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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kok-516444.html

APPENDICES

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)

54

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)

57

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)

60

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.

67

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

79

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

82

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