THE USE OF SCATTERGORIES BOARD GAME TO

IMPROVE STUDENTS’ VOCABULARY MASTERY

AND READING COMPREHENSION FOR THE

EIGHTH YEAR STUDENTS OF SMP ISLAM

SUDIRMAN AMBARAWA IN THE ACADEMIC YEAR

OF 2016/2017

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd) English

Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

NUR KHIKMAH

123 12 001

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2016

v

MOTTO

“Life is like riding a bicycle. To keep your balance, you must keep moving.”

(Albert Einstein)

“You only live once, but if you do it right, once is enough.”

(Mae West)

vi

DEDICATION

This graduating paper is dedicated to:

1. Allah SWT, All praises and thanks are due to Allah, the Lord of all

existence.

2. My beloved family, my mother (Suntiyah), my father (Tarmuji), my

stepfather (Nur Azis), my little brother (Ali Basta), and my little sister

(Nogiya Cindy Andani) who always prays and motivates me.

3. Rif‟an Nur Rokhim who always support me anytime.

vii

ACKNOWLEDGEMENT

Thanks to Allah because the writer could complete this research as one of

requirements to finish studying in English Education Department of Teacher

Training and Education Faculty at IAIN Salatiga 2016.

This research would not have been completed without supports and

guidance from individual or institution. Therefore, the researcher would like to

express deep appreciation to:

1. Dr. Rahmat Hariyadi, M.Pd., the Rector of State Institute for Islamic Studies

(IAIN) Salatiga.

2. Suwardi, M.Pd., the Dean of Teacher Training and Education Faculty of State

Institute for Islamic Studies (IAIN) Salatiga.

3. Noor Malihah, Ph.D., the Head of the English Education Department of State

Institute for Islamic Studies (IAIN) Salatiga.

4. Setia Rini, M.Pd as consultant of this research who cares to guide me. Thank

you for your support, guidances, advices, from beginning until the end.

5. All lecturers of English Education Department, the writer deeply thank you

all for your advice, knowledge, and kindness.

6. All of the administration staffs who helped the writer in processing the

research administration.

7. All of the librarians who helped the writer in finding the research references..

8. Drs. Sutopo as the headmaster of SMP Islam Sudirman who gave me

permission to do this research.

viii

9. Jadi Mulyono, S.Pd.I as my teacher in SMP Islam Sudirman Ambarawa who

always helped me. Thank you for your support, suggestions, and guidances.

10. Students of SMP Islam Sudirman Ambarawa especially VIII B. Thank you

for your spirit.

11. All of my friends in TBI 2012.

Salatiga, August 22th

2016

The Writer

Nur Khikmah

NIM. 123 12 001

ix

ABSTRACT

Khikmah, Nur. 2016. The Use of Scattergories Board Game To Improve Students

Vocabulary Mastery and Reading Comprehension for The Eighth Year Students

of SMP Islam Ambarawa in the Academic Year of 2016/2017. A Graduating

Paper, Teacher Training and Education Faculty, English Education Department,

State Institute for Islamic Studies (IAIN) Salatiga. Consultant: Setia Rini, M.Pd.

Keywords: „Scattergories Board Game, Vocabulary Mastery, Reading Comprehension’

The goals of this research are to know the implementation of scattergories board

game and to find out the students‟ improvement after implementation of scattergories

board game.

This is classroom action research. The subject of this research is the VIII B

students‟ of SMP Islam Sudirman Ambarawa in the academic year of 2016/2017. It

consists of 37 students.

The research is conducted in two cycles. There are two meetings in cycle 1 and

three meetings in cycles 2. Technique in collecting the data are qualitatives and

quantitatives method. In qualitatives method, the researcher uses interview, observation

sheet, field notes and documentation. In quantitatives method, the researcher uses pre-test

and post-test. The result of pre-test and post test are compared to find out the

improvement of reading comprehension after research action.

The findings of the research shows that scattergories board game improves

students‟ vocabulary mastery and reading comprehension. It can be seen from the mean

of pre-test and post-test. The mean score of pre-test is 49.45 and it improves in 62.70

post-test 1. It also improves 69.72 in pre-test 2 and 75,40 in post-test 2. Furthermore,

percentage of the students who pass KKM also improves from pre-test and post-test cycle

1 and cycle 2. Percentage of pre-test 1 is 2.70% and post-test 1 is 40.54% while

percentage of pre-test 2 is 62.17% and post-test 2 is 89.18%.It also shows from t-

calculation of each cycle. In cycle 1 t-calculation is 10.34 while cycle 2 is 3.03. It can be

seen that t-calculation is bigger than t-table 2.02. It indicates that by implementing

scattergories board game, students‟ vocabulary mastery and reading comprehension can

be improved.

x

TABLE OF CONTENTS

TITLE ............................................................................................................. i

DECLARATION ........................................................................................... ii

ATTENTIVE CONSULTANT‟S NOTE ....................................................... iii

PAGE OF CERTIFICATION ........................................................................ iv

MOTTO ......................................................................................................... v

DEDICATION ............................................................................................... vi

ACKNOWLEDGEMENT ............................................................................. vii

ABSTRACT ................................................................................................... ix

TABLE OF CONTENTS ............................................................................... x

LIST OF FIGURE AND TABLE .................................................................. xiii

LIST OF APPENDICES............................................................................... . xiv

CHAPTER I: INTRODUCTION

A. Background of the Research ............................................. 1

B. Limitation of the Research ................................................. 5

C. Problems Question ............................................................. 5

D. Objectives of the Research ................................................ 6

E. Benefits of the Research .................................................... 6

F. Definitions of Key Terms .................................................. 7

G. Review of the Related Research......................................... 8

H. Research Outline ................................................................ 10

xi

CHAPTER II: THEORETICAL FRAMEWORK

A. Vocabulary Mastery ........................................................... 11

1. Definition of Vocabulary ............................................. 11

2. Types of Vocabulary .................................................... 12

3. The Importances of Vocabulary .................................. 13

4. Definition of Vocabulary Mastery ............................... 13

5. Vocabulary Learning ................................................... 14

B. Reading Comprehension .................................................... 15

1. Definition of Reading .................................................. 15

2. Types of Reading ......................................................... 16

3. Reading Process ........................................................... 17

4. Definition of Reading Comprehension ........................ 18

5. Factors affecting Comprehension ............................... 19

C. Scattergories Board Game ................................................. 20

1. The definition of Board Game ..................................... 20

2. Value of Board Game .................................................. 20

3. The definition of Scattergories Board Game ............... 21

4. Procedures of Playing Scattergories Board Game ....... 21

D. Descriptive Text................................................................. 23

1. Purpose of Descriptive Text ....................................... 23

2. Generic Structure of Descriptive Text ......................... 23

3. Language Features of Descriptive Text ....................... 23

xii

CHAPTER III: RESEARCH METHOD

A. Research Setting ................................................................ 26

B. Subject of the Research ..................................................... 27

C. Research Method .............................................................. 29

D. Research Procedures .......................................................... 29

E. Technique of Collecting Data ............................................ 33

F. Technique of Analyzing Data ............................................ 34

CHAPTER IV: DATA ANALYSIS

A. Research Findings .............................................................. 37

B. Discussion .......................................................................... 65

CHAPTER V: CLOSURE

A. Conclusion ......................................................................... 67

B. Suggestion .......................................................................... 69

REFERENCES ............................................................................................... 71

APPENDICES ............................................................................................... 74

xiii

LIST OF FIGURE AND TABLE

Table 3.1 The List Students of VIII B SMP Islam Sudirman Ambarawa ..... 28

Table 4.1 The Result of Pre-Test and Post-Test Cycle 1 ............................... 44

Table 4.2 The Result of Cycle 1..................................................................... 46

Table 4.3 The Result of Pre-Test and Post-Test Cycle 2 ............................... 57

Table 4.4 The Result of Cycle 2..................................................................... 59

Table 4.5 The Description of Students‟ Test Result ............... ....................... 65

Figure 4.6 The Improvement of Students‟ Score ........................................... 65

xiv

LIST OF APPENDICES

Appendix Page

Appendix 1: Syllabus of SMP Islam Sudirman Ambarawa................................ 75

Appendix 2: Lesson Plan of Cycle 1 ................................................................... 80

Appendix 3: Lesson Plan of Cycle 2 ................................................................... 92

Appendix 4: Jadwal Penelitian............................................................................ 101

Appendix 5: Observation Sheet of Cycle 1 and Cycle 2 .................................... 102

Appendix 6: Field Notes of Cycle 1 and Cycle 2 ............................................... 103

Appendix 7: Worksheet of Scattergories Game Cycle 1 ................................... 105

Appendix 8: Worksheet of Scattergories Game Cycle 2 ................................... 107

Appendix 9: Achievement Test of Cycle 1 ........................................................ 109

Appendix 10: Key Answer of Achievement Test Cycle 1 ................................. 114

Appendix 11: Achievement Test of Cycle 2 ...................................................... 115

Appendix 12: Key Answer of Achievement Test Cycle 2 ................................. 120

Appendix 13: Interview Script............................................................................ 121

Appendix 14: Documentation ........................................................................... 124

1

CHAPTER I

INTRODUCTION

A. Background of the Research

People need to learn English because it is an international

language. As international language, it is needed to communicate with

other people in different country. Therefore, English is main language that

is used to interact with people from many areas. Nowadays, most of them

are aware how important English is.

In Indonesia, English is a foreign language. It has been taught from

kindergarden until high education. In fact, English is very important to be

learned by students. The students who learn English will get difficulties if

they do not master the language skills. Those are listening, reading,

speaking, and writing skills. Learners also must understand about

grammar, vocabulary, and pronounciation. One of element in mastering

language is vocabulary. It is needed in receptive skill and productive skill.

Vocabulary refers to a list or set of words for a particular language

or a list or set of words that individual speaker of a language might use

(Hatch and Brown, 1995:1). Learner should have much vocabulary to

produce ideas as well as in written or oral form because the amount of

their vocabulary will influence them in expressing something in English.

2

Actually, learners must enrich their vocabulary to say something easily

and get the information from the text.

As stated by Camille (2004:66), teaching vocabulary is very

important because there is strong connection between readers‟ vocabulary

knowledge and their reading comprehension. In my opinion that readers‟

vocabulary knowledge influence their understanding in reading the text.

When the students do not know what the words mean, they can not guess

the meaning or get information from the text. Based on the opinion above,

there is relationship between vocabulary knowledge and reading

comprehension. Both of them are important part in language learning.

According to Richard (2001:4), vocabulary is one of the most

obvious component. The words that should be taught depend on the

objectives of the course and the amount of time available for teaching. It

shows that the teacher should integrate vocabulary selection with the

objectives. For example in reading skill, teacher should include vocabulary

selection based on the content of the text. It will improve students‟ reading

comprehension. Both of vocabulary and reading comprehension can

integrate as a set of language components.

McNamara (2007) as quoted by Yuwin (2015:5) states that reading

comprehension as a “process of simultaneously extracting and

constructing meaning through interaction and involvement with written

language.” From the statement, the writer argue that written language will

3

give more practice for the students to improve their knowledge,

vocabulary, and comprehend in reading the text.

The researcher found many problems in English learning process in

SMP Islam Sudirman Ambarawa. Based on the interview with Jadi

Mulyono, S.Pd.I as English teacher that conducted on Tuesday, July

2016 at 09.00 a.m, learners face many problems in English learning. The

students considered that English is difficult because it is foreign language.

They do not like read English text, therefore, their reading interest is still

low. It makes the students have limited vocabulary so they feel difficult to

get information from the text. They are also afraid if they get wrong

pronounciation when their teacher ask them to read the text. He also stated

that their English score in previous semester is still low.

The teachers need new technique to teach vocabulary and reading

comprehension. An interesting and effective way to enhance their English.

In fact, many students feel that vocabulary learning is boring. They have to

memorize unfamiliar words without changing their learning style such as

writing words on paper or learning passively through teachers‟

explanation. Interesting technique will motivate students to improve their

vocabulary then motivate them to use the words in reading comprehension.

One of technique to help students in comprehending their reading

is game. As stated by Ersoz (2000:1), games can motivate students. It

increases cooperation to work together. The students try to be competitive,

fair, and brave. Sometimes, language learning is boring and frustrating.

4

But, the teacher must careful to choose what is game that will be applied in

language learning. Appropriate games are allowed students to practice

language skill.

The researcher decides to use scattergories board game in

improving students‟ vocabulary mastery and reading comprehension

because this is one of creative technique which can be used by the teacher.

Scattergories board game is appropriate to use for upper-intermediate level

students and above. It is fun and effective for building groups of similar

vocabulary. Players have a time limit and they have to think of words

which are suitable for particular categories (Maxom, 2009:347). The

students will be motivated to study.

Based on the reasons above, the researcher wants to apply this

game in improving students‟ vocabulary mastery and reading

comprehension. The tittle of the research is:

THE USE OF SCATTERGORIES BOARD GAME TO

IMPROVE STUDENTS‟ VOCABULARY MASTERY AND READING

COMPREHENSION FOR THE EIGHTH YEAR STUDENTS OF SMP

ISLAM SUDIRMAN AMBARAWA IN THE ACADEMIC YEAR OF

2016/2017.

5

B. Limitation of the Problem

The researcher would like to limit the scope of the research to

avoid some problems in the application of the research to know whether

scattergories board game can improve students‟ vocabulary mastery and

reading comprehension. The researcher chooses descriptive text as the

material that is taught in teaching process. The limitation of the research is

students of SMP ISLAM SUDIRMAN AMBARAWA for the eighth year

in the academic year of 2016/2017.

C. Problem Questions

Based on the background above, the problem in this research can be

arranged as follow:

1. How is the implementation of scattergories board game to improve

students‟ vocabulary mastery and reading comprehension for the

eighth year students of SMP Islam Sudirman Ambarawa in the

academic year of 2016/2017?

2. How is the students‟ improvement after the implementation of

scattergories board game in vocabulary mastery and reading

comprehension for the eighth year students of SMP Islam Sudirman

Ambarawa in the academic year of 2016/2017?

6

D. Objectives of the Research

Based on the statement of the problem, the objectives of the research is:

1. To know the implementation of scattergories board game to improve

students‟ vocabulary mastery and reading comprehension for the

eighth year students of SMP Islam Sudirman Ambarawa in the

academic year of 2016/2017.

2. To find out the students‟ improvement after the implementation of

scattergories board game in vocabulary mastery and reading

comprehension for the eighth year students of SMP Islam Sudirman

Ambarawa in the academic year of 2016/2017.

E. Benefits of the Research

The benefits of the research are:

1. For Teachers

The result of this research can support English teacher to use

scattergories board game as one of technique that can be used in

learning process especially for improving students‟ vocabulary

mastery and reading comprehension. It will be references for the

teacher in using interactive technique. The researcher hopes that

scattergories board game will enrich teachers‟ knowledge to use this

game in improving students‟ vocabulary mastery and reading

comprehension.

7

2. For the Students

The result of this research improve their vocabularies and also

comprehend their reading skill because this is an alternative choice to

make students enjoy, fun and study easily during learning process.

Absolutely, there are many problems which are faced when they learn

vocabularies and understand the text in reading skill. Scattergories

board game is one of way to solve the problem.

3. For the school institution

The school institution can take the result of this research as reference

in teaching vocabulary and reading comprehension. It also give

positive contribution to the other teacher who wants to implement

scattergories board game as appropriate technique in solving the

problems in the class. School institution as great institute in creating

professional teacher has to make briliant revolution in teaching to

advance students‟ ability.

F. Definition of key term

The researcher explains about the meaning of key terms in the title to

make readers more easier to understand. They are as follows:

1. Scattergories Board Game

According to Mike (2006:35), scattergories board game is a board

game for two to six players in which players try to list as many words

8

as they can that start with a specific letter and fall within a list of

categories.

2. Reading Comprehension

There are some definition of reading comprehension:

1. According to Woolley (2011:15), “reading comprehension is the

process of making meaning from text. The goal is to gain an

overall understanding of what is described in the text rather than

to obtain meaning from isolated words or sentences.”

2. Reading comprehension is understanding, gaining meaning,

interpreting the text depends on a variety of reader-related, text-

related and situational factors (De Corte et al.2001)

3. Orasanu and Panay (1986) as quoted in Javed (2015:139),

Reading comprehension is an interactive process between the

reader and the text. During reading process, the reader extracts

meaning from the text by utilizing previous knowledge through

employing effective reading comprehension.

G. Review of the related research

Kusrini (2012) conducts a research about teaching vocabulary for

junior high school students using snake and ladder board game. She

designs experimental study in this research. She says that the students get

difficulties to remember the vocabulary. By providing word on the board,

the students find out the vocabulary easily. She provides some questions

9

on the board. She also uses pictures as the key words. It helps the students

to find out the vocabulary. It makes them has long term memory about the

vocabulary. Her research proves that snake and ladder board game is

effective in teaching vocabulary.

Second related research taken from Nirmawati (2013). Her

research is classroom action research. She finds that students have

problems in speaking activities such as grammar, vocabulary,

pronounciation, and fluency. She applicates speaking board game to teach

speaking. It provides new expression on the board then the students have

to speake based on the expression. It is done by group. Each group consists

of some students. The students also listen about how to pronounce the

expression then they can correct their mistakes. It makes their speaking

improved. Speaking board game as a joyful way in learning process.

From the literature review above, the researcher assumes that this

research is different from previous research. The researcher takes another

kind of board game. The researcher choose scattergories board game. She

also takes more than one skill to be improved. Those are vocabulary

mastery and reading comprehension. She implements a game to enrich

vocabulary and help the students in reading comprehension. Therefore,

this research differs from those previous research.

10

H. Research Outline

Chapter I discusses about the introduction, which consist of

background of the research, limitation of the problem, problem questions,

objectives of the research, benefits of the research, definition of key terms,

review of the related researches, research outline.

Chapter II discusses about theoretical framework, which contains

the theories that related the research.

Chapter III discusses about research method of Classroom Action

Research that consist of research report and research methodology.

Chapter IV presents data analysis that discuss about application

and analysis of the study.

Chapter V presents closure, which contains of conclusion of the

research‟s findings and suggestion.

Refferences

Curriculum vitae of the writer

Appendices

11

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the researcher will explain about the theoretical

framework of vocabulary mastery, reading comprehension, and

scattergories board game.

A. Vocabulary Mastery

1. Definitions of Vocabulary

There are some experts who explain the definitions of vocabulary.

Hatch and Brown (1995:1) state that vocabulary refers to a list or set of

words for a particular language or a list or set of words that individual

speaker of a language might use. It means that more than one word that

used by speakers for a certain language.

Cloustoun (2013:2) defines vocabulary as the words of a

languages, including single items and phrases or chunks of several words

which covey a particular meaning, the way individual words do. It means

that vocabulary is not only single word but also phrases that consist of

two or more words.

Burns and Broman (1975:295) define that vocabulary is the stock

of words used by a person, class or professional, all having much in

common, yet each distinctly different.

12

From the explanations above, it can be concluded that vocabulary

refers to sum of words, list of words, or a set of words are learned by

individual speaker.

2. Types of Vocabulary

Murcia (2007) in Endang (2012:3) proposes that there are a lot of

types of vocabulary such as:

a. Receptive Vocabulary

Receptive vocabulary is vocabulary which the students can remember

and understand in speaking, reading, wriring properly. They receive

those vocabulary through that skills.

b. Productive Vocabulary

Productive vocabulary is used in speaking and writing, where the

students get opportunity to try to use the vocabulary in context. They

can use the vocabulary in oral form and written form exactly.

c. General Vocabulary

General vocabulary which consist of daily words. Vocabulary is used

in daily activities.

d. Special Vocabulary

Special vocabulary which is taken on specialized meaning when

adapted to particular area. It is not used for general people. Only some

people in special area or opportunity use the words.

13

e. Technical Vocabulary

Technical vocabulary which consist of words that have usage and

application only in particular subject matter field.

3. The Importances of Vocabulary

The statements from some experts about the importances of

vocabulary can be seen below:

John Dewey (1910) in Efendi (2013:78) states that vocabulary is

critically important because a word is an instrument for thinking about the

meanings which is expresses.

Coady and Huckin (1997:5) argues that vocabulary is central and

critical importance to typical language learner. It makes vocabulary

becomes the basic element to master the four language skills. Without

having much vocabulary, a language learner will not be able to master the

language skills. It has important roles in communication.

4. Definitions of Vocabulary Mastery

According to Porter (2001:258) states that master is learning or

understanding something completely and having no difficulties in using it.

Beside that Swannel (1994:656), mastery is comprehensive knowledge. It

is also stated by Lewis and Hill (1990:12), vocabulary mastery is more

than grammar for communication purpose, particularly in the early stage

when students are motivated to learn basic words. Without having

14

proportional English vocabulary, students will get some difficulties in

using English. Vocabulary mastery is important part in language learning.

From the definition above, the researcher concludes that

vocabulary mastery is competency to understand stock of words then

students have ability to use the words.

5. Vocabulary Learning

Teacher must know learners‟ strategy. Knowing learners‟ strategy,

teacher can help students to acquire vocabulary. Hatch and Brown

(1995:373-390) states that there are five essential steps in vocabulary

learning. The five steps are:

1. Encountering new words

Students have sources to encounter the words. They can get many

words by reading books such as; newspaper, magazine, story or

journal. Reading is not only a strategy to be source of gaining words.

Watching television, films, listening to the music, and listening to the

radio are also become the sources.

2. Getting the word form

This step is having clear image, visual, auditory, or both of the form

vocabulary item. Students will get similiar form after having the

words. For instance, „know and now‟. They will see from the structure

of the letter that „know and now‟ almost has similiar form.

15

3. Getting the word meaning

Students will learn about the meaning of the word. Learners can

produce a lot of meaning from a word. For example, teacher asks

about what is book. Book means a tool for writing, source of

knowledge, or unliving thing. It has different meaning.

4. Consolidating word form and meaning in memory

Learners will make connection between form and meaning of the

word. Many kinds of plays that can be used for connecting form and

the meaning of the word. They are vocabulary learning drills,

flashcard, crossword puzzle, and matching exercise.

5. Using the words

The words must be used in many ways such as conversation,

speaking, and writing. Using the words will increase students‟

confidence and consequence. Students also learn about pronounciation

when they speake. They can measure how much words they have.

B. Reading Comprehension

1. Definition of Reading

Patel (2008:113) defines that “reading means to understand the

meaning of printed words. Reading is an active process which consists of

recognition comprehension skill. Reading is an important activity in life

with which one can update knowledge. Reading skill is an important tool

for academic success.”

16

Gray (2000) as cited in Patel (2008:114), “reading is form of

experience. Reading brings us in contact with the minds of great authors,

with the written account of their experiences. Their recorded lines and the

advancement made by them in various fields.”

Reading is the process to know words and gain meaning of words

from the text. Students will find out what is the text described through

reading. Reading give many information. Furthermore, students can

express their idea or opinion by reading. It must be practiced everyday

because reading is very important to enrich our knowledge. So, reading is

very important skills in learning.

2. Types of reading

As proposed by Patel (2008:117-124), types of reading as follows:

1. Intensive Reading

Intensive reading is text reading or passage reading. The learner read

the text to get knowledge or analysis. The goal of this reading is to

read shorter text. This reading is done to carry out to get specific

information. Learner reads book to acquire knowledge.

2. Extensive Reading

The purpose of extensive reading will be to train the student to read

directly and fluently in the target language for enjoyment, without the

aid of the teacher. Extensive reading is the reading for pleasure. The

reader wants to know about something. The reader does not care about

17

specific or important information after reading. The goal of extensive

reading is to enrich learners‟ knowledge.

3. Aloud Reading

Reading aloud is the base of word pronounciation. Reading aloud

should be given in primary school. Learners can improve their

pronounciation, knowing the words, train to speake. It is very

important for speaking and expressing ideas. Students can learn by

imitating from what the teachers‟ said or read any text.

4. Silent Reading

Silent reading is a very important skill in teaching of English. This

reading should be employed to increase reading ability among

learners. Silent reading is done to acquire a lot of information.

Teacher has to make them read silently as and when they are able to

read without any difficulties. Silent reading makes learners active,

accurate, consentrate toward subject matter.

3. Reading Process

According to Patel (2008:114-116), the process of reading may be

classified into three stages:

1. Recognition stage

At this stage the learner recognize the spoken words in its written

form. Difficulty at this stage depends upon the difference between the

18

script of the learner's mother tongue and English and between the

spelling conventions of two languages.

2. Structuring stage

Learners see the syntactic relationship of the items and understands

the structural meaning of the syntactical units.

3. Interpretation stage

This is the highest level in the process of reading. The learner

comprehends the significance of a word, a phrase, or a sentence in the

overall context. For instance, learner distinguishes between a

statement of fact and a statement of opinion and understand what is

being read. For example, reads for getting information or for pleasure.

4. Definition of Reading Comprehension

Woolley (2011:15) states that “reading comprehension is the

process of making meaning from text. The goal is to gain an overall

understanding of what is described in the text rather than to obtain

meaning from isolated words or sentences.”

Reading comprehension is understanding, gaining meaning,

interpreting the text depends on a variety of reader-related, text-related

and situational factors (De Corte et al.2001)

Orasanu and Panay (1986) as quoted by Javed (2015:139), reading

comprehension is an interactive process between the reader and the text.

During reading process, the reader extracts meaning from the text by

19

utilizing previous knowledge through employing effective reading

comprehension.

From the statement above, it can be summarized that reading

comprehension is the process to get information or knowledge from the

text rather than gain meaning from words or sentences.

5. Factors affecting Comprehension

Dallmann (1982:165) stated that the teacher must understand the

factors that affect comprehension. If teachers do not care about this,

they can not solve students‟ problem about incomprehending what they

read.

1. Difficulty of material

2. Inteligence

3. Environment

4. Emphasis on word recognition

5. Emphasis on oral reading

6. Background for reading selection

7. Adjustment of reading technique to purpose and type material

8. Rate of reading

20

C. Scattergories Board Game

1. The definition of Board Game

According to Hilton (2008:1), board game is a game that can be

used in the language classroom. It is placed on board. It is an effective,

low-anxiety, and fun way for students to learn and practice

communication skills as well as develop their own communication

strategies that can be readily applied to the real world.

2. Values of Board Game

According to Regina (2012:13-14), board game has benefits to

students and the teacher.

Benefits to our students:

a. Provide rich learning opportunities and improve their learning ways.

b. Connect to real life situations.

c. Encourage the use of authentic materials.

d. Enhance their motivation.

e. It helps them to be creative.

f. It makes them more competitive.

g. It makes the students more relax to follow language learning.

Advantages for the teacher:

a. Help us get learners involved and get a more positive and proactive

response.

b. Enhance the students‟ motivation because in contrast to regular class

exercises.

21

c. Board games present tasks that students are glad to complete.

d. They add interest to what students do.

e. Provide kinds of material.

f. Improve our teaching practice.

g. Minimize the role of teacher as the center of learning process.

h. Help the teacher to get insights and feedback from the students.

i. It helps the teacher connect with the students.

j. It can be used as ice breaker.

3. The Definition of Scattergories Board Game

According to Mike (2006:35), scattergories board game is a board

game for two to six players in which players try to list as many words as

they can that start with a specific letter and fall within a list of categories.

4. Procedures of Playing Scattergories Board Game

Roman (2010:1) said that procedures of playing scattergories board

game are :

1. Divide the students into teams and have them pick team names.

2. Make a category list on the board or hand out cards such as verb, noun,

adjective, edverb, etc. Students can also help choose the categories or

they can be dependent on the current topic at hand.

22

3. Once the categories are chosen, students have to pick a letter based on

the teachers‟ instruction. Whatever letter is chosen, teams have to write

the categories starting with that letter. Only one word per category.

4. Once the time is up, students put their pencils down right away.

5. Teams share their answers. For every correct answer, they get one

point. For every wrong answer or answer shared with another team,

they get no points.

6. Teacher notes the points then continue with other letters.

7. Teams can share the meaning of each word or use it in a sentence

to get full marks.

Examples of scattergories worksheet:

ADJECTIVES VERBS NOUNS

Annoying Absorb Apple

Big Buy Book

Calm Catch Chalk

Dissappointed Decide Dam

Glad Grow Glove

Happy Heal Hair

Sad See Stomach

Tired Take Table

Wonderful Wake Waffle

23

D. Descriptive Text

1. According to Mursyid (2005:4) the purpose of descriptive text is to

describe a particular phenomenon of people, thing, and landscape

specifically. It differs from Report text which describes thing, animals,

persons or others in general.

2. Generic structure

a. Identification : introduce who, where, or what is being described.

b. Decription :

Part : size, volume, body.

Quality : standart, superiority.

Character : attitude, behaviour, act.

3. Language features of descriptive text are:

a. Focus on specific participant

b. Pronouns

c. Nouns

d. Noun phrases

e. Adjectives

f. Preposition

g. Adverbs

h. Linking verbs

i. Present tense

j. Attribute

24

4. Example of descriptive text

Aloe vera is also known as the “crocodile‟s tongue” plant in

Indonesia. It is called so because the leave is thick, long and sharp, and

the sides are serrated like the body of a crocodile. Aloe vera is planted in

dry areas and in warm climates. It takes little water to grow.

Aloe vera is a short –stemmed succelent plant growing to 60-100

cm tall. Spreading by offsets, the stems are thick and fleshy, green to

grey-green, with some varieties showing white flecks on the upper and

lower stem surfaces.

Aloe vera is a multifunctional plant. It can be used to cure a wound

caused by burning. Using aloe vera to heal the wound is easy and simple.

Pick the leaves, peel the made into healthy drink to prevent rheumatism

and diabetes because it contains vitamin and minerals. Generally, the

drink helps to repair the damaged cells and makes the organs of the

human body work well. Aloe vera can also make our hair thick too.

Apply it over the scalp and message it gently so it could soak thoroughly.

Ten minutes later, rinse the hair.

Taken from: Bank soal ujian nasional SMP 2015

25

a. The purpose of text is to describe about aloe vera.

b. Generic Structure

1. Identification : introduce who, where, or what is being describe. In

the text, it describe about aloe vera.

2. Decription :

Paragraph 1 : describes about the reasons why aloe vera known

as crocodile tongue.

Paragraph 2 : describes about the characteristic or physical

appearences of aloe vera.

Paragraph 3 : describes about the advantages of aloe vera. It can

be used to heal some disease or cure.

26

CHAPTER III

RESEARCH METHOD

In this chapter the researcher explains about research setting, the subject of

the research, research method, model of classroom action research, research

procedures, technique of collecting data, and technique of analyzing the data.

A. Research Setting

This classroom action research is held in SMP Islam Sudirman Ambarawa.

This school is located in Jalan Gatot Subroto Kupang Lor Ambarawa. It was

built in 1977 under leadership of YAPPIS (Yayasan Pusat Pendidikan Islam

Sudirman). It becomes the center of islamic school in Ambarawa. It is near to

the Kupang village. Although this school is located in village, there is no

disturbance from surrounding. There is also SMA N 1 Ambarawa on the south

side about 50 meters. This school is not near to Ambarawa tradisional market,

therefore, the students feel comfortable to conduct learning process. This

school is strategic. It is about 200 meters from main road and easy to get

public transportation.

Based on the schools‟ physical appearance, it has facilities and good

building. All of the rooms are well maintained. SMP Islam Sudirman

Ambarawa has 18 class. It consists of seventh grade until ninth grade. They

are A-G for seventh grade, A-E for eighth grade, and A-F for ninth grade.

27

Each class consists of 30 up to 40 students. There are teacher office,

headmaster office, computer laboratory, a library, a mosque for doing

religious activities, student‟s bathroom, teacher‟s bathroom, a kitchen, three

canteens, a field on the backside of the school, and parking area.

The time of the research was done based on the schools‟ academic

schedule and agreement of the school principal. The research was carried out

from July, up to August, 2016. Before doing the research, the

researcher prepared instrument that will be used in the research to measure the

students‟ improvement when using scattergories board game.

B. The Subject of the Research

The subject of the research is the Eighth grade student‟s of SMP Islam

Sudirman Ambarawa especially VIII B. This class consist of thirty seven

students. They are 26 boys and 11 girls.

The students faced many problems in learning English such as grammar,

pronounciation, limited vocabulary, and reading comprehension. They get

difficulties to learn English because it is a foreign language. They do not have

confidence in reading the text because they are afraid of getting wrong in

pronounciation. Students are confused to understand the text or get

information from the text because they lack of vocabulary.

28

Table. 3.1

The List Students of VIIIB SMP Islam Sudirman Ambarawa

Academic Year 2016/2017

No Code Gender

1 B1 Male

2 B2 Male

3 B3 Male

4 B4 Male

5 B5 Male

6 B6 Male

7 B7 Male

8 B8 Male

9 B9 Male

10 B10 Female

11 B11 Male

12 B12 Male

13 B13 Female

14 B14 Male

15 B15 Male

16 B16 Female

17 B17 Male

18 B18 Female

19 B19 Male

29

20 B20 Male

21 B21 Male

22 B22 Male

23 B23 Male

24 B24 Male

25 B25 Male

26 B26 Male

27 B27 Female

28 B28 Male

29 B29 Male

30 B30 Female

31 B31 Male

32 B32 Female

33 B33 Female

34 B34 Male

35 B35 Female

36 B36 Female

37 B37 Female

29

C. Research Method

The research used in this study is classroom action research. The

teacher and the observer make notes about what is happening in the

classroom. There are some expert who defines action classroom research.

According to Burns (2010:1-2), “classroom action research is to

identify a problematic situation or issue that the participants include

teacher, students, managers, administration or even parents. As the teacher

should see what is happening in the teaching and what should do to solve

problems that occurs.”

Sedgley (2007:10) also stated “action research involves an

intervention by a researcher to influence change in any given situation and

to monitor and evaluate the results. The researcher identifies a particular

objective and explores ways this might be done. The researcher enters into

the situation, for example introducing new technique.”

Based on the definition above, the writer concludes that classroom

action research is the systematic research to overcome problems that

occurs in learning process to be better which is done by the teacher.

D. Research Procedures

According to Ary (2010:518-519 ), the action research process

involves reflecting, planning, acting, and observing. He also stated that

process of classroom action research in three steps. They are look, think,

and act. The “look” phase involves systematically gathering information

30

and data. In the “think” phase, information is analyzed and reflected upon.

In the “act” phase, solutions are devised and implemented. The cycle of

research can be explained as follows:

1. Planning

The writer prepared everything related to the action as follow:

a. Preparing lesson plan and material.

b. Preparing teaching aids, for example pictures related to descriptive

text, books, copies worksheet, scattergories worksheet, spidol,

c. Preparing observation sheet to know the condition during English

teaching process.

.d. Preparing test to know whether students‟ vocabulary and reading

comprehension can be improved or not after apply the game.

2. Action

In this stage, researcher implements scattergories board game in two

cycles. She also give pre-test and post-test as follow up of each cycle. The

writer presented as follows:

a. Giving pre-test

b. The writer prepares material that would be learned by students.

c. The writer distributes the material related to descriptive text.

d. The writer explains how to play the game.

e. The writer give examples of scattergories board games that will be

performed by students.

31

f. After students understand about procedures of playing the game, the

writer divides students into some groups.

g. Scattergories board game can be played.

h. After doing the game, students gives comment dealing with

scattergories board game.

i. The writer gives evaluation and appreciation to them.

j. Giving post-test after implements the treatment.

3. Observation

Researcher as the teacher observes teaching and learning process to know

the situation of students. It is written on observation sheet and field notes.

Observation sheet and field note are used to know weaknesses during

teaching process that will be overcome in the next cycle.

4. Reflection

In this step, the writer and observer discuss about learning process.

Researcher evaluates learning process of each meeting to find out the

weaknesses and strength of teaching activity that had been carried out,

students are active or not, the technique is effective or not.

Kemmis and Mc Taggart (1988:11-14) also states action research

consists of four step in a cycle of research. It is explained below:

1. Planning

In this phase researcher identify a problem or issue and develop a plan of

action in order to bring about improvements in a specific area of the

research context. Researcher consider what kind of investigation is

32

possible within the realities, constraints of teaching situation, and what

potential improvements the researcher think are possible.

2. Action

The plan is a carefully considered one which involves some deliberate

interventions into the teaching situation that reseracher put into action over

an agreed period of time. The interventions are critically informed about

the current situation and plan new and alternative ways of doing things.

3. Observation

This phase involves researcher in observing systematically the effects of

the action and documenting the context, actions and opinions of those

involved. It is a data collection phase where collect information about

what is happening.

4. Reflection

Researcher evaluates and describes the effects of the action in order to

make sense of what has happened and to understand the problems

researcher have explored more clearly. The researcher decides to do

further cycles of action research to improve the situation or share class

development.

33

E. Technique of Collecting Data

In this research, the researcher uses interview, observation, test, and

photograph to collect the data:

1) Interview

As stated by Burns (1999:118), interview are popular way in

collecting qualitative data. Interview can be done among teacher to

learner, researcher to learners, teacher to teacher, or researcher to

teacher. In the pre-research, the researcher conducted interview with

the English teacher to know what is the problems that is faced by the

students and the teacher. After interviewing the English teacher, the

researcher make plans to solve the problems. This technique is done at

the beginning of pre-research, during teaching process, and at the end

of the research. Interview is done directly in the class to know

improvement, difficulties, and development of the students about their

reading comprehension.

2) Observation

As proposed by Burns (1999:80), observation is a technique that used

by researcher to know what is happening during English teaching. It is

also effective way to describe condition of the class, students‟

behaviour, or responses from the students about the research. This

observation focuses on students‟ improvement using scattergories

board game to develop their vocabulary and reading comprehension.

Researcher observes whole of teaching process. The researcher acts as

34

teacher and her collaborator as observer in this research. In this stage,

researcher uses observation sheet and field notes.

3) Test

Louis (2007:414) stated that test can be used in gathering the data.

The researcher divides the test into two part. They are pre-test and

post-test. Pre-test is done at the beginning of each cycle to know the

basic knowledge of the students‟ about the topic before researcher

implements scattergories board game while post-test is given at the

end of the cycle to know the improvement of the students after the

teacher apply scattergories board game.

4) Photograph

According to Burns (1999:101), photograph can be used for collecting

data in action research. Reseacher take an picture to get real evidence

of teaching learning activity in this research. It is not difficult.

Researcher is helped by oberver to take the pictures.

F. Technique of Analyzing Data

After collecting the data, the researcher analyzes the data. The data

collected is analyzed qualitatives and quantitatives. To see students

activity and involvement during teaching learning process, the researcher

analyzes and presents the data qualitatives. The researcher get answer by

analyzing the data based on the explanation and conclusion obtained from

the field notes, observation sheet and students‟ reponses. The researcher

35

also conducted test in the beginning and the end of each cycle to measure

improvement of the students‟ score. It is pre-test and post-test to know

whether there is improvement of implementation scattergories board

game, the data is in the form of quantitatives. To analyze the test, the

researcher uses this formula proposed by Kothari (2004:132) :

1. M=

where:

M = Mean of students‟ score

x = The sum of students‟ score

N = Total number of students

Percentage of the students who pass KKM also calculated by statistic

formula:

P =

Where:

P = Percentage of the students who pass KKM

2. The writer also uses the formula to know the improvement of students that

proposed by Hadi (1981:246).

SD (Standard Deviation)

The function of the formula is to solve standard deviation calculation from

the data that arranged into distribution table.

36

√

(

)

Where:

SD = Standard Deviation for one sample t-test

D = Differences between pre-test and post-test

N = Total number of students

3. T-test

To be able to know whether there is a significant improvement or not

between pre-test and post-test, researcher using t-test after calculate the

SD. Because the total of the students is 37, the researcher using t-table =

2.02 as the standard. The formula is:

(

√

)

Where:

t0 = T-test for the differences of pre-test and post-test

SD = Standard Deviation for one sample t-test

D = Differences between pre-test and post-test

N = Total number of students

37

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher discuss about research findings and

discussion. It shows data collection and data analysis since beginning until the end

of the research. The researcher gives detail explanation.

A. Research Findings

This research was held in two cycles. The researcher divided first cycle

into two meetings while second cycle divided into three meetings. Each meeting

took 80 minutes. First cycle conducted on Thrusday, August 2016 and

Saturday, August 2016 while second cycle conducted on Monday, August

2016, Thrusday, August 2016, and Saturday, August 2016. The

researcher took descriptive text as the material that had been taught. In this

research, the researcher acts as the teacher. The observer was held by Mr.

Muhammad Mustofa, Mrs. Azza Nurul Laila, and Mrs. Rizka Ratih. Every cycle in

this research consists of identifying the problems, planning, action, observation,

and reflection. They could be explained in the description below:

1. Cycle 1

a. Identifying the problems

Researcher explained in the first chapter that the students faced

many problems in English learning. They saw that English is difficult

38

because it is a foreign language. Sometimes, they felt bored to follow

English lesson. The students had low confidence in reading the text. They

also had problem in grammar, spelling, and pronounciation. The important

thing is they get difficulties to understand meaning of the text because

their vocabulary is limited so they could not answer questions easily.

b. Planning the action

Before implementing the action, the researcher prepared instruments that

used in the action. The researcher was conducted pre-test on Thursday,

August 2016. The result of pre-test would be compared with post test in

the end of the cycle. The researcher also prepared:

1. Lesson plan : It was used as guidances in English learning process.

2. Material : The reseacher took the material from formal text book.

3. Test : It divided into pre-test and post-test. Pre-test was given

before the researcher applied her technique while post test was given

after the researcher applied scattergories board game.

4. Teaching aid : The reseacher chose descriptive text in conducting

English lesson and worksheet of scattergories board game.

c. Implementing the action

1. First Meeting

First meeting in this cycle was conducted on Thrusday, August

2016 about 80 minutes. It was started at 11.00-11.40 a.m and 12.10-

12.50 p.m. The teacher and her observer entered to the class. The

lesson was started by praying together and checking attendance list.

39

Then, the teacher informed the activites that would be conducted in the

meeting. The teacher did not introduce herself because she has

introduced herself in previous meeting at observation on July,

The students got explanation about the purpose of the lesson based

on the syllabus and lesson plan. They learned about descriptive text.

They had to be able to identify the purpose of the text, find out

informations of the text, and identify the generic structure. In this

section, the teacher did not give treatment of scattergories board game

because it was an introducing material to the students. Most of students

did not know about descriptive text yet.

The teacher gave pre-test for the students to know basic knowledge

about the topic. She went around to check students‟ difficulties. Most of

students had problem in vocabulary meaning so they felt difficult in

answering the question from the text. The students did the test until

break time came at 11.40 a.m. After they finished the test, the students

submitted to the teacher. Then, they had break time until 12.10 p.m.

After break time was up, the teacher entered to the class again. She

started the lesson by showing some pictures about descriptive text.

Then, the teacher gave explanation about descriptive text and asked

them to describe of their chairmates‟ look like. But, some students did

not pay attention. They talked to the others. The teacher divided them

into seven groups to analyze the example of descriptive text. When they

40

had group work, only some students who were active to do the exercise.

After having group work, teacher asked some questions related to the

material. She discussed the material together. Teacher closed the lesson

by asking students to conclude what is being learned. She also gave

advices to the students.

2. Second Meeting

The second meeting was conducted on Saturday, August 2016.

It started at 07.20-08.40 a.m. The teacher entered to the class at 07.00

a.m because she had to guide the students to recite juz amma about 20

minutes as opening the first lesson. It was the rule from the school.

The teacher began the lesson by asking the students to review

previous material. The teacher still discussed descriptive text. The

students got example of descriptive text. Teacher pointed out some

students to read the text but they were afraid to read. They discussed the

text with the teacher, analyzed the generic structure, found new

vocabulary, and information of the text. Sometimes, teacher gave

questions but most students were afraid to answer the teachers‟

question. They were passive in learning process.

After discussing the text together, the teacher gave scattergories

board game. The teacher divided into 7 groups. Each group got

scattergories worksheet. Then, the teacher explained the rules in

playing scattergories board game. Scattergories board game had

contents the words that related to the descriptive text. It divided into

41

verb, noun, and adjective. The students had to find some words that

began by the key letter on the worksheet based on the categories (verb,

noun, or adjective). The teacher gave 3 minutes for each categories.

The students confused in playing scattergories board game because

this is their first time to play the game. Some students asked to the

teacher how to play the game then the teacher explained it again in

order to make them more understand. The students confused to

distinguish among verb, noun, and adjectives. They only found the

words based on the key letter in worksheet without put in the right

categories (verb, noun, and adjectives).

Although they confused to distinguish among verb, noun, and

adjectives, they were enthusiastic to play the game because it is new

game for them. Atmosphere of the class more challenging. It made

them more competitive. They learned how to play in a team. It also

increased their curiousity. Students interested to learn English through

this game. In this section, Yoga‟s and Anang‟s group became the

winner in playing scattergories board game.

Some students could not follow the learning process because they

had to join to other activities such as practice of paskibra. Besides some

students also were called to go to teachers‟ room. They were Hasna,

Imam, and Risky Surya.

The teacher continued the lesson by giving post-test to measure the

comprehending of the students after got treatment of scattergories board

42

game. After that, students submitted the work. Teacher closed lesson by

saying hamdalah together. The lesson was ended at 08.40 a.m.

d. Observation

During this activity, teacher and her observer were observing all

activities that happened during the lesson. The detailed of observation can

be explained as bellow:

1. The students had difficulties in understanding the text because they

lack of vocabulary.

2. Most of them did not have confidence to read the text because they

were afraid if they got wrong pronounciation.

3. The students confused about how to play scattergories board game

because it was new for them.

4. The students confused to distinguish among verb, noun, and adjective.

5. Some students had to join other activities such as paskibra and some

of them had to go to teachers‟ room.

6. There were some students who talked to the other friends. They did

not pay attention to the teachers‟ explanation. It happened in the first

meeting and second meeting of cycle 1.

e. Reflections

Based on the result of cycle 1, there were some weaknesses during the

implementation. The result was not satisfying yet. The detailed reflection

can be described as bellow:

43

1. First meeting

Many students were afraid when the teacher asked them to read the

text. They have problem in pronounciation. They did not have confidence

to read the words loudly. On the other hand, the students lack of

vocabulary. They got difficulties in gaining the information from the text.

Most of students were passive to follow English lesson because the

schedule of English lesson was on the end lesson time.

The students often made noise while learning process run. They

always talk to the others. Sometimes, they did not finish their assigment

from the teacher. Although the assignment was given in group, only some

students did the assignment. They did not work together.

2. Second meeting

In second meeting, the writer saw improvement from the students.

When applying scattergories board game, they more active than previous

meeting although many students still made noise because the game was

done by group. Furthermore, many students could not distinguish the

category of verb, noun, adjective, and adverb. They only found out the

words based on the key letter and the meaning without put the words in

right categories.

Some students who did not follow the lesson at the beginning until the

end because they had to join other activities, their score in post-test was

not satisfying yet. It was less than standardized score.

44

Based on the cycle 1, there is improvement in pre-test to post test. The

calculation as follow:

Table 4.1

The Result of Pre-Test and Post-Test Cycle 1

Students‟

Code Pre-test 1 Post-test 1

B1 70* 75*

B2 60 70*

B3 50 70*

B4 60 70*

B5 40 65

B6 40 55

B7 50 55

B8 50 60

B9 40 60

B10 50 70*

B11 60 70*

B12 50 75*

B13 60 70*

45

B14 50 55

B15 50 70*

B16 50 60

B17 50 60

B18 50 75*

B19 40 50

B20 40 60

B21 40 55

B22 50 65

B23 40 50

B24 40 65

B25 40 50

B26 50 50

B27 40 60

B28 40 65

B29 50 50

46

B30 60 70*

B31 60 70*

B32 60 60

B33 50 75*

B34 40 40

B35 50 60

B36 60 70*

B37 50 70*

∑= 1830 2320

*the students who pass KKM (70)

Table 4.2

The Result of Cycle 1

Students‟

Code

Pre-test

(X)

Post-test

(Y)

Pre-Post

(D)

B1 70 75 5 25

B2 60 70 10 100

B3 50 70 20 400

B4 60 70 10 100

B5 40 65 25 625

B6 40 55 15 225

47

B7 50 55 5 25

B8 50 60 10 100

B9 40 60 20 400

B10 50 70 20 400

B11 60 70 10 100

B12 50 75 25 625

B13 60 70 10 100

B14 50 55 5 25

B15 50 70 20 400

B16 50 60 10 100

B17 50 60 10 100

B18 50 75 25 625

B19 40 50 10 100

B20 40 60 20 400

B21 40 55 15 225

B22 50 65 15 225

B23 40 50 10 100

48

B24 40 65 25 625

B25 40 50 10 100

B26 50 50 0 0

B27 40 60 20 400

B28 40 65 25 625

B29 50 50 0 0

B30 60 70 10 100

B31 60 70 10 100

B32 60 60 0 0

B33 50 75 25 625

B34 40 40 0 0

B35 50 60 10 100

B36 60 70 10 100

B37 50 70 20 400

∑= 1830 2320 490 8700

49

a. Mean of Pre-Test 1

Mx =

Mx =

Mx = 49.45

b. Mean of Post Test 1

My =

My =

My = 62.70

1) Mean of Pre-Test 1 = 49.45

2) Mean of Post-Test 1= 62.70

3) Mean of Pre-Test < Post-Test

c. Percentage of the students who pass KKM

Pre-test 1

P =

P =

P = 2.70 %

Post-test 1

P =

P =

P = 40.54%

50

d. SD (Standar Deviation)

√

(

)

√

(

)

√

√

e. Calculating

(

√

)

(

√

)

(

√

)

(

)

1) t.calculation is 10.34

2) t.table ≤ t.calculation is 2.02 ≤ 10.34

Based on the result above, it shows that the mean of pre-test and post-test

raising. The table present that the mean of pre-test and post test is 49.45

51

and 62.70. Based on the result, vocabulary mastery and reading

comprehension risen after the students got treatment of scattergories board

game. It means that scattergories board game is able to improve

vocabulary mastery and reading comprehension. Beside that, the students

who pass KKM in pre-test 1 increases in post-test 2. Pre-test 1 is 2.70%. It

improves in post-test 1 is 40.54%. T-calculation also shows that there is

significant improvement from students‟ vocabulary mastery and reading

comprehension. The result is that t-calculation is 10.34 while t-table is

2.02. It means that t-calculation is bigger than t-table.

2. Cycle 2

a. Identifying the probems

Based on the result, observation, and reflection in cycle 1, the

researcher planned to solve the problems that appeared in cycle 1. She got

that the students had difficulties in understanding the text because they

lack of vocabulary, most of them were not confident to read the text

because they afraid if they got wrong pronounciation, they are confused

about how to play scattergories board game because they could not

distinguish among verb, noun, and adjective. From the reasons above, the

researcher made activities to improve their behaviour, vocabulary mastery

and reading comprehension.

52

b. Planning the actions

In this cycle, the researcher planned to solve the problems that

occured in cycle 1. In cycle 2, the researcher still used descriptive text as

the topic. The plan in cycle 2 focus on students behaviour from passive to

be active in playing scattergories board game, increasing vocabulary

through the game then apply the words in comprehension of descriptive

text, explanation about verb, noun, adverb, and adjective in order to make

them more understand about the game, and more explanation about

descriptive text. The researcher prepared lesson plan, worksheet of

scattergories board game, pre-test and post test.

c. Implementing the actions

1. First Meeting

First meeting in cycle 2 was conducted at 08.40-10.00 a.m. It was

on Monday, August 2016. In this section, the researcher still

discussed about descriptive text. The teacher began the lesson by

praying together and checking attendance list. After that, the students

explained about previous material but not all students active answered

it. Only two students explained it. They were Diva and Anang.

After reviewing previous material, the teacher explained about

verb, noun, adjective, and adverb. As the result of cycle 1 showed that

the students are confused about verb, noun, adverb, and adjective when

applying scattergories board game. When the teacher explained, the

students paid attention well.

53

Teacher continued the lesson by explaining descriptive text. She

asked to the students to read the text by calling some of the studens.

Most of the students were active to read. They were not afraid again to

read the text. Then, the students got example of descriptive text and

discussed it together. In discussing text, most of students were active.

they tried to find out generic structure of the text. They could find it.

Teacher did not applying scattergories board game in this section.

After discussion finished, the teacher gave pre-test for the students

individually. The teacher gave limited time to finish pre-test about 25

minutes. After the students finished their work, the teacher gave feed

back about the lesson then gave assignment to the students to study

about other example of descriptive text.

2. Second Meeting

Second meeeting was conducted on Thursday, August 2016 at

11.00-11.40 am and 12.10-12.50 pm. In this section, the researcher

implemented scattergories board game to improve their reading

comprehension of descriptive text.

The teacher entered to the class. She began the lesson by praying

together and checking attendance list. Then, the teacher asked to the

students to review the previous material. After that, the students read

the text by calling some of the students. There is an improvement

about the attitude of the students who were not afraid again to read the

text. They read confidently.

54

After discussing the material, the researcher implemented

scattergories board game that related to the descriptive text. She

divided into 7 team. The teacher also gave limited time to the students

in doing the game about three minutes for each categories. Before that,

she asked to the students whether they understood about procedure of

playing scattergories board game. They answered that they understood

about it. Meanwhile, the teacher explained again about verb, noun,

adjective, and adverb in order to make the students more understand to

apply the game. Then, they had to find the words and meaning.

During implementation of the game, the students looked active.

They said that the game was challenging and interesting. Although

some students followed practice independences day parade and scout,

it did not distrub learning process. They shouting that one of their

group became the winner and did the game quickly. The students got

many words related to descriptive text. Besides looked for the

meaning, they had to find out the similiar and also the opposite to

enrich their vocabulary knowledge. They said this game was so

amazing than sit down and listen to the teachers‟ explanation. In this

section, Roro‟s group became the winner.

After finishing the game, the students presented their result. The

teacher wrote all words that were mentioned by the students. She also

analyzed whether the words were true or false. Then, the teacher

announced the winner of the game. She appreciated the student‟s work.

55

3. Third Meeting

Third meeting of cycle 2 was conducted on Saturday, August

2016 at 07.20-08.40 a.m. As usual, the teacher entered to the class at

07.00 a.m. The lesson started at 07.20 a.m because the students had to

read juz amma about twenty minutes.

In this cycle, the teacher applied scattergories board game. Before

that, the students reviewed the previous material. Then, the teacher

gave example of descriptive text. She explained more about descriptive

text and discussed it together. Then, she applied scattergories board

game. The teacher gave scattergories worksheet, divided the students

into seven groups, then the students did the assignment together. The

students had to find the words that related to the descriptive text. They

also had to find the meaning of the words. She gave limited time to the

students in answering the worksheet. The teacher and the students

discussed the result of the game together. The winner was Ryan‟s

group. She also appreciated who would be the winner of the game.

She ended the lesson by giving post test in cycle 2 to know the

improvement of the students after got the treatment of scattergories

board game. The researcher gave 30 minutes to do the test. She asked

to the students to conclude the lesson and closed by praying together.

56

d. Observations

Observations can be explained bellow:

1. In cycle 2, sometimes the students made noise. They talked to the

other friends.

2. The students were disturbed by announcement from some students

who came to the class to announce scout extracurriculer.

3. Although the students made noisy, the writer observed that the

students also looked interested playing scattergories board game.

4. They were active follow the lesson.

5. There is improvement that the students more confident in reading

descriptive text.

6. The students more understood about the material.

7. The students understood about scattergories board game that used by

the reseacher.

e. Reflection

Based on the observation result, scattergories board game increased

student‟s activeness. They looked so interested in playing the game

although some students made noise. They did not finish the game with

their group fairly. Scattergories board game also improved students in

vocabulary mastery and reading comprehension of descriptive text. It

also explored student‟s competency in vocabulary because they found

new words from applying the game. They became more active in

57

answering the questions. The students actively participated in learning

process.

Based on the cycle 2, there is improvement in pre-test to post test. The

calculation as follow:

Table 4.3

The Result of Pre-Test and Post-Test Cycle 2

Students‟

Code Pre-test 2 Post-test 2

B1 90* 90*

B2 80* 80*

B3 90* 70*

B4 90* 80*

B5 70* 80*

B6 60 80*

B7 70* 75*

B8 60 70*

B9 70* 70*

B10 60 75*

58

B11 90* 80*

B12 60 70*

B13 60 75*

B14 50 70*

B15 60 75*

B16 70* 75*

B17 60 70*

B18 70* 75*

B19 60 65

B20 60 80*

B21 70* 75*

B22 80* 75*

B23 60 65

B24 70* 70*

B25 70* 65

B26 60 75*

B27 80* 75*

59

B28 50 70*

B29 70* 90*

B30 80* 90*

B31 80* 65

B32 70* 80*

B33 90* 75*

B34 50 75*

B35 70* 90*

B36 70* 75*

B37 80* 75*

∑= 2580 2790

*the students who pass KKM (70)

Table 4.4

The Result of Cycle 2

Students‟

Code

Pre-test 2

(X)

Post-test 2

(Y)

Pre-post

(D)

B1 90 90 0 0

B2 80 80 0 0

B3 90 70 -20 400

B4 90 80 -10 100

60

B5 70 80 10 100

B6 60 80 20 400

B7 70 75 5 25

B8 60 70 10 100

B9 70 70 0 0

B10 60 75 15 225

B11 90 80 -10 100

B12 60 70 10 100

B13 60 75 15 225

B14 50 70 20 400

B15 60 75 15 225

B16 70 75 5 25

B17 60 70 10 100

61

B18 70 75 5 25

B19 60 65 5 25

B20 60 80 20 400

B21 70 75 5 25

B22 80 75 -5 25

B23 60 65 5 25

B24 70 70 0 0

B25 70 65 -5 25

B26 60 75 15 225

B27 80 75 -5 25

B28 50 70 20 400

B29 70 90 20 400

B30 80 90 10 100

B31 80 65 -15 225

B32 70 80 10 100

62

B33 90 75 -15 225

B34 50 75 25 625

B35 70 90 20 400

B36 70 75 5 25

B37 80 75 -5 25

∑= 2580 2790 210 5850

a. Mean of Pre-Test 2

Mx =

Mx =

Mx = 69.72

b. Mean of Post Test 2

My =

My =

My = 75.40

1) Mean of Pre-Test 2 = 69.72

2) Mean of Post-Test 2= 75.40

3) Mean of Pre-Test < Post-Test

63

c. Percentage of the students who pass KKM

Pre-test 2

P =

P =

P = 62.17%

Post-test 2

P =

P =

P = 89.18%

d. SD (Standar Deviation)

√

(

)

√

(

)

√

√

f. Calculating

(

√

)

64

(

√

)

(

√

)

(

)

1) t.calculation is 3.03

2) t.table ≤ t.calculation is 2.02 ≤ 3.03

Based on the result above, it shows that the mean of pre-test and post-test

raising. The table present that the mean of pre-test and post test is 69.72

and 75.40. Beside that, the students who pass KKM in pre-test 2

increases in post-test 2. Pre-test 2 is 62.17%. It improves in post-test 2 is

89.18%. Based on the result, vocabulary mastery and reading

comprehension risen after the students got treatment of scattergories

board game. t-calculation also shows that there is significant

improvement from students‟ vocabulary mastery and reading

comprehension. The result is that t-calculation is 3.03 while t-table is

2.02. It means that t-calculation is bigger than t-table. It means that

scattergories board game is able to improve vocabulary mastery and

reading comprehension. The writer finished the research until two cycles

because the result is already complete for standardize score is 70.

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B. Discussion

From the result of analyzes in cycle 1 and 2, the researcher analyzes the

improvement from each cycle. The improvement as follow:

Table 4.5

The Description of Students’ Test Result

No Analyzes Cycle 1 Cycle 2

1 Mean

Pre-Test

Post-test

49.45

62.70

69.72

75.40

2 Percentage

students who pass KKM

Pre-Test

Post-Test

2.70%

40.54%

62.17%

89.18%

2 t-table N=37 2.02 2.02

3 t-calculation 10.34 3.03

Figure 4.6

The Improvement of Students’ Score

0

10

20

30

40

50

60

70

80

Improvement Students' Score

Pre-test 1

Post-test 1

Pre-test 2

Post-test 2

66

The improvement of vocabulary mastery and reading comprehension can

be seen from the table above. It shows improvement from cycle 1 until cycle 2.

Each cycle, the mean of post-test is bigger than the mean of pre-test. The mean of

pre-test and post-test for each cycle also increases. The mean of pre-test in cycle 1

is 49.45 and post-test is 62.70 while the mean of pre-test in cycle 2 is 69.72 and

post-test is 75.40. Beside that, percentage of the students who pass KKM also

improves from pre-test and post-test cycle 1 and cycle 2. Percentage pre-test 1 is

2.70% and post-test 1 is 40.54% while percentage pre-test 2 is 62.17% and post-

test 2 is 89.18%. The table also shows the differences between t-calculation in

cycle 1 and cycle 2. T-calculation shows 10.34 and 3.03 is bigger than t-table for

thirty seven students is 2.02.

From the data above, it is proof that students‟ vocabulary mastery and

reading comprehension improves in each cycle. This improvement influences

students‟ score. Implementation of scattergories board game is effective enough in

improving students‟ vocabulary mastery and reading comprehension. The result

has already complete the standardize score (70). It seems that scattergories board

game can be used in learning process.

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CHAPTER V

CLOSURE

After conducting the research, presenting and analyzing the data, in

this chapter the researcher would like to give conclusion and suggestion of this

research.

A. Conclusion

After analyzing the data, the finding of the research shows:

1. The implementation of scattergories board game improves students‟

vocabulary mastery and reading comprehension. Before scattergories

board game applied in teaching process, the students got difficulties in

looking for the meaning of the text. It makes them difficult to answer

some questions in