention
of learning the material. Zaabi (2004) points that applying games may make learning more enjoyable
and develop different abilities in students. On the other word, students would discover their
ability of learning language through games. There are many types of games, including guessing game
which as, Tuan (2012) suggests that word guessing helps young learners retain new word in long-term
memory and become familiar with new vocabulary in an enjoyable way. Besides, Zaabi (2004) also
agrees that memory and guessing games help young learners to memorize a word contextually. Thus,
the researcher has an idea to conduct an experimental research to know the effectiveness of
guessing game in teaching vocabulary.
Based on the problems described above, this research was aimed to be investigated. The research
design used was quasi-experimental research with posttest only control group design. The population
of this research was the eighth grade students of SMPN 1 Panji Situbondo. To select the sample, the
researcher ensured the homogeneity of the population. For the sake of this, the researcher used the
eighth grade students mean score of odd semester and analyzed it using levene test. The result of
levene test showed that the significance of the homogeneity of variances was 0,212 which was higher
than 0,05. It meant that the population of the eighth grade students of SMPN 1 Panji Situbondo was
homogeneous. Though a lottery, VIII G was selected as the experimental group which received
guessing game as the treatment. VIII I was chosen as the control group which received no treatment.
In teaching vocabulary for the control group, dictionary definition and translating were used as
the common techniques used by the English teacher of the eighth grade of SMPN 1 Pnaji Situbondo.
The data was obtained from the vocabulary posttest. Independent sample t- test was used to analyze
the result of the posttest. The mean score of post-test in experimental group was 76,79 while the
mean score of post-test in control group was 69,68. In addition, based on the sig, value of
independent sample t-test, the value of sig. column (2-tailed) was 0.001 which was also less than
0.005. Hence, the value of significance (2-tailed) was lower than 0,05, it indicated that the null
hypothesis ( ): “There is no Significant Effect of Guessing Game on Vocabulary Achievement Of the
Eighth Grade Students at SMPN 1 Panji Situbondo” was rejected. On the other word, the alternative
hypothesis “There is Significant Effect of Guessing Game on Vocabulary Achievement Of the Eighth
Grade Students at SMPN 1 Panji Situbondo” was accepted. it could be concluded that there was a
significant effect of guessing game on vocabulary achievement of the eighth grade students at SMPN
1 Panji Situbondo. | en_US |
