the effect of pictionary game on students’ · in department of english education yuni triandini...

THE EFFECT OF PICTIONARY GAME ON STUDENTS’

VOCABULARY RETENTION

(A Quasi-experimental Study at the Eighth Grade of MTsN 1 Kota Tangerang Selatan in

Academic Year 2016/2017)

A “Skripsi”

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (S-1)

in Department of English Education

Yuni Triandini

1113014000044

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2017

iv

ABSTRACT

YUNI TRIANDINI (1113014000044). The Effect of Pictionary Game on

Students’ Vocabulary Retention (A Quasi-Experimental Study at the Eighth

Grade of MTsN 1 Kota Tangerang Selatan in Academic Year 2016/2017).

Skripsi, Department of English Education, Faculty of Educational Sciences, State

Islamic University Syarif Hidayatullah Jakarta, 2017.

Keywords: Vocabulary, Pictionary Game

This research was aimed to get the empirical evidence of the effectiveness of

Pictionary Game on students’ vocabulary retention. The method that was used

was a quantitative method. The design of this research was quasi-experimental.

This research was conducted in MTsN 1 Kota Tangerang Selatan. The number of

the sample of the research was 50 students of eighth grade. The instrument of this

research was tests. The tests were divided into two, there were pre-test and post-

test. The data that were obtained from the tests were analyzed by using SPSS 20

program. Based on the criteria of hypothesis test that if sig. 2 tailed (p) was lower

than alpha (α) 0.05, then Ho (Null Hypothesis) was rejected and Ha (Alternative

Hypothesis) was accepted. In this research, the result of sig. 2 tailed was 0.001

and it proved that p < α. It showed that there was a positive effect of Pictionary

game on students’ vocabulary retention. Furthermore, the Cohen’s d formulation

was used in order to know the effect size of Pictionary game on students’

vocabulary retention. The result of the calculation was 1.01. It proved that

Pictionary game gave high effect size on students’ vocabulary retention.

v

ABSTRAK

YUNI TRIANDINI (1113014000044). Pengaruh Pictionary Game terhadap

Daya Ingat Kosakata Siswa (Sebuah Penelitian Eksperimen-kuasi Pada Siswa

Kelas Delapan MTsN 1 Kota Tangerang Selatan Tahun Ajaran 2016/2017).

Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan

Keguruan (FITK), Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.

Kata kunci: Vocabulary, Pictionary Game.

Penelitian ini bertujuan mendapatkan bukti empiris tentang keefektifan Pictionary

Game terhadap daya ingat kosakata siswa. Metode yang digunakan adalah metode

kuantitatif. Desain dalam penelitian ini adalah eksperimen-kuasi. Penelitian ini

dilaksanakan di MTsN 1 Kota Tangerang Selatan. Jumlah sampel dari penelitian

ini adalah 50 siswa kelas delapan. Instrumen penelitian ini adalah tes. Tes dibagi

menjadi dua, yakni pre-tes dan pos-tes. Data yang diperoleh dari tes dianalisa

dengan menggunakan program SPSS 20. Berdasarkan kriteria uji hipotesis bahwa

jika sig. 2 tailed (p) lebih rendah dari alpha (α) 0.05, maka Ho (Null Hypothesis)

ditolak dan Ha (Alternative Hypothesis) diterima. Dalam penelitian ini, hasil dari

sig. 2 tailed adalah 0.001 dan ini membuktikan bahwa p < α. Ini menunjukan

bahwa terdapat pengaruh positif dari Pictionary Game terhadap daya ingat

kosakata siswa. Lebih lagi, rumus Cohens’ d digunakan untuk mengetahui kisaran

efek dari Pictionary Game terhadap daya ingat kosakata siswa. Hasil dari

perhitungannya adalah 1.01. Ini membuktikan bahwa permainan Pictionary

memberikan efek yang tinggi terhadap daya ingat kosakata siswa.

vi

ACKNOWLEDGEMENT

In the name of Allah, The Beneficent, The Merciful.

All praised be to Allah, Lord of the world, who has given the author His

blessing, compassion, and strength to finish the last assignment in her study.

Without the strength which was given by Allah, this task would never finish.

Peace and salutation be upon to the prophet Muhammad, his family, his

companions, and also his followers.

In this occasion, the author would like to address her appreciation to her

dearest parents, sisters, nephew, and niece for all support, motivation, and prayer

during her study from the very first semester until the last semester. Without

them, this assignment had not finished yet and would never be.

Next, the author would like to express her gratitude to her honorable and

lovely advisors, Dr. Alek, M.Pd. and Teguh Khaerudin, M.App.Ling. for all the

precious and uncountable time, advice, suggestions, comments, motivation, and

support during the process of doing this assignment.

Thirdly, the author also wants to express her appreciation to the people

who helped her to finish this assignment. Therefore, her appreciation goes to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of

Educational Sciences.

2. Dr. Alek, M.Pd., as the Head of Department of English Education.

3. Zaharil Anasy, M.Hum., as the Secretary of Department of English

Education.

4. Dadan Nugraha, M.Pd., as the researcher’s academic advisor who was

always there for her to give motivation, advice, guidance, and support for

her from the first semester until she finished the last assignment.

5. Ulik Widiantoro, M.Pd., as the Headmaster of MTsN 1 Kota Tangerang

Selatan for giving her permission to conduct the research.

vii

6. Dra. Neneng Susilawati, M.Pd., as the English Teacher of MTsN 1 Kota

Tangerang Selatan for the help, time, guidance, and motivation.

7. The students of VIII 4 and VIII.3 who were willing to contribute their time

and participation during the research.

8. All the beloved friends in DEE 2013 for colouring the author’s life during

her study in university.

9. All the friends in B class of DEE 2013 for supporting her.

10. All the members of Operatives; Meylia Azurah, Mella Sarasyifa,

Mulhimah Riyadoh, Andhika Afrian, Didit Radinal, Fanji Muharam,

Zezens Pratama, Novita Resti Utami, Faiq Zamzami, and Rivki Surya

Maulana who always support her.

11. All the lovely friends; Siti Nurjanah, Lukman Bhakti Hudaya, Randy

Ragistha, M. Dicky Rivaldi, Rahmadini Putri Fahruli, Maspupah, and

Mahdah Ridhaillah.

12. Nabila Qisthina Adzhani who always motivate her.

13. All those countless people, who could not be mentioned for all the

sincerely contribution and support during finishing this assignment.

The author hopes and wishes for all the people who have been there for

her during her academic life to have Allah’s blessings. May Allah ease everything

for them and give them success in this world and hereafter. The author realizes

that this skripsi is far from perfection. Therefore, it would be a pleasure to give

constructive comments and any kinds of suggestion from the reader in order to

create a better research paper in the future.

Tangerang Selatan, June 30th

, 2017

The Author

Yuni Triandini

viii

TABLE OF CONTENTS

APPROVAL SHEET ............................................................................................. i

ENDORSEMENT SHEET ................................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI .................................................... iii

ABSTRACT .......................................................................................................... iv

ABSTRAK .............................................................................................................. v

ACKNOWLEDGEMENT .................................................................................. vi

TABLE OF CONTENTS ................................................................................... viii

LIST OF TABLES ............................................................................................... xi

LIST OF FIGURES ........................................................................................... xiii

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

CHAPTER I. INTRODUCTION ....................................................................... 1

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

B. The Identification of the Problems .......................................... 3

C. Limitation of the Problem ....................................................... 4

D. Formulation of the Problem .................................................... 4

E. Objective of the Research ....................................................... 4

F. Significance of the Research ................................................... 4

CHAPTER II. THEORETICAL FRAMEWORK ............................................ 5

A. Vocabulary .............................................................................. 5

1. Definition of Vocabulary .................................................. 5

2. Kinds of Vocabulary ......................................................... 6

3. Teaching Vocabulary ........................................................ 7

4. Difficulties in Teaching Vocabulary ................................. 9

ix

B. Pictionary Game .................................................................... 11

1. Definition of Pictionary Game ........................................ 11

2. Teaching Vocabulary Using Pictionary Game ................ 12

3. Steps of Teaching Vocabulary Using Pictionary Game .. 13

4. Advantages of Pictionary Game...................................... 14

5. Disadvantages of Pictionary Game ................................. 15

C. Previous Related Studies ....................................................... 15

D. Thinking Framework ............................................................. 18

E. Hypotheses ............................................................................ 19

CHAPTER III. RESEARCH METHODOLOGY ............................................ 20

A. Research Setting .................................................................... 20

B. Research Method and Design ............................................... 20

C. Population and Sample .......................................................... 21

D. Research Instrument .............................................................. 22

E. Technique of Data Collection ............................................... 24

F. Data Analysis Procedure ....................................................... 25

G. Statistical Hypothesis ............................................................ 27

CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION ........... 28

A. Research Findings ................................................................. 28

1. Data Descriptions ............................................................ 28

a. Students’ Scores of Pre-Test and Post-Test Students

in Experimental Class ............................................... 27

1) Result of Pre-Test of Experimental Class ........... 30

2) Result of Post-Test of Experimental Class ......... 31

x

b. Students’ Scores of Pre-Test and Post-Test Students

in Controlled Class .................................................... 33

1) Result of Pre-Test of Controlled Class ............... 35

2) Result of Post-Test of Controlled Class ............. 36

B. Analysis of the Data .............................................................. 38

1. Data of Normality Test.................................................... 38

a. Pre-Test Normality Test ............................................ 38

b. Post-Test Normality Test .......................................... 40

2. Data of Homogeneity Test .............................................. 41

a. Pre-Test Homogeneity Test....................................... 42

b. Post-Test Homogeneity Test ..................................... 42

3. Test of Hypothesis .......................................................... 43

4. Effect Size Formulation .................................................. 44

C. Data Interpretation ................................................................ 45

CHAPTER V. CONCLUSION AND SUGGESTION ..................................... 47

A. Conclusion ............................................................................ 47

B. Suggestion ............................................................................. 48

REFERENCES ..................................................................................................... 49

APPENDICES ...................................................................................................... 52

xi

LIST OF TABLES

Table 3.1 Design of the Study ............................................................................... 21

Table 3.2 Specification of Tests ............................................................................ 22

Table 3.3 The Result of Validity and Reliability .................................................. 24

Table 4.1 The Scores of Pre-Test and Post-Test in Experimental Class ............... 29

Table 4.2 Table of Data Statistics of Pre-Test Result of Experimental Class .. ….30

Table 4.3 Table of Frequency Distribution of Pre-Test Result of Experimental

Class ..................................................................................................... 31

Table 4.4 Table of Data Statistics of Post-Test Result of Experimental Class ….32

Table 4.5 Table of Frequency Distribution of Post-Test Result of Experimental

Class ..................................................................................................... 32

Table 4.6 Score of Pre-Test and Post-Test of Controlled Class ............................ 33

Table 4.7 Table of Data Statistics of Pre-Test Result of Controlled Class ...... ….35

Table 4.8 Table of Frequency Distribution of Pre-Test Result of Controlled Class

.............................................................................................................. 36

Table 4.9 Table of Data Statistics of Post-Test Result of Controlled Class .... ….37

Table 4.10 Table of Frequency Distribution of Post-Test Result of Controlled

Class ..................................................................................................... 37

Table 4.11 Tests of Normality from the Pre-Test Results of both Experimental and

Controlled Class ................................................................................... 38

Table 4.12 Table Normality of Post-Test ............................................................... 40

Table 4.13 Homogeneity Pre-Test Result between Experimental and Controlled

Class Test of Homogeneity of Variances ............................................. 42

Table 4.14 Homogeneity Post-Test Result between Experimental and Controlled

Class Test of Homogeneity of Variances ............................................. 42

xii

Table 4.15 The Result of T-Test Calculation Group Statistics .............................. 43

Table 4.16 The Result of Independence Sample Tests .......................................... 44

xiii

LIST OF FIGURES

Figure 4.1 A Comparison of Pre-Test Results of Experimental and Controlled

Classes ............................................................................................ 39

Figure 4.2 A Comparison of Pre-Test Results of Experimental and Controlled

Classes ........................................................................................... 41

xiv

LIST OF APPENDICES

Appendix 1 References Examination Paper

Appendix 2 The Result of ANATES Program

Appendix 3 Pre-Test

Appendix 4 Answer Key of Pre-Test

Appendix 5 Post-Test

Appendix 6 Answer Key of Post-Test

Appendix 7 Lesson Plan for Experimental Class

Appendix 8 Lesson Plan for Controlled Class

Appendix 9 Letter of Permission

1

CHAPTER I

INTRODUCTION

A. Background of the Research

In the era of technology and information, language has become an

important tool that could be used by people to communicate with people around

the world. The language which is considered as an international language is

English. English becomes more important since most of the literature in any fields

written in English. The importance of English for people makes education field

should concern of it. In order to make one is able to use English well, there are

some components that one needs to learn. As stated by Snow, Burns, and Griffin

that there are five components of English that one needs to master, those are

phonology, morphology, semantics, pragmatics, and lexicon or vocabulary.1

Among all those components, this research will focus on vocabulary.

Vocabulary plays an important role in mastering a language because it is

one of the language components. Harmer illustrated it as vital organs of a

language while language structure is just a skeleton of a language.2 Knowing the

importance of vocabulary, the first thing language learners should do in mastering

a language is learning vocabulary first before they learn grammar. Making second

language learners able to grasp spoken and written words, one of the main

components that they need to learn is vocabulary.3 To be able to listen, speak,

read, and write effectively one must know the name of words which is vocabulary.

Language learners will be able to share their ideas or thoughts through oral and

written forms if they have various vocabularies. In this case, the way teacher

teaches vocabulary will help students to enhance the students’ ability in listening,

speaking, reading, and writing.

1 Chaterine E. Snow, M. Susan Burns, and Peg Griffin, Preventing Reading Difficulties in

Young Children, (Washington: National Academy Press, 1998), p. 46. 2 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,

1991), p. 153. 3 Aleidine K. Moeller, Olha Ketsman, and Leyla Masmaliyeva, “The Essentials of

Vocabulary Teaching: From Theory to Practice”, Diverse by Design, Nebraska: University of

Nebraska, 2009, p. 1.

2

Teaching vocabulary is not an easy activity because it requires teachers’

creativity to make learning vocabulary becomes more interesting so that the

students will feel enthusiast in learning it. Moreover, vocabulary is the foundation

that one must possess to be able to listen, speak, read, and write. As it is stated by

Harmer, presenting new words is not the only activity that could be done in

teaching vocabulary, it could be done in various ways such as presentation,

discovery techniques, and practice.4

Based on the researcher’s observation, it was found that the way the

teacher conducted teaching and learning process made the students not interested

in learning English, especially vocabulary. The teacher asked the students to work

in pair. Then, those two students were asked to memorize the dialogues in the

textbook. After memorizing all those dialogues, the students were asked to present

what they had memorized in front of the class. The more the students memorized

it well the higher score that they got. Some of them did not memorize it well and

they wrote the dialogues in their hands so that they could read it. Meanwhile,

some of them asked their friends to help them by showing gestures. After all the

students finished presenting the dialogues, the teacher asked randomly to some

students the translation of the words that existed in the dialogue. Unfortunately,

some of the students could not answer it. The students might have memorized it,

but if they did not know the meaning of the words, it was pointless. It happened

because the teaching and learning process did not conduct in a meaningful way.

The way teacher taught vocabulary would define the students’ vocabulary

retention. To overcome this problem, a medium to teach vocabulary could be

applied. One of the media that will help the students to enhance their vocabulary

retention is using games.

As it is stated by Huang in Nguyen that applying games in learning would

enhance the factor of psychological and intellectual that would help the learners

feel that they are facilitated in certain aspects such as communication, increasing

self-esteem and self-confidence, motivation and spontaneity, fostering learning,

4 Harmer, Op. Cit., p. 159.

3

developing intonation.5 It could be said that using games in teaching has many

advantages for students especially to increase their desire for learning a language.

It means that game can be used for teaching vocabulary to make the students more

interested in learning. One of the games which is popular in learning vocabulary is

Pictionary game.

Pictionary game can be used for teaching vocabulary since it will help

students to learn English vocabulary. A research that was conducted by Fadilah

shows that Pictionary game could help increase students’ vocabulary. It is proved

that using Pictionary game as a medium in teaching concrete nouns was effective.

There was a significant difference in the achievement between students in

experimental class and students in control class. The statistical data showed that

the mean score for the experimental class was 80.70 while the mean score for the

controlled group was 73.35. It was proved by the result in the post-test of both

experimental and controlled classes.6 Knowing the advantage of Pictionary game,

the researcher decided to conduct a research to find out whether or not there was a

significant effect of students’ vocabulary retention if they were taught by using

Pictionary game. So, the researcher conducted a research with the title “The Effect

of Pictionary Game on Students’ Vocabulary Retention (A Quasi-experimental

Study at the Eighth Grade of MTsN 1 Kota Tangerang Selatan in the Academic

Year 2016/2017).”

B. The Identification of the Problems

Based on the background of the study above, the problems of this research

could be identified as follows:

1. Students only had limited vocabulary.

5 Nguyen Thi Thanh Huyen, Khuat Thi Thu Nga, “Learning vocabulary through games,

the effectiveness of learning vocabulary through games”, Asian EFL Journal, Vol. 5, No. 4, 2003,

p. 5.

6 Siti Fadhilah, “Teaching English Concrete Nouns Using Pictionary Game, (An

Experimental Study With the Fourth Grades of SDN 01 Donowangun Talun Pekalongan in the

Academic Year of 2010/2011)”, a skripsi in State Islamic Studies Walisongo, Semarang, 2011,

unpublished.

4

2. Students did not have experience in teaching and learning process of

vocabulary in a meaningful way.

3. Less of teaching media that were used by the teacher

C. Limitation of the Problem

This research concerned on the effect of Pictionary game on students’

vocabulary retention on the eighth grade of MTsN 1 Kota Tangerang Selatan in

academic year 2016/2017.

D. Formulation of the Problem

The research problem was formulated as follows: “Is there any significant

effect of Pictionary Game on students’ vocabulary retention?”

E. Objective of the Research

Based on the research question above, the objective of the research was to

get the empirical evidence of the effect of Pictionary Game on students’

vocabulary retention.

F. Significance of the Research

The result of this research is expected to give significance not only

theoretically but also practically. It will bring advantage for students and the

teacher. For students, it is expected to improve students’ English vocabulary

retention and make them able to apply the English vocabulary in their real lives.

For the teacher, it can help them conduct teaching and learning process in a

creative way, and enrich the teachers’ knowledge in teaching English through the

game. For other researchers, it is expected that the result of this research will be a

basic consideration and basic information to do further investigation.

5

CHAPTER II

THEORETICAL FRAMEWORK

A. Vocabulary

1. Definition of Vocabulary

Besides all the skills such as listening, speaking, reading, and writing,

there are language components that need to be mastered if one wants to master a

language. One of the language components is vocabulary. David Wilkins stated

that vocabulary helps one to express what they want to say, unlike grammar that

will not help one to express what they want to say.1 Vocabulary seems to be very

important, it can make one able to convey his ideas and thoughts although his

grammar is not good enough.

Easterbrook defined vocabulary as means a certain person who uses whole

words or the whole words that consist of a specific language or subject.2

Meanwhile, Susan and Jenifer stated that vocabulary is the words that are used by

people as communication both in oral and written forms.3 Richards and Renandya

also have a different definition of vocabulary, they define it as the main

component in mastering a language that provides how well learners speak, listen,

read, and write.4

Based on several definitions of vocabulary above, it can be concluded that

vocabulary is all the words that one understands and knows the meaning well so

that he or she can use in both in spoken and written forms. The more vocabularies

that are possessed by someone the more he or she is able to grasp the language in

listening, speaking, reading, and writing.

2. Types of Vocabulary

1 Scott Thornbury, How to Teach Vocabulary, (Essex: Longman, 2002), p. 13.

2 Robert Michael Easterbrook, “The Process of Vocabulary Learning: Vocabulary

Learning Strategies and beliefs about language and language learning”, a thesis in University of

Canberra, Canberra, 2013, p.11, unpublished. 3 Susan Hanson and Jennifer F.M. Padua, Teaching Vocabulary Explicitly, (Honolulu:

Pacific Resources for Education and Learning, 2011), p. 5. 4 Alan Hunt and David Beglar, “Current Research and Practice in Teaching Vocabulary”,

in Jack C. Richards & Willy A. Renandya (eds.), Methodology in Language Teaching: An

Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 255.

6

Each language has word classes that the learner of language should master.

By knowing the word classes, the language learners are able to modify the

language and possess more vocabulary. Modifying the word can change its class.

Different kinds or classes of the words are called Parts of Speech. Parts of speech

are differentiated into nouns, pronouns, verbs, adjectives, adverbs, prepositions,

conjunctions, and determiners.5 The main focus of this research is in teaching

content words such as nouns, verbs, adjectives, and adverbs. Here are further

explanations about them:

a. Nouns

Nouns are all the words that used for naming a person, place or thing.

There are several kinds of nouns such as proper nouns, common nouns, collective

nouns, abstract nouns, concrete nouns, countable nouns and uncountable nouns.6

The main focus of this research is about concrete nouns. Concrete nouns are

nouns that can be seen, smelled, felt, tasted, or touched by our senses.7 Here are

the examples of concrete nouns:

Dara is the ace boxer

The dog is a faithful animal

Chairs in the class are made of wood8

b. Verbs

Verbs are words that describe the action of a person or an animal.9 The

position of a verb in a sentence is very important that it describes the action which

is done by the subject. The example is:

The boy kicks the football.10

c. Adjectives

5 Thornbury, Op. Cit., p. 3.

6 P.C. Wren and H. Martin, English Grammar & Composition, (New Delhi: S. Chand &

Company Ltd, 2000), p. 5. 7 Evelyn P. Altenberg and Robert M. Vago, English Grammar Understanding the Basics,

(Cambridge: Cambridge University Press, 2010), p. 5. 8 Wren and Martin, Op. Cit.

9 Ibid., p. 22.

10 Ibid., p. 65.

7

Adjectives are words that are used to describe a specific person, animal,

place or thing. It can be used to describe quality, quantity, and number. Adjective

quality shows the kind a person or thing‟s quality.11

The example is:

Kolkata is a large city12

d. Adverbs

Adverbs are words that are used to modify verbs, adjectives, or adverbs, in

order to explain how, when, or why something happens.13

Adverbs are divided

into several kinds, there are adverbs of time, adverbs of frequency, adverbs of

place, adverbs of manner, adverbs of degree or quantity, adverbs of affirmation or

negation, and adverbs of reason. Since in this research focuses on adverb of

manner. Adverbs of manner show the way something is done. The example is:

The boy works hard

3. Teaching Vocabulary

Teaching vocabulary is different than teaching language skills such as

listening, speaking, reading and writing. If the teacher is not able to conduct an

interesting teaching and learning process, the students will not get anything in the

end of the lesson. Harmer mentions that there are some techniques in teaching

vocabularies such as realia, pictures, mime action and gesture, contrast,

enumeration, explanation, and translation.14

Realia technique is conducted by showing the real object into the

classroom such as book, pencil, and ruler. After showing the students the real

objects, the teacher tries to say the name of the objects and asks the students to

imitate it.15

The teacher can also modify this technique by asking the students to

bring the object from home in order to make the learners recognize the things

around them.

11

Andrew Radford, Martin Atkinson, David Britain, Harald Clahsen, and Andrew

Spencer, Linguistics an Introduction, second edition, (Cambridge: Cambridge University Press,

2009), p. 134. 12

Wren & Martin, Op. Cit., pp. 19-21. 13

Ibid. 14

Harmer, Op. Cit., p . 161. 15

Ibid.

8

Pictures technique is conducted by easily showing the picture of the new

vocabulary that will be taught. The pictures can be drawn on the blackboard to be

shown to the students.16

By the help of technology, the teacher can also show the

printed materials of the pictures that will be shown or even show them using in

focus.

Mime, action and gesture technique can be implemented by acting out in

front of the class the words that are taught. The words that are taught should be

those that can be acted out such as run, walk, sit, etc.17

This is an interesting

technique yet it can only be implemented for beginner learners. The intermediate

and advanced learners will not get interested in learning using this technique.

Contrast technique can be conducted by showing the correlation of the

words in order to explain the meaning of the words such as push and pull, thin and

thick, small and big, etc. To make the students easily understand the concept of

comparison, the teacher can draw pictures or even try to make a mimic of the

words.18

This technique will be helpful for the teachers to teach the antonym of

the words that the students will learn two different words in the same time.

Enumeration technique can be implemented by explaining the words from

the broad into the specific words such as explaining about the fruit before

explaining about an apple. This technique can be used to explain the meaning of

the new vocabularies.19

The students need to know the words from the wide

context of the specific one in order to make them increase their vocabulary.

Explanation technique is more recommended to be implemented to teach

students in intermediate level because explaining to the students in beginner and

elementary level is not easy. Giving an explanation to the students about new

words means giving them the explanation about the words that are also related to

these new words. Moreover, the teacher also should give the explanation about

what the words that are used in an informal form such as mate (friend).20

Some

16

Ibid. 17

Ibid. 18

Ibid. 19

Ibid. 20

Ibid.

9

students will get confused if they only learn the words that are used in formal

context, the teacher also needs to give more explanation so that they will use it in

an appropriate way.

Translation technique is the fastest and most simple way in teaching

vocabulary. Using this technique to teach does not mean the teacher will not face

the obstacle, making the students easily know the definition of the words will

make them easy to forget the definition of the words either.21

Since the technique

is too easy and the students do not really experience the language, it is possible for

them to forget the words easily.

Some techniques are more inclined to teacher-centered meanwhile some

others are more inclined to student-centered. The techniques that are more

inclined to teacher-centered are realia, explanation, translation, and enumeration.

These techniques are regarded as teacher-centered because the teacher gives an

explanation to the students like the teacher is the main source for the students to

know the new words. Meanwhile, the rest of the techniques are more inclined to

both student-centered and teacher-centered are pictures, mime, action, and

gesture, and contrast. They are regarded as student-centered and teacher-centered

because it depends on the teacher whether the teacher wants to conduct it in the

teacher-centered way or student-centered way. The teacher can choose what

technique to be used to teach vocabulary, the technique can be chosen depends on

the material that will be taught.

4. Difficulties in Teaching Vocabulary

In Indonesia, English is regarded as a foreign language. Learning English

is so difficult for Indonesian people that English and Indonesian language are so

different. Most English teachers in Indonesia find several obstacles in teaching

English. Thornbury investigates that there are several obstacles that will be faced

in teaching English vocabulary especially in the country that regards English as a

21

Ibid.

10

foreign language such as pronunciation, spelling, length and complexity,

grammar, meaning, and idiomatically.

Pronunciation, the difference of pronouncing the words in the language

which is learned and the native language will make the students find difficulty in

learning it.22

The sound of /ð/ for „the‟ and /θ/ for think do not exist in Bahasa.

Therefore, the English language learners in Indonesia will find difficulties in

learning new vocabularies that pronounce that way.

Spelling, in English there are some words that are not pronounced but

exist in the written form. For example, the word “climb” and “foreign.”23

Even in

the word “climb” there is “b” at the end of the word, but it is not pronounced. The

same way in the word “foreign”, even there is “g” before “n”, but it is not

pronounced. The English language learners will get confused since in Indonesia

there are no words that are not pronounced. All the letters must be pronounced in

Indonesia, there are no voiceless or silent letters.

Length and complexity, the longer the new words that are taught, the

harder the learners try to understand it. In English, there are words that have the

stress in different parts of the words necessary and necessarily.24

In Bahasa, there

are no words that have stress, we can put the stress, in the beginning, middle, or

even the end of the word. It does not matter as long as the words exist in Bahasa.

Grammar is also one of the problems for the learners since it is so different

to the first language which is possessed by the learners.25

There are 16 tenses in

English grammar while in Bahasa there are no tenses at all. It will make the

language learners find problems in learning the language. The speaker just needs

to add the adverb of time in the beginning or at the end of the sentence in Bahasa.

Meanwhile, in English, the speaker needs to change the verb in order to give a

different clue of time.

Meaning, in English, there are some words that have similar meaning but

they are completely different words, for example, „make‟ and „do‟, such as in the

22

Thornbury, Op. Cit., p. 27. 23

Ibid. 24

Ibid 25

Ibid.., p. 28.

11

sentences „you make an appointment‟ and „you do the homework‟.26

For

Indonesian learners, it is problematic since they need to translate all the sentence

word by word. Once they meet the words that are different but the meanings are

the same, they will get confused. Most learners tend to remember one word as a

meaning of certain things. Meanwhile, in English, there is the synonym of the

word that exists but the learners do not know it.

Idiomatic, some expressions are not explicitly stated the meaning of them.

The content of the expressions is completely different that it cannot be read once

to get the meaning.27

As language learners, they usually translate word by word in

order to get the meaning of a sentence. Meanwhile, even they have already

translated word by word they will not get the meaning idiomatic expressions. This

is confusing the learners since they only know the meaning of the expressions

explicitly not implicitly

Based on the explanations above it can be concluded that teaching English

vocabulary will be so difficult since English and Indonesian language are

completely different. The learners will face difficulty to learn English, the same

way the teacher will find an obstacle in teaching them. As an English teacher, this

obstacle should be faced in order to meet the successful learning outcome. A good

teacher will never give up even if there are so many obstacles that will be faced.

B. Pictionary Game

1. Definition of Pictionary Game

Pictionary is a game that represents the picture of the word that should be

guessed.28

Pictionary game is one of the most popular games. It can be used to

teach vocabulary. Pictionary was invented by a man named Rob Angel at the age

of 24 years. In 1986, Pictionary was introduced by him.29

This game became so

popular since then. As a meaningful tool that can be used to teach vocabulary,

26 Ibid. 27

Ibid. 28

Melanie Napthine and Michael Daniel, ESL English for Year 12, (Victoria: Insight

Publications, 2011), p. 102. 29

Brian Tinsman, Game Inventor’s Guidebook, (Iola: Krause publications, 2002), p. 58.

12

Pictionary game has a goal that needs to be achieved. According to Spangler and

Mazzante, Pictionary‟s goal is to give students pictures as the media in learning

new vocabularies and provide the opportunity for the students to produce the

vocabularies, not in the linguistic context.30

Giving chance to students to practice

the vocabularies that they have just learned is needed to help them remember the

vocabularies easily. Moreover, Thornbury states that Pictionary game engages

students to try to guess words or phrases from drawings. The game makes the

students work in teams and each member of the team should turn to be the artist.

Things that are needed to play Pictionary game are a list or card of vocabulary

items, whiteboard, chalkboard, or smart board and markers.31

Using game will

help students to get involved in classroom activities. Since Pictionary is a game

that requires students to work in a team, it will give students opportunity to learn

English in interactive ways.

2. Teaching Vocabulary Using Pictionary Game

There are many kinds of activities that can be done to teach vocabulary to

make the teaching and learning process meaningful. Graves states in Hanson and

Padua that the instruction of teaching vocabulary is very important that it should

provide numerous and various experiences in language, teaching, individual

words, strategy in teaching word-learning, and facilitating word awareness.32

Good instruction in teaching vocabulary will make the learning outcomes

reachable. Pictionary can be used in teaching all the part of speech. As Hinebaugh

states that teaching nouns, verbs, adjectives, and adverbs could be implemented

by using Pictionary game.33

Therefore, Pictionary can be used for teaching any

kinds of part of speech.

30

Donna Spangler and John Alex Mazzante, Using Reading to Teach World Language:

Strategies and Activities, (New York: Routledge, 2015), p. 105. 31

Thornbury, Op. Cit., p. 102. 32

Hanson and Padua, Op. Cit.,p. 45 33

Jeffrey P. Hinebaugh, A Board Game Education: Building Skills for Academic Success,

(Plymouth: Rowman & Littlefield Education, 2009), p. 191.

13

3. Steps in Teaching Vocabulary Using Pictionary Game

In implementing Pictionary game in teaching English, there are several

steps that need to be followed. According to Paula that there are several steps that

are needed to be followed in applying Pictionary game.

a. First, the students are divided into teams.

b. Second, each of the team should choose one person as the person who draws

on the whiteboard called as an artist. Each of the group members takes a turn

to be an artist.

c. Third, the teacher tells what should be drawn. It can be a flash card or a

vocabulary list.

d. Fourth, the team who can quickly guess deserves to get a score.34

All the steps above should be followed to teach vocabulary using

Pictionary game. All the members of the group have to be an artist while the rest

of the group try to guess what has been drawn. Only the team that answers

correctly that will get a point.

There are several rules in playing Pictionary games.

a. First, the artist is not allowed to say any words.

b. Second, the artist is not allowed to give any signs by gestures.

c. Third, the artist is not allowed to give audible noises.

d. Fourth, the artist is not allowed to draw numbers or letters.35

There are several rules that must be obeyed by all the group members in

order to be successful in conducting teaching vocabulary using Pictionary game.

If there are any students who do not obey the rules, their points should be

decreased or even disqualified from the group.

34

Amy Buttner, Activities, Games, Assessment Strategies for the Foreign Language

Classroom, (New York: Routledge, 2013), p. 158. 35

Myfanwy Jones and Spiri Tsintziras, Parlour Games for Modern Families, (UK:

Penguin, 2009), p. 158.

14

4. Advantages of Pictionary Game

Applying an activity in teaching English has its weakness and strength.

Some activities are only suitable for students in certain levels. In teaching Junior

High School students, the teacher should be able to choose the right action

because the right activity will help the students to improve their learning outcome.

Malone stated that Pictionary game can be used to teach students from elementary

level to high school level.36

Although it is suitable to be conducted for students in

any levels, there are still advantages and disadvantages in teaching English using

Pictionary game.

The advantages of Pictionary game help the students to retain the new

vocabulary they learn, engage the students, and a tool to review material.37

Pictionary game helps the students unconsciously remember the new vocabulary

that they learn because they try to produce the words orally and it helps them to

remember it. This game also helps the students to make the students engage in

learning English, they do not feel bored, sleepy, or even not interested. They will

get enthusiast in learning using this game. Instead of asking the students to

mention what they have learned, applying this game will be another helpful tool to

make sure the students have understood the material. If the teacher only asks all

the students whether they have understood or not, there will be some of them who

answer while the rest do not give any response. Meanwhile, by applying this

game, the teacher will know whether the students have completely understood or

not.

Moreover, Pictionary game also helps the students to work in team. They

will not work individually because they want to get the best score to be the

winner. Collaborative learning will help the learners to enhance their social

intelligence. They will get used to work cooperatively and it will be very useful

36

Donna Malone, Classroom Boredom Busters, (Colorado: Outskirt Press Inc., 2017), p.

100. 37

Ellen Kottler, Nancy P. Gallavan, Secret to Success for Beginning Elementary School

Teachers, (California: Corwin Press, 2007), p. 92.

15

especially in teaching using curriculum 2013. Because one of the goals in

curriculum 2013 is to make the students to able work in team.

5. Disadvantages of Pictionary Game

The disadvantage of Pictionary game is the noise will be unbearable.38

Games are mostly student-centered and Pictionary game is one of the games

which is student-centered. This game will make all the students get involved, it

will be so noisy. Unlike the teaching and learning which is teacher-centered, that

will not make any noise.

Pictionary game also cannot describe abstract things. The students will

find difficulties because abstract things cannot be drawn. Therefore, Pictionary

game can also be used in teaching materials that can be drawn.

Another disadvantage of Pictionary game is if the students who becomes

an artist cannot draw. It will make the team of the artist cannot guess what the

artist draws. This causes the team unable to get the score.

An activity which is chosen by the teacher will have its advantages and

disadvantages. Since Pictionary game has many advantages than disadvantages.

Therefore, before applying Pictionary game it is a need for the teacher to adjust

with the topic.

C. Previous Related Studies

Several types of research have been conducted to find out whether or not

Pictionary game can be used as a medium to improve students‟ vocabulary. There

are three previous related studies that will be described.

The first previous related study that will be described was conducted by

Marziech Taheri. The title of the research was “The Effect of Using Language

Games on Vocabulary Retention of Iranian Elementary EFL Learners”. It was

conducted in a private Language Institutes in Iran. The participants were thirty-

two female students ranged from 11 to 16 years old. The objective of the research

is to find out whether or not there is an effect of using language games towards

students‟ vocabulary retention. The method that was used was experimental study.

38

Ibid.

16

Since it was experimental study, the students were separated into two classes,

there were experimental class and controlled class. Each class consisted of sixteen

students. The experimental class was treated by using language games such as

puzzle, crossword game, etc., while the controlled class was treated by using the

traditional method of teaching such as drills, definitions, etc. The instrument

which was used was in this research tested. Tests were conducted four times, there

were pre-test, post-test 1, post-test 2, and post-test 3. The result of the research

shows that there is a significant difference in the achievement between students

who were taught by using games and those who were taught by using the

traditional method. It was proved by the mean score of the post-test 1, post-test 2,

and post-test 3. In the post-test 1, the mean score of the experimental class was 16

while the controlled class was 14.25. In the post-test 2, the mean score of the

experimental class was 15.69 while the controlled class was 12.19. In the post-test

3, the mean score of the experimental class was 15.6 while the controlled class

was 10.75.39

Based on the result of the post-test 1, post-test 2, and post-test 3, the

mean score of both groups decreased from test to test, but it showed that the mean

score of the experimental class was higher than controlled class. Therefore, it

could be concluded that language games were able to improve students‟


The second previous study that will be explained was conducted by Wan

Noorli Razali, Noraziah Mohd. Amin, Nazima Versay Kudus, and Muriatul

Khusmah Musa. The title of the research was “Using Card Game to Improve

Vocabulary Retention: A Preliminary Study.” It studied whether or not the word

card GOT IT (Group-Oriented Thematic Interactive Technique) could help the

students improve students‟ vocabulary retention. The research was conducted in

primary schools in Pulau Pinang. The participants were twenty-five students who

got low competency in class. The instruments that were used GOT IT card games

and also tests. The tests were conducted two times, pre-test and post-test. The

result of the test showed that the mean score of post-test was 15.88 while the

39

Marzieh Taheri, The Effect of Using Language Games on Vocabulary Retention of

Iranian Elementary EFL Learners, Journal of Language Teaching and Research, Vol. 5, No. 3,

May 2014, pp. 544—549.

17

mean score of pre-test was 7.16.40

The result of the research proved that GOT IT

card game could improve the students‟ vocabulary retention, especially those who

were weak learners in the class.

The third previous study that will be described was conducted by Maryam

Rohani and Behzad Pourgharib. The title of the research was “Teaching Effect of

Games on Learning Vocabulary.” The objective of the research was to determine

the effect of games on students‟ vocabulary. The method of this research was

experimental design so that there were two classes that were observed, controlled

class and experimental class. The experimental class was treated by using games,

while the controlled class was treated by using a textbook. The instrument for this

research was tests. Tests were conducted two times, pre-test and post-test. After

doing the post-test, the mean score of the experimental class was 16, while the

mean score of the controlled class was 15.5.41

It could be concluded from the

result of the test that there was no significant difference of students‟ vocabulary in

the both experimental and controlled classes.

The fourth previous study that will be described was conducted by Sahar

Ameer Bakhsh. The title of the research was “Using Games as a Tool in Teaching

Vocabulary to Young Learners”. The purpose of this research was to find an

evidence of the effectiveness of games as tools to teach vocabulary in order to

make the students remember the new vocabulary. This research focused on

discussing how to implement games in teaching vocabulary, the example of

games that could be used for teaching vocabulary and the challenges of applying

games that were encountered by students and teachers in teaching vocabulary. The

result of this research showed that games would be beneficial for both students

and teachers, but games also had advantages and disadvantages that needed to be

considered. Therefore, the teacher needed to consider the students‟ level, context,

40

Wan Noorli Razali, Noraziah Mohd. Amin, Nazima Versay Kudus, and Muriatul

Khusmah Musa, Using Card Game to Improve Vocabulary Retention: A Preliminary Study,

International Academic Research Journal (IARJ) of Social Science, Vol. 3, No. 1, 2017, pp. 30—

36. 41

Maryam Rohani and Behzad Pourgharib, The Effect of Games on Learning

Vocabulary, International Research Journal of Applied and Basic Sciences (IRJABS), Vol. 4, No.

11, 2013, p. 11.

18

and interest before conducting games.42

The result of this research showed that the

teacher should be able to choose appropriate games to be used for the students in

order to achieve a successful teaching and learning process.

The similarity between all the previous related studies and this research

was all the studies tried to find out whether or not there was an effect of using

games in teaching vocabulary. However, the difference between this study and all

those studies was this research specifically tried one game to be observed whether

or not there was an effect of the game on students‟ vocabulary retention.

Meanwhile, two of the related studies above used several kinds of games as a

treatment for experimental class to know the effect on students‟ vocabulary

retention. Although one of the studies used one specific game to be used as a

treatment, the study did not compare between one group and another group.

D. Thinking Framework

Vocabulary is one of the components of language that one needs to master.

Unfortunately, some students do not have various vocabularies that they are

unable to express what they want to say. In fact, vocabulary is the foundation of

all the four skills such as listening, speaking, reading and writing. To be able to

share thoughts, opinions, and suggestion one must possess various vocabularies.

Teaching vocabulary should be conducted in an attractive way in order to

make the learners engaged in teaching and learning process. A game is considered

as one of the media that would be useful, especially for teaching vocabulary.

Based on the previous sections of this chapter, one of the games which is

considered to help improve students‟ vocabulary retention is Pictionary. This

game could make all the students engaged in teaching and learning process so that

the students will not get sleepy, bored, and demotivated. This game also helps the

students to make them remember the new words easily. The teacher can also use

this game to review the material that has been learned.

42

Sahar Ameer Bakhsh, Using Games as a Tool in Teaching Vocabulary to Young

Learners, Canadian Center of Science and Education, Vol. 9, No. 7, May 2016.

19

Moreover, the previous related studies that were mentioned above, showed

different results. Since each study had different kinds of methods, participants,

and places. Most of the studies used a quantitative method to compare the

participants who were treated by using games and who were treated by using the

traditional method. Two types of research proved that games gave a significant

result on students‟ vocabulary retention. Meanwhile, one of the studies` showed

that games did not have a significant result on students‟ vocabulary.

Therefore, further investigation of using games to improve students‟

vocabulary is needed to be done. One of the games which is considered as the

appropriate game to be used for teaching vocabulary in Junior High School is

Pictionary game. As the conclusion, Pictionary game is applied to see whether or

not it would bring positive impact, especially for students‟ vocabulary retention.

E. Hypotheses

Based on the theories, and previous related studies above, the researcher

assumes that there is a significant effect of Pictionary game on students‟


20

CHAPTER III

RESEARCH METHODOLOGY

A. Research Setting

The research was conducted in MTsN 1 Kota Tangerang Selatan. It was

located at Jalan Pajajaran No. 88, Pamulang, South Tangerang City, Banten

Province. The research was held in April 2017.

B. Research Method and Design

A quantitative method was used in this research. Quantitative research

focuses on identifying why certain things happen and try to find out the different

responses from a large group. Moreover, the result of this method is expected can

give information how large population gives responses to certain issues.1 In this

research, the quantitative method was chosen because it was the best method to

find out the responses of the students in learning vocabulary through using

Pictionary game.

Quantitative method is divided into three kinds of designs such as

experimental, correlational, and survey.2 This research used an experimental

design, as stated in Cresswell that experimental design is used for testing whether

or not the dependent variable can be influenced by the researcher’s idea.3

Moreover, the uniqueness of experimental research is it is the best design that can

be used for verifying the hypotheses about cause and effect relationship.4

Experimental for group design is differentiated into three kinds, there are true

experiments, quasi-experimental, and factorial design.5 This research used quasi-

experimental design because this design is the most appropriate design to be used

1 John W. Creswell, Education Research: Planning, Conducting and Evaluating

Quantitative and Qualitative Research, fourth edition, (Boston: Pearson, 2012), p. 13. 2 Ibid., p. 12.

3 Ibid., p. 295.

4 Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in

Education, (New York: McGraw-Hill, 2008), p. 261. 5 Creswell, Op. Cit., p. 307.

21

in this research. The quasi-experimental design focuses on comparing the group

who are given the treatment and those who are not given the treatment. It seeks to

find out the different outcome if something is implemented.6 Quasi-experimental

design itself is divided into two kinds of designs, pre- and post-test design, and

posttest-only design.7 The pre-and post-test design was applied in this research.

Therefore, Pictionary game was seen as an independent variable to measure

whether or not it can improve the dependent variable which was vocabulary

retention. Here is the table of pre- and post-test design.

Table 3.1

Design of the Study

Control Group P1 Y P2

Experimental Group P1 X P2

Explanation:

P1 : Pre-Test

P2 : Post-Test

X : Treatment with Pictionary game

Y : Treatment with non-Pictionary game

C. Population and Sample

The population of this research was students at the eighth grade of MTsN

1 Kota Tangerang Selatan in the academic year of 2016/2017. There were 355

eighth grade in this school. The eighth grade was divided into eleven classes from

8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, and 8.11.

The sampling technique which was used in this research was purposive

sampling. Purposive sampling was selected because there was a specific purpose.8

The English teacher in MTsN 1 Kota Tangerang Selatan suggested conducting the

6 H. White and S. Sabarwal, ―Quasi-experimental Design and Methods‖, Methodological

Briefs: Impact Evaluation 8, UNICEF OFFICE of Research, Florence, 2014, p. 1. 7 Creswell, Op. Cit., p. 310.

8 Louis Cohen, Lawrence Manion, and Keith Morrison, Research Methods in Education,

sixth edition, (New York: Routledge, 2007), pp. 114 – 115.

22

research in class 8.4 because in the previous test this class got lower scores than

class 8.3. Therefore, the experimental class was 8.4 and the controlled class was

8.3. Each class consisted of 25 students and the total of the sample was 50

students.

D. Research Instrument

The research instrument in this research was test. The test consisted of 30

multiple choices questions, with a, b, c, and d as choices. The chosen vocabularies

were adjusted to the students’ level. The score for the right answer was 1, while

the score for the wrong answer was 0.

Table 3.2

Specification of Tests

Variable Aspects Indicators Item Numbers Total

Vocabulary

Retention

Noun Students are able to

identify and choose the

right concrete noun in the

right context

1, 3, 5, 7, 9,

11, 13, 14, 15,

30

10

Verb Students are able to


right verbs in the right

context

2, 4, 17, 19,

20, 22, 27, 28,

8

Adjective Students are able to


right adjective in the right

context

6, 8, 10, 16,

18, 23, 24, 25,

26, 29

11

Adverb Students are able to

identify and choose adverb

in the right context

12, 21 2

Total 30

23

The criteria of a good test are valid and reliable. In order to find out the

tests that were used for the pre-test and post-test were valid and reliable or not,

piloting study was conducted in different class, not in the controlled class or in the

experimental class. After doing piloting study, the test was analyzed its validity

and reliability.

1. Validity

One of the criteria of a good test is validity. The validity of the test means

that it really measures what is intended to be measured.9 In this research, the test

could be claimed that it was valid if it really measured the students’ vocabulary

retention. There was nothing else that was measured in this test except vocabulary

retention. In order to see the validity ANATES program was used to know the

validity of the test. For the construct validity, it could be seen in Table 3.2, that

each number really measured certain kind of vocabularies, such as the verb,

adjective, noun, and adverb.

2. Reliability

Another criterion of an ideal test is reliability. Reliability of the test means

that the result of the test is consistent in different occasion.10

Before administering

the test in controlled and experimental class, the test was done in another class to

measure its reliability. To know whether the test was reliable or not, ANATES

program was used in this research. According to Cohen, here is the reliability

coefficient:11

>0.90 very highly reliable

0.80–0.90 highly reliable

0.70–0.79 reliable

0.60–0.69 marginally/minimally reliable

<0.60 unacceptably low reliability

Based on the piloting study that was done in the other class, the result

from piloting study was analyzed by using ANATES program. The result from

9 J.B. Heaton, Writing English Language Tests, (New York: Longman Inc., 1990), p. 159.

10 Ibid., p. 162.

11 Cohen., Op. Cit., p. 506.

24

ANATES program of the validity and reliability of the test could be seen as

follows:

Table 3.3

The Result of Validity and Reliability of the Tests

Total Tested Items 70

Total Subject 20

Total Significance of the Items 60

Correlation XY 0.80

Reliability of the Test 0.89

Based on the description on Table 3.3, the total of tested items for pre-test

and post-test were 70, 35 items would be used for pre-test and 35 others would be

for post-test. However, the result showed that there were only 60 items that were

valid and reliable. The value of validity of the test was 0.80, while the value of

reliability of the test was 0.89. Therefore, the items that were used for pre-test and

post-test were 30 items for pre-test and 30 items for post-test. The result of

ANATES program to see the validity and reliability could be seen in Appendix 2.

E. Technique of Data Collection

In this research, tests were conducted to measure the students’ vocabulary

retention. The tests were done two times before the research was conducted and

after the research was conducted. Before conducting the research, the pre-test was

administered in order to find out the students’ vocabulary achievement in both

controlled class and experimental class. The test consisted of 30 multiple choices

questions, with a, b, c, and d as choices. The chosen vocabularies were adjusted to

the students’ level. The score for the right answer was 1, meanwhile, the score for

the wrong answer was 0.

After conducting the research, the post-test was done in order to know the

students’ achievement in both controlled class and experimental class. The test

25

consisted of 30 multiple choices questions, with a, b, c, and d as choices. The

chosen vocabularies were different from pre-test, but it had a similar level of

difficulty.

F. Data Analysis Procedure

After obtaining the score of pre-test and post-test, the following step that

was done was analyzing the result of the test. Analyzing the data was done by

doing the normality test and homogeneity test by using SPSS 20 program.

1. Normality Test

A normality test needs to be done to see whether or not the data from the

sample that were chosen could interpret the data of all the population. After the

data from the controlled class and the experimental class were collected, the data

were analyzed to see whether they were normal or not. SPSS 20 program was

used for this research to see the normality of the data. The normality test that was

used was Kolmogorov-Smirnov and Shapiro-Wilk table. The significant score for

Kolmogorov-Smirnov and Shapiro-Wilk table should be more than 0.05. If the

significant score was lower than 0.05, then the test does not have normally

distributed data. Here are the steps to analyze the normality of the data:

a. Open SPSS program.

b. Input all the data.

c. Click Analyze from the top menu, choose descriptive statistics and click

explore.

d. Move the data from the left box into the box in Dependent List.

e. Click plot and make sure that under the boxplots choose none, remove any

checklists under Descriptive, and tick in Normality plots with tests, and

remove any ticks under Spread vs Level with Levene Test.

f. Click Continue and OK.

2. Homogeneity Test

After knowing the result of the normality test, another important step was

to find out the homogeneity test. Homogeneity test was done in order to find out

26

the similarity of the variant between two groups. In order to do homogeneity test,

SPSS program was used in this research. The steps to see the homogeneity are as

follows:12

a. Open SPSS program.

b. Input the data in the data view.

c. Click Analyze in the top of the menu, choose compare means and click one-

way ANOVA.

d. Move the data of experimental into Dependent List, meanwhile, move the data

of controlled group into Factor.

e. Click the Options tab to open the options dialogue box.

f. Give a tick in Homogeneity of variance tests.

g. Click continue, and then OK.

3. Hypothesis Test

Pre-test and post-test were done in order to see the difference of vocabulary

retention before and after the students were taught by using Pictionary game.

After the data were collected from the tests, they were analyzed by using SPSS

20. Hypothesis test could be done if the data of the tests showed that they were

both homogeneous and normal. The t-test is used to see whether there is a

difference between two variables in this research. In SPSS 20, T-test was done

through Independent-Samples t-test. Here are the steps to analyze the data:

a. Open SPSS 20 program.

b. Click Variable View, type the name such as class and score, and in the Values,

the name of the class is differentiated into two kinds; experimental is 1 and

controlled is 2.

c. Click Data View, insert the data

d. Click Analyze, choose Compare Means and click Independent-Samples T-test.

e. Move the score into the column of Test Variable(s), and move the class into

Grouping Variable. Define group as the number exactly like the number that

has been typed in Values. Click continue and OK.

12

Ibid., pp. 71—72.

27

H0 was rejected and Ha was accepted if the sig. 2 tailed (p) value < α

(alpha). It means that the value of significance 2 tailed should be less than α

(alpha), which was, 0.05.

4. Effect Size Formulation

After conducting T-test, calculating an effect size was needed in order to

know whether the effect is strong or weak. In this research, Cohens’d was used to

find out the measurement of effect size. The formula for measuring the effect size

could be seen as follows:13

d = (Mean for group A—Mean for group B)

Pooled standard deviation

Explanation:

d : effect size

Mean for group A : Mean for experimental class

Mean for group B : Mean for controlled class

Pooled standard deviation : (Standard deviation of group 1 + standard

deviation

of group 2) / 2

After calculating the effect size formulation, the result could be defined

whether it would give strong effect or not could be guided as follows:14

0 – 0.20 : weak effect

0.21 – 0.50 : modest effect

0.51 – 1.00 : moderate effect

> 1.00 : strong effect

G. Statistical Hypothesis

The statistical hypotheses of this research are:

Ha: There is an effect of Pictionary game on students’ vocabulary retention (the

mean score of the experimental class post-test is higher than the mean score of the

13

Daniel Muijs, Doing Quantitative Research in Education With SPSS, (London: Sage

Publications Ltd, 2004), p. 136. 14

Ibid., p. 136.

28

controlled class, or p < α; sig. 2 tailed is lower than alpha; there are differences

from the score of the classes).

H0 : There is no effect of Pictionary game on students’ vocabulary retention (the

mean score of the experimental class post-test is lower than the mean score of the

controlled class, or p < α; sig. 2 tailed is higher than alpha; there are no

differences from the score of the classes).

28

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

A. Research Findings

1. Data Descriptions

The experimental class and controlled class were taught differently. In the

experimental class, the students were taught by using Pictionary game,

meanwhile, in the controlled class, the students were taught without Pictionary

game. In order to see the differences of students’ vocabulary retention who were

taught by using Pictionary game and without using Pictionary game, the data

needed to be gathered. The data were collected from the results of the pre-test and

post-test that were conducted in the beginning and at the end of the research.

a. Students’ Scores of Pre-Test and Post-Test Students in Experimental

Class

The experimental class in the research was students in class 8.4 at MTsN 1

Kota Tangerang Selatan. There were 25 students in this class, 15 of them were

boys, while the rest of the students were girls. The pre-test that was given to this

class was multiple choice. Pre-test was done in order to know the students’

vocabulary retention before they were taught by using Pictionary game. Based on

the pre-test that was done, the mean score was 57.68 with the lowest score was 40,

meanwhile the highest score was 80. After the data were obtained from the pre-

test, the treatment for experimental class was conducted by using Pictionary game.

After the treatment was done, the post-test was conducted. From the post-

test that was done, the result of the post-test showed that there was a difference

compared to the result of the pre-test. The mean score of the students increased to

be 73.36 with the lowest score was 53, while the highest score was 93. After the

data were obtained from the pre-test and post-test, it was found that the range of

the mean score from the pre-test to post-test was 15.68. The result of pre-test and

post-test could be seen as follows:

29

Table 4.1

The Scores of Pre-Test and Post-Test in Experimental Class

Students Pre-Test Post-Test

Student 1 70 77

Student 2 53 70

Student 3 60 83

Student 4 60 77

Student 5 40 67

Student 6 67 80

Student 7 80 83

Student 8 40 53

Student 9 50 77

Student 10 80 93

Student 11 43 57

Student 12 60 73

Student 13 67 77

Student 14 50 60

Student 15 60 67

Student 16 50 77

Student 17 63 73

Student 18 43 67

Student 19 60 77

Student 20 50 67

Student 21 50 63

Student 22 63 73

Student 23 60 80

Student 24 70 90

Student 25 53 73

Total Score 1442 1834

30

Mean Score 57.68 73.36

Based on the description on Table 4.1, in pre-test, there were two students

who got the minimum score, which was 40. It meant that both students had

difficulty in vocabulary. Most of the students got 60. On the other hand, there

were two students who got the highest score, which was 80.

In the post-test, it showed that the highest score was 93 and it was

achieved only by one student. Meanwhile, the lowest score in post-test was 53 and

it was earned by one student. From the result of the students’ score in pre-test and

post-test, it could be concluded that there was an effect of Pictionary game on

students’ vocabulary retention.

1) Result of Pre-Test of Experimental Class

Additional results from pre-test in class 8.4 as the experimental class could

be seen in the table below:

Table 4.2

Table of Data Statistics of Pre-Test Result of Experimental Class

From the Table 4.2, it could be seen that the total students of experimental

class were 25 students. The mean score was the total of all the students’ score in a

group and divided with the total of the students in that group, the result was 57.68.

Median of the data was the value that separated between the highest and the

lowest data. In this pre-test, the median was 60.00. Mode was the score that was

N Valid 25

Missing 0

Mean 57.68

Median 60.00

Mode 60

Std. Deviation 11.101

Variance 123.227

Range 40

Minimum 40

Maximum 80

31

frequently appeared which was 60. Standard deviation of data was 11.755. The

sets of score represented a population was variance. Variance of the students’

score in the pre-test was 123.227. The range of the data was calculated from the

highest score to the lowest score, which was 40. The minimum score from the pre-

test was 40, meanwhile the maximum score was 80.

Based on the Table 4.2, a table of frequency distribution could be made.

The distribution’s score of the students’ score could be seen as follows:

Table 4.3

Table of Frequency Distribution of Pre-Test Result of Experimental Class

Based on the table that could be seen above, it described the frequencies,

the percentage of each score, the valid percent of the score, and also the

cumulative percent of each score. It was known that from the table that in the

experimental class the score varied from 40 to 80.

2) Result of Post-Test of Experimental Class

Score Frequency Percent Valid

Percent

Cumulative

Percent

Valid

40 2 8.0 8.0 8.0

43 2 8.0 8.0 16.0

50 5 20.0 20.0 36.0

53 2 4.0 4.0 44.0

60 6 24.0 24.0 68.0

63 2 8.0 8.0 76.0

67 2 8.0 8.0 84.0

70 2 8.0 8.0 92.0

80 2 8.0 8.0 100.0

Total 25 100.0 100.0

32

Here is additional result from the post-test in class 8.4 as the experimental

class could be seen as follows:

Table 4.4

Table of Data Statistics of Post-Test Result of Experimental Class

From the table above, it showed that in the experimental class, there were

25 students. The mean score of the post-test was 73.36. The median of the result

was 73.00. The score that often appeared from the data was 77. The standard

deviation was 9.482. The variance was 89.907. The range of the score was 40. The

minimum score of post-test was 53, while the maximum score was 93.

From the Table 4.4, the table of frequency distribution could be made as

follows:

Table 4.5

Table of Frequency Distribution of Post-Test Result of Experimental Class


Percent

Cumulative

Percent

Valid 53

57

60

1

1

1

4.0

4.0

4.0

4.0

4.0

4.0

4.0

8.0

12.0

N Valid 25

Missing 0

Mean 73.36

Median 73.00

Mode 77


Variance 89.907

Range 40

Minimum 53

Maximum 93

33

63

67

70

Score

1

4

1

Frequency

4.0

16.0

4.0

Percent

4.0

16.0

4.0

Valid

Percent

16.0

32.0

36.0

Cumulative

Percent

73

77

80

83

90

93

Total

4

6

2

2

1

1

25

16.0

24.0

8.0

8.0

4.0

4.0

100.0

16.0

24.0

8.0

8.0

4.0

4.0

100.0

52.0

76.0

84.0

92.0

96.0

100.0

Based on Table 4.5, it showed the result of the post-test in experimental

class, the data that were observed were frequency, percent, valid percent, and

cumulative percent. Most of the students got 77, there were six students who got

this score. The highest score of post-test was 93 and there was only one student

who got this score. On the other hand, the lowest score was 53 and there was only

one student who got this score.

b. Students’ Scores of Pre-Test and Post-Test Students in Controlled Class

In this research, the controlled class was 8.3 at MTsN 1 Kota Tangerang

Selatan. This class consisted of 25 students, 12 were female students and 13 were

male students. The pre-test was done in order to see the students’ vocabulary

retention. Based on the result of pre-test, it showed that the mean score of pre-test

was 54.60. After conducting the pre-test, the teaching and learning process was

done without Pictionary game. Then, the post-test was done, the mean score of

post-test was 63.08. It showed that there was an increasing point from the pre-test

to the post-test. It could be seen in the table below.

Table 4.6

Score of Pre-Test and Post-Test of Controlled Class

34


Student 1 40 70

Student 2 40 77


Student 3 40 50

Student 4 43 67

Student 5 57 57

Student 6 80 80

Student 7 53 63

Student 8 50 57

Student 9 53 70

Student 10 63 73

Student 11 50 50

Student 12 50 60

Student 13 53 50

Student 14 53 67

Student 15 53 70

Student 16 67 60

Student 17 57 60

Student 18 50 50

Student 19 53 63

Student 20 60 73

Student 21 65 77

Student 22 65 67

Student 23 60 63

Student 24 50 60

Student 25 60 70

Total Score 1365 1604

Mean Score 54.60 64.16

35

Based on the description Table 4.6, in the pre-test, there were three

students who got the lowest score which was 40. It meant that they got difficulty

in English, especially the vocabulary. The most frequent score in the pre-test was

53. There were six students who got 53. Meanwhile, the highest score in the pre-

test was 80 and there was only one student who got this score.

In the post-test, there were two students who got the lowest score, which

was 50. The most frequent score in the post-test was 60, there were eleven

students who got that score. The highest score for this test was 80 and it was

obtained by one student.

1) Result of Pre-Test of Controlled Class

Here is additional result from the pre-test in class 834 as the controlled

class could be seen as follows:

Table 4.7

Table of Data Statistics of Pre-Test Result of Controlled Class

N Valid 25

Missing 0

Mean 54.60

Median 53.00

Mode 53


Variance 86.667

Range 40

Minimum 40

Maximum 80

Table 4.7 showed that in the controlled class, there were 25 students. The

mean score of the pre-test was 54.60. The median of the result was 53.00. The

score that often appeared from the data or called as mode was 53. The standard


minimum score of pre-test was 40, while the maximum score was 80.

36

Table 4.8

Table of Frequency Distribution of Pre-Test Result of Controlled Class


Percent

Cumulative

Percent

Valid 40

43

3

1

12.0

4.0

12.0

4.0

12.0

16.0

50

53

57

60

63

65

67

80

Total

5

6

2

3

1

2

1

1

25

20.0

24.0

8.0

12.0

4.0

8.0

4.0

4.0

100.0

20.0

24.0

8.0

12.0

4.0

8.0

4.0

4.0

100.0

36.0

60.0

68.0

80.0

84.0

92.0

96.0

100.0

Based on Table 4.8, it showed the result of the pre-test in controlled class,

the data that were observed were frequency, percent, valid percent, and

cumulative percent. Most of the students got 53, there were six students who got

this score. The highest score of post-test was 80 and there was only one student

who got 80. Meanwhile, the lowest score was 40 and there were three students

who got this score.

2) Result of Post-Test of Controlled Class

After analyzing the results of pre-test in controlled class, it is needed to

analyze the result of post-tests. An additional statistics data of the result of post-

test in the controlled class could be seen as follows:

37

Table 4.9

Table of Data Statistics of Post-Test Result of Controlled Class

N Valid 25

Missing 0

Mean 64.16

Median 63.00

Mode 50


Variance 78.140

Range 30

Minimum 50

Maximum 80

Table 4.9 showed that in the controlled class, there were 25 students. The

mean score of the pre-test was 63.08. The median of the result was 60.00. The

score that often appeared from the data or called as mode was 60. The standard


minimum score of pre-test was 50, while the maximum score was 80.

Based on the table of data statistics of post-test result in the controlled

class, the table of frequency distribution could be made as follows:

Table 4.10

Table of Frequency Distribution of Post-Test Result of Controlled Class


Percent

Cumulative

Percent

50

57

60

4

2

4

16.0

8.0

16.0

16.0

8.0

16.0

16.0

24.0

40.0

38

63

67

70

Score

3

4

4

Frequency

12.0

12.0

8.0

Percent

12.0

12.0

8.0

Valid

Percent

52.0

64.0

80.0

Cumulative

Percent

73

77

80

Total

2

2

1

25

8.0

8.0

4.0

100.0

8.0

8.0

4.0

100.0

88.0

96.0

100.0

Based on Table 4.10, it showed the result of the post-test in controlled

class, the data that were observed were frequency, percent, valid percent, and

cumulative percent. There were four students who got 50, 60, 67and 70. The

highest score of post-test was 80 and there was only one student who got 80.

Meanwhile, the lowest score was 50 and there were four students who got this

score.

B. Analysis of the Data

1. Data of Normality Test

a. Pre-Test Normality Test

Test of normality and homogeneity in this research were done by using

SPSS 20 program. Kolmogorov-Smirnov and Shapiro-Wilk table was used for this

test. In order to achieve the normal value, the significant score must be more than

0.05. If the significant score was lower than 0.05, it could be interpreted that the

data was not normal. Based on the results of pre-test score, the normality test

could be seen as follows:

Table 4.11

Class Kolmogorov-Smirnova Shapiro-Wilk

39

Tests of Normality from the Pre-Test Results of both Experimental and

Controlled Class

From the Table 4.11, it could be seen that the score of significance in

experimental class in Kolmogorov-Smirnov was 0.159. On the other hand, the

normality significance score of controlled class was 0.66. In addition, the

significance of normality pre-test score of experimental class in Shapiro-Wilk was

0.151 and the significance of normality pre-test score in controlled class was

0.152.

Based on the qualification that had been mentioned in Chapter III, the data

could be claimed that they were normally distributed, if the significance score was

more than 0.05. In Kolmogorov-Smirnov, the significance values were 0.159 >

0.05 and 0.66 > 0.05. Furthermore, in Shapiro-Wilk, the significance score in

experimental class was 0.151 and in controlled class was 0.152. Therefore, it

could be concluded that the data of pre-test in both experimental and controlled

class were normally distributed.

The comparison of result of the score in the pre-test between experimental

and controlled classes could be seen as follows:

Figure 4.1

A Comparison of Pre-Test Results of Experimental and Controlled Classes

Statistic df Sig. Statistic df Sig.

Experimental .149 25 .159 .940 25 .151

Controlled .168 25 .066 .940 25 .152

a. Lilliefors Significance Correction

40

The Figure 4.1 showed the different score of pre-test in both experimental

and controlled classes. It showed that the score of the experimental class was

higher than the controlled class.

b. Post-Test Normality Test

Based on the result of post-test in both controlled and experimental class,

here is the normality test table.

Table 4.12

Table Normality of Post-Test

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Experimental .129 25 .200* .975 25 .763

Controlled .106 25 .200* .950 25 .256

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

41

From the Table 4.12, it showed that df was 25, it means that there were 25

students in each class. It also proved that the significance score in the

experimental class in Kolmogorov-Smirnov was 0.200*. On the other hand, the

normality significance score of controlled class was 0.200*. In addition, the

significance of normality post-test score of experimental class in Shapiro-Wilk

was 0.763 and the significance of normality post-test score in controlled class was

0.256.

Based on the requirement that had been mentioned in the previous chapter,

data could be claimed that they were normally distributed if the significance score

was more than 0.05. In Kolmogorov-Smirnov, the significance values were 0.763

> 0.05 and 0.256 > 0.05. Furthermore, in Shapiro-Wilk, the significance score in

experimental class was 0.151 and in controlled class was 0.152. Therefore, it

could be concluded that the data of post-test in both experimental and controlled

class were normally distributed.

A comparison between the score of experimental and controlled classes

could be seen in the figure as follows:

Figure 4.2

A Comparison of the Result of Post-Test of Experimental and Controlled

Classes

42

The Figure 4.2 that was drawn above showed a comparison between the

results of post-test in both experimental and controlled classes. It proved that the

experimental class obtained higher score than the controlled class.

2. Data of Homogeneity Test

Having done doing the normality test, the homogeneity test was done. The

homogeneity test was done by using SPSS 20 program. The homogeneity test in

SPSS 20 used Levene method. In order to have homogenous distribution data, the

significance score in Levene table should be higher than 0.05.

a. Pre-Test Homogeneity Test

The result of homogeneity test in the pre-test could be seen as follows:

Table 4.13

43

Homogeneity Pre-Test Result between Experimental and Controlled Class

Test of Homogeneity of Variances

Levene

Statistic

df1 df2 Sig.

1.052 5 15 .424

From the table above, it could be seen that the significance homogeneity of

pre-test class and controlled class was 1.052. Therefore, it could be concluded that

the distribution data of pre-test in experimental and controlled class was similar

since the value of significance was higher as the requirement that had been

mentioned in Chapter III, 1.052 > 0.05. It meant that the result of pre-test in both

experimental and controlled class were homogeny.

b. Post-Test Homogeneity Test

Based on the result of post-test homogeneity test, the data could be

presented as follows:

Table 4.14

Homogeneity Post-Test Result between Experimental and Controlled Class

Test of Homogeneity of Variances

Levene

Statistic

df1 df2 Sig.

2.935 7 16 .035

From the Table 4.14, it presented that the significance homogeneity of

post-test in both experimental and controlled class was 2.937. The significance

value was higher than α which was 2.937 > 0.05. It showed that the result of post-

test in both experimental and controlled class were homogeny.

3. Test of Hypothesis

Hypothesis test was done to see whether or not there was significance

difference in the result of post-test after the treatment was conducted. Hypothesis

44

test in this research was done by using SPSS 20 program. The data that was input

was from the mean score of both experimental and controlled class. The

significance value was 0.05.

Hypothesis stated that if sig.2 tailed (p) value > α (alpha), Ha was rejected

while HO was accepted and it could be interpreted that the result was there was no

effect of using Pictionary game on students’ vocabulary retention. On the other

hand, if sig.2 tailed (p) value < α (alpha), Ha was accepted while HO was rejected

and it could be concluded that the result was there was no effect of using

Pictionary game on students’ vocabulary retention. The result of hypothesis test

by using SPSS 20 program could be presented as follows:

Table 4.15

The Result of T-Test Calculation

Group Statistics

Class N Mean Std.

Deviation

Std. Error

Mean

Score Experimental 25 73.36 9.482 1.896

Controlled 25 64.16 8.840 1.768

It could be seen from the table above the result of post-test in both

experimental and controlled class. Each class had similar total of students which

was 25. The test that was used was done to see the difference of vocabulary

retention between students who were taught by using Pictionary game and those

who were not. The table showed that the mean score of experimental class was

73.36, meanwhile the mean score of controlled class was 64.16. It could be

calculated that the difference mean score between experimental and controlled

class was 9.2. It proved that the mean score of experimental class was higher than

the mean score of controlled class.

Table 4.16

The Result of Independence Sample Tests

45

Table 4.16 showed the result of statistical hypothesis. In the table, the

value of tcount is ―t‖ which is 3.548. While Df (Degree of Freedom) was calculated

from the total number of students minus 2, therefore the df is 48 since all the

students in both experimental and controlled class were 50. Sig. tailed or (p) value

was 0.001. It was explained in Chapter III that Ha would be rejected if p > α.

Based on the result that was written in the table, p < a, which was 0.001 < 0.05. It

proved that Ho was rejected and Ha was accepted. Therefore, it could be

concluded that there was an effect of Pictionary game towards students’


4. Effect Size Formulation

After calculating the hypothesis test, measuring the effect size was done.

In this research, calculating the effect size was done by using Cohen’s d.

Calculating the effect size was needed to be done in order to know whether there

was strong or weak effect that was made.

d = (Mean for group A—Mean for group B)

Pooled standard deviation

Mean for experimental group = 73.36

Mean for controlled group = 64.16

Mean for experimental group – mean for controlled group = 9.2

Levene's Test

for Equality of

Variances

T-test for Equality of Means

F Sig. T df Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

Score

Equal

variances

assumed

.000 .983 3.548 48 .001 9.200 2.593 3.987 14.413

Equal

variances

not

assumed

3.548 47.766 .001 9.200 2.593 3.986 14.414

46

Standard deviation of group 1 = 9.482

Standard deviation of group 2 = 8.840

Pooled standard deviation = (standard deviation of group 1 + standard

deviation of group 2) / 2

= (9.482 + 8.840) / 2

= 9.1

d = ( 73.36 – 64.16 )

9.1

d = 9.2 = 1.01

9.1

Based on the calculation above, the result of effect size formulation in this

research was 1.01. As the criterion that had been mentioned in Chapter III, it

proved that there was a strong effect of using Pictionary game to improve

students’ vocabulary retention.

C. Data Interpretation

Based on the result of the data analysis, it showed that there was a

significance difference between students’ vocabulary retention for those who

learnt by using Pictionary game and those who did not learn by using Pictionary

game. As the result that was written in the tables above that the students’

vocabulary retention improved in the pre-test and post-test with different mean

score. In the experimental class, the mean score of pre-test in was 57.68, in

contrast the mean score of post-test was 73.36. It could be calculated the score

increased 15.68 from the pre-test to the post-test. On the other hand, the mean

score of pre-test in the controlled class was 54.60, while the mean score of the

post-test in controlled was 64.16. It showed that the score gained was 9.56. The

difference between the mean score of both classes was 9.2. Based on the

calculation of the mean score in both controlled and experimental classes, it

proved that there was a significant effect of using Pictionary game on students’


47

In addition, based on the calculation of the t-test that Ho was rejected and

Ha was accepted if p < α. However, if p > a, Ho was accepted and Ha was rejected.

Based on the calculation, the result of p was lower than α, which was 0.001 <

0.05. Therefore, Ha was accepted and Ho was rejected. It showed that there was

positive effect of using Pictionary game on students’ vocabulary retention.

Furthermore, the calculation of effect size was 1.01. Based on the

guidance from the Cohen’s d, if the result of the formulation was more than 1.00,

it could be interpreted that it gave strong effect. It also proved that Pictionary

game gave strong effect on improving students’ vocabulary retention.

After conducting this research, it showed that Pictionary game could

enhance students’ vocabulary retention, make the students work collaboratively,

become a tool to review material and make the students want to get involved

during the teaching and learning process. This game was useful, it could make the

students enthusiast in learning vocabulary. They became so enthusiast because

game created an exciting atmosphere. There were no students who got sleepy, or

bored during the lesson, all of the students were actively involved during the

lesson.

The previous related studies that showed that games would improve

students’ vocabulary helped strengthen and support the result of this research that

Pictionary game could be beneficial especially to improve students’ vocabulary

retention. Therefore, it could be interpreted that there was a significant effect of

Pictionary game on students’ vocabulary retention, especially for eighth-grade

students of MTsN 1 Kota Tangerang Selatan.

47

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

This research is aimed to get the empirical evidence about the effect of

using Pictionary game on students’ vocabulary retention, especially for eighth

grade of MTsN 1 Kota Tangerang Selatan in academic year 2016/2017. It is

needed to do this research to prove the theories and previous related studies that

had been mentioned in the previous chapter.

Based on the result of the research that had been explained in the previous

chapter, Pictionary game proved that it had a significant effect on students’

vocabulary retention. The students became more enthusiast in learning

vocabulary. There were no students who got sleepy or bored during the lesson.

Pictionary game also made the students able to work in team. There were no

students who worked individually during the lesson since in order to become the

winner they should work collaboratively. Pictionary game also could be used as a

tool to review material so that the teacher could know what materials that the

students had not yet understood without having to ask them. The statistical data

also supported in the research findings chapter that showed that high increasing

score that was made by the experimental class compared to the controlled class. In

the hypothesis test, it showed that the sig. 2 tailed (p) was 0.001 meanwhile, the

alpha (α) was 0.05. Ha (Alternative Hypothesis) would be accepted and Ho (Null

Hypothesis) would be rejected if the sig. 2 tailed was lower than alpha (α) or p <

α. It proved that there is a significant effect of Pictionary game on students’

vocabulary retention. Moreover, the mean score of post-test in experimental class

was higher than the mean score of post-test in controlled class. The mean score of

students’ post-test in experimental class was 73.68, on the other hand, the mean

score of students’ post-test in controlled class was 64.16. Furthermore, the

formulation of effect size which was calculated by using Cohens’ d formula also

indicated that Pictionary game gave strong effect on students’ vocabulary

48

retention. The result of effect size formulation was 1.01 and it proved that

Pictionary game gave strong effect on students’ vocabulary retention.

As the conclusion of the whole chapters, it could be interpreted that the

effect of Pictionary game on students’ vocabulary retention was significant,

especially for eighth-grade students in MTsN 1 Kota Tangerang Selatan.

B. Suggestions

The conclusion written above leads to several suggestions. The suggestions

are:

1. For students

Pictionary game is expected to be used by the students to make their

vocabulary improved. The students should get involved during the teaching and

learning process to improve their vocabulary.

2. For teachers

Teachers can apply this game in order to create a relaxing and fun

atmosphere in order to make the students not feel sleepy and bored. However, the

teachers should be able to handle the noisy class because almost all the students in

the class always tried to guess the picture. The teachers should be the one who

divide the class into team so that the group consists of strong and weak learners.

The teachers should emphasize the rules of the game in order to make the game

run well. The teachers need to prepare the time management, because once the

students get interested in learning by using this game they do not want to be

stopped. The teachers could modify the rule in Pictionary game depends on the

students’ level. Therefore, although Pictionary game could make the students get

involved during the lesson, but the teacher still plays an important role in order to

make the game successful to be used in teaching and learning process.

3. For other researchers

It is expected that the result of this research can be used by future

researchers as an additional reference. In addition, it is hoped that this research

could be added from different point of view in to give more contribution.

49

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2016.

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Hanson, Susan., and Padua, Jennifer F.M. Teaching Vocabulary Explicitly.

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Huyen, Nguyen Thi Thanh., and Nga, Khuat Thi Thu. “Learning vocabulary

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Tinsman, Brian. Game Inventor’s Guidebook. Iola: Krause publications, 2002.

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Chand & Company Ltd., 2000.

APPENDICES

APPENDIX 1

REFERENCES EXAMINATION PAPER

APPENDIX 2

THE RESULT OF ANATES PROGRAM

REKAP ANALISIS BUTIR

=====================

Rata2= 31.00

Simpang Baku= 9.55

KorelasiXY= 0.80

Reliabilitas Tes= 0.89

Butir Soal= 70

Jumlah Subyek= 20

Nama berkas: Validity_and_reliability.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 20.00 Sedang 0.274 Signifikan



4 4 40.00 Mudah 0.269 Signifikan

5 5 40.00 Sukar 0.296 Signifikan

6 6 60.00 Sedang 0.349 Sangat Signifikan


8 8 20.00 Sukar 0.349 Sangat Signifikan




12 12 0.00 Sukar 0.152 -


14 14 0.00 Sedang -0.043 -




18 18 0.00 Sedang 0.079 -



21 21 20.00 Sedang 0.180 -





26 26 20.00 Sedang 0.226 -


28 28 0.00 Sedang 0.054 -


30 30 -60.00 Sukar -0.446 -

31 31 20.00 Sukar 0.215 -








39 39 20.00 Mudah 0.347 Sangat Signifikan

40 40 40.00 Mudah 0.296 Signifikan














54 54 0.00 Sukar 0.124 -



57 57 20.00 Sangat Sukar 0.345 Sangat Signifikan














APPENDIX 3

PRE-TEST

Pre-test

1. A place where the criminals are put is…

a. Dispensary b. Prison c. Courthouse d. Stationery

2. Yesterday Anida …. to her friend’s house, because she wanted to borrow English

book.

a. Went b. Came c. Visited d. Travelled

3. This place is a place where a defendant is trialed. This place is called as…

a. Courthouse b. Stationary c. Dispensary d. Prison

4. Nina wants to buy some breads in the bakery. The word in italic has similar meaning

to…

a. Sell b. Pay c. Purchase d. Have

5. This is a place where you can see so many horses. This building is used to keep

horses. This place is called as…

a. Warehouse b. Casino c. Stable d. Stadium

6. Riri looked so … when she finally found the book that she wanted to borrow in the

library yesterday.

a. Sad b. Curious c. Sleepy d. Happy

7. A structure that is built to make people remember an event in history or a famous

person is called as…

a. Museum b. Tower c. Factory d. Monument

8. Last week Lisa and her family decided to go to the zoo, and Lisa was so happy. The

word in italic has similar meaning to…

a. Terrified b. Bored c. Sleepy d. Excited

9. A large, open area with seats around it, used for playing and watching sports is called

as…

a. Tower b. Field c. Factory d. Stadium

10. Two days ago Liza took her cousin to the airport and she feels sad because she could

not meet her cousin again. The word in italic has similar meaning to…

a. Terrified b. Glad c. Joyful d. Miserable

11. Dina went to the ………. to change her money from Rupiah to Dollar yesterday.

a. Value b. Airport c. Monastery d. Currency

Exchange

12. He is trying to find the book …. in the bookshelves, in order to get the book he wants

to buy in the bookstore.

a. Happily b. Sadly c. Eagerly d. Carefully

13. During the holiday, I spent my day in the …. since I didn’t like staying in the high

building.

a. Cottage b. Hotel c. Dormitory d. Tunnel

14. Last night Uncle Jack wanted to borrow some money, so he went to … and gave his

gold to the cashier. This month he will come back to that place to pay his debt and get

his gold back.

a. Thrift shop b. Pawn Shop c. Haberdashery d. Courthouse

15. Last month Jim went to…. to sell second-handed clothes for charity.

a. Thrift shop b. Pawn Shop c. Haberdashery d. Courthouse

16. Warehouse is a … building for goods that are going to be sold.

a. Small b. tiny c. little d. large

17. All the daily needs can be … in the market.

a. Borrowed b. bought c. paid d. changed

18. Hospital is a building that provides medical and surgical treatment for ….. people.

a. Health b. Hopeless c. Helpless d. sick

19. Last holiday we went up stairs to the top of twin towers and … beautiful view there.

a. Visited b. realized c. took d. saw

20. Last week all moslems …. Eidl Fitr in the mosque.

a. Begged b. celebrated c. prayed d. visited

21. All the Christians celebrated Christmas …. in the church.

a. Happily b. sadly c. sincerely d. playfully

22. Shinta will go to the boutique to change the dress that she bought because it doesn’t

fit in her. The word in italic has similar meaning to…

a. Move b. switch c. sell d. borrow

23. Adinda got … when she knew that she couldn’t go anywhere in her holiday.

a. Sad b. terrified c. enthusiast d. excited

24. The clown that she saw near the park looked so …

a. Sad b. cute c. nice d. funny

25. One of the most …. monuments in Indonesia is Monas, and it is located in Jakarta.

a. Short b. large c. big d. famous

26. She looked so …. spending her holiday in the hotel near the beach.

a. Bored b. incredible c. exhausted d. excited

27. Nia wanted to …. her aunt who lived in different country.

a. Come b. go c. visit d. stay

28. Nia’s house is far from the mosque. So, she … to walk for several kilometers.

a. wants b. needs c. likes d. enjoys

29. Bila enjoyed the … scenery from the top of the hotel.

a. Bad b. beautiful c. terrified d. glamorous

30. Lia preferred to buy vegetables in the … because it looks more fresh.

a. grocery b. market c. hospital d. court house

APPENDIX 4

ANSWER KEY OF PRE-TEST

Answer Key Pre-Test

1. B

2. A

3. A

4. C

5. C

6. D

7. D

8. D

9. D

10. D

11. D

12. D

13. D

14. D

15. A

16. D

17. B

18. D

19. D

20. B

21. A

22. B

23. A

24. D

25. D

26. D

27. C

28. B

29. B

30. B

APPENDIX 5

POST-TEST

Post-Test

1. Anna wants to buy books, pencils, and eraser. So, she decides to go to

the…

a. Courthouse b. Prison c. Monastery d. Stationery

2. Bob went to the library to … biology book yesterday.

a. Lend b. buy c. sell d. borrow

3. All the Hindis go to the … to pray.

a. Cathedral b. mosque c. monastery d. temple

4. Dian wants to buy a kilogram of meat in the butcher. The antonym of the

word in italic is…

a. Bring b. break c. sell d. borrow

5. Today was Vaisakha day, so all the Buddhists went to the …….. to pray.

a. Church b. Mosque c. Chapel d. Vihara

6. During the holiday, I and my family spent it by staying in the … near the

beach.

a. Dormitory b. Hotel c. Port d. Thrift Shop

7. Last night Andy got sick, he needed some medicines, so he asked her

brother to go to the...

a. Dispensary b. Stationary c. Library d. Grocery

8. Tomorrow Indah wants to go picnic to the zoo. On the next day, it is

raining, so she can’t go anywhere and she feels so sad. The antonym of the

word in the italic is…

a. Glad b. Hesitated c. Excited d.

Disappointed

9. Last year Lorry often went to the …. to do exercises in order to have a

good body, but now he is lazy to do it.

a. Haberdashery b. Monastery c. Library d. Gymnasium

10. It was the first time Ann saw Monumen Nasional (Monas), for her it was a

… building.

a. Short b. Large c. Average d. Tall

11. Every Friday, Ali goes to the … to pray since he is a moslem.

a. Church b. Cathedral c. Temple d. Mosque

12. He walks into the lobby of the dormitory … since he really wants to meet

his family.

a. Sadly b. helplessly c. carelessly d. eagerly

13. Bob wants to buy a bunch of flowers for his mother, so he goes to the…

a. Stationery b. dispensary c. butcher d. florist

14. Mia is on her way to the police station, but her car is out of gasoline, so

she goes to the …

a. Airport b. market c. petrol station d. pawn shop

15. A building where things are made is called as…

a. Monastery b. market c. factory d. harbor

16. One of the most popular places in Malang is musem angkut. The word in

italic has the closest meaning to…

a. Large b. huge c. tiny d. well-known

17. Nada gets sick and she wants to go to the…

a. Pawn shop b. dormitory c. hospital d. port

18. All the fruits which is sold in the market looks so …

a. Pale b. dark c. rotten d. fresh

19. Hilda is a lecturer, so every day she … the students in University.

a. Claims b. teaches c. visits d. comes

20. I wish someday I could … to Paris to see Eiffel tower.

a. Visit b. live c. feel d. go

21. Liza goes to school … every day because she loves all her teachers and

friends.

a. Peacefully b. extremely c. enthusiastically d. scornfully

22. Shinta is in the airport, the plane that she waits will take off at 6 p.m. The

word in italic has similar meaning to…

a. Come b. stay c. depart d. fly

23. Bill was …. when he knew that the missed the train last night.

a. Interested b. exhausted c. anxious d. annoyed

24. My campus has several … buildings and it has 2 hectares.

a. Small b. tiny c. medium d. large

25. I prefer go to the café than to the library because it is a comfortable place

for me. the word in italic has the closest meaning to…

a. Dangerous b. safe c. peace d. cozy

26. She looks so … watching Harry Potter in the cinema that she does not

even understand the plot.

a. Happy b. enthusiast c. hilarious d. bored

27. He likes to …. his weekend by doing all his homework.

a. Waste b. keep c. make d. spend

28. Henny’s office is near with restaurant that she can … her lunch there.

a. Pay b. achieve c. earn d. buy

29. The view in the top of National Monument is …, no wonder many people

want to go to the top of it.

a. Terrible b. awful c. wonderful d. terrified

30. Mia wants to have a tame rabbit so she decides to go to the…

a. Market b. pet shop c. green grocery d. grocery

APPENDIX 6

ANSWER KEY OF POST-TEST

Answer Key Post-Test

1. D

2. D

3. D

4. C

5. D

6. B

7. A

8. C

9. D

10. D

11. D

12. D

13. D

14. C

15. C

16. D

17. C

18. D

19. B

20. D

21. C

22. C

23. D

24. D

25. D

26. D

27. D

28. D

29. C

30. B

APPENDIX 7

LESSON PLAN FOR EXPERIMENTAL CLASS

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Experimental Class

Satuan Pendidikan : MTsN 1 Kota Tangerang Selatan

Kelas/Semester : VIII / Genap

Mata Pelajaran : Bahasa Inggris

Topik : Public Places

Alokasi Waktu : 2x40 menit

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan

humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban

terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada

bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan

masalah.






masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan

pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan

metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi internasional yang diwujudkan dalam semangat belajar.

2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi antar

pribadi dengan guru dan teman.

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam

melaksanakan komunikasi transaksional dengan guru dan teman.

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional.

3.5 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk

menyatakan dan menanyakan nama bangunan publik yang dekat dengan kehidupan

siswa sehari-hari.

3.5.1 Siswa dapat mengenali public places yang berada di sekitar mereka

3.5.2 Siswa dapat mengidentifikasikan struktur teks yang digunakan untuk

menanyakan dan menyatakan public places yang berada di sekitar mereka

3.5.3 Siswa dapat mendiskusikan tentang public places yang berada di sekitar

mereka

4.6 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang bangunan

public yang dekat dengan kehidupan siswa sehari-hari.

4.6.1 Siswa dapat memberi contoh berbagai macam public places di sekitarnya

4.6.2 Siswa dapat menyusun teks lisan dan tulis tentang public places di sekitarnya

C. Materi Pembelajaran

1. Fungsi sosial

- Untuk mengetahui berbagai macam vocabulary terkait public places

- Untuk mengetahui ungkapan yang digunakan untuk menanyakan dan merespons saat

menanyakan keberadaan public places

2. Unsur kebahasaan

- Nama-nama public places seperti post office, university, mosque, church, etc.

- Function dari public places dijelaskan, untuk memahami fungsi dari tempat tersebut.

- Menggunakan Noun, Verb, Adjective, dan Adverb yang berkaitan dengan Public

Services

D. Metode Pembelajaran

Metode : Scientific approach

Model Pembelajaran : Cooperative learning

E. Sumber Media

Media Pembelajaran : Papan tulis (Pictionary game), power point, projector

Sumber : Buku bahasa inggris dan internet

F. Tahap Pembelajaran

1. Pertemuan (2x40 menit)

Fase Kegiatan Waktu Pendahuluan Guru menarik perhatian siswa dengan mengucapkan salam 10 menit

Guru menyebutkan nama siswa satu persatu untuk mengetahui

siapa yang tidak masuk dihari tersebut, serta memberikan sedikit

motivasi

Guru menyampaikan langkah pembelajaran yang akan dilakukan

oleh siswa

Guru menyampaikan tujuan pembelajaran

Inti Mengamati

Guru menanyakan apa saja public places yang mereka ketahui

dan ada di sekitar mereka. Setelah itu, guru memberi tayangan

menggunakan power point mengenai public places yang ada di

sekitar mereka beserta contoh kalimat dan fungsi dari public

places tersebut. Contoh yang disajikan berupa kalimat komplit

yang terdiri dari subjek, predikat, objek, dan keterangan tempat

yang terdapat kosakata public places.

10 menit

Mengkomunikasikan

Lalu guru meminta mereka berdiskusi dengan teman

sebangkunya mengenai public places yang ada di sekitar mereka.

10 menit

Menanya

Siswa diminta untuk bertanya jika masih ada public places yang

ada di sekitar mereka, tetapi mereka masih belum tahu bahasa

inggrisnya kepada temannya

10 menit

Mencoba

Siswa diminta untuk mencoba membuat kalimat yang terdapat

kosakata public places yang telah mereka ketahui

10 menit

Mengasosiasi

Guru mengajak siswa untuk bermain Pictionary game, yaitu

dengan membentuk kelompok yang terdiri dari 6 orang. Setiap

kelompok mengirimkan perwakilannya untuk maju kedepan

kelas untuk menggambar di papan tulis. Kata yang akan

digambarkan ditentukan oleh guru. Kelompok yang berhasil

menebak gambar diminta untuk membuat kalimat yang terdapat

subjek, predikat, objek, dan keterangan tempat. Kelompok yang

dengan tepat menebak akan mendapat point.

20 menit

Penutup Guru bersama-sama dengan peserta didik dan sendiri

menyampaikan kesimpulan.

5 menit

Melakukan penilaian atau refleksi terhadap kegiatan yang sudah

dilaksanakan secara konsisten dan terprogram dan memberikan

umpan balik terhadap proses dan hasil pembelajaran.

5 Menit

Tangerang Selatan, 4 April 2017

Mengetahui,

Guru Pamong, Praktikan,

Dra. Neneng Susilawati, M.Pd. Yuni Triandini

NIP. 19660101194032004 NIM. 1113014000044


(RPP)

Experimental Class






A. Kompetensi Inti







masalah.






masalah.















siswa sehari-hari.





mereka






1. Fungsi sosial




2. Unsur kebahasaan

- Nama-nama public places seperti dormitory, green grocery, courthouse, etc.



Services




E. Sumber Media








motivasi


oleh siswa


Inti Mengamati

Guru memilih siswa secara acak dan meminta mereka untuk

menyebutkan apa saja yang telah dipelajari dalam pertemuan

sebelumnya. Setelah itu, guru memilih anak siswa secara acak

dan meminta mereka memberikan contoh kalimat dari public

places yang telah dipelajari di pertemuan sebelumnya.

Kemudian, guru memberikan vocabulary baru dan memberi

contohnya dalam kalimat dengan menggunakan power point.

10 menit

Mengkomunikasikan


sebangkunya mengenai public places yang telah dipresentasikan

oleh guru jika ada yang mereka belum ketahui.

10 menit

Menanya

Siswa diberikan kesempatan untuk bertanya kepada teman

ataupun guru jika masih adayang belum mereka pahami.

10 menit

Mencoba



10 menit

Mengasosiasi









20 menit



5 menit




5 Menit


Mengetahui,



NIP. 19660101194032004 NIM. 1113014000044


(RPP)

Experimental Class






A. Kompetensi Inti







masalah.






masalah.















siswa sehari-hari.





mereka






1. Fungsi sosial




2. Unsur kebahasaan

- Nama-nama public places seperti gymnasium, harbor, pawn-shop, etc.



Services




E. Sumber Media








motivasi


oleh siswa


Inti Mengamati








10 menit

Mengkomunikasikan




10 menit

Menanya



10 menit

Mencoba



10 menit

Mengasosiasi









20 menit



5 menit




5 Menit


Mengetahui,



NIP. 19660101194032004 NIM. 1113014000044

APPENDIX 8

LESSON PLAN FOR CONTROLLED CLASS


(RPP)

Controlled Class






A. Kompetensi Inti







masalah.






masalah.















siswa sehari-hari.





mereka






1. Fungsi sosial




2. Unsur kebahasaan

- Nama-nama public places seperti post office, university, mosque, church, etc.



Services




E. Sumber Media

Media Pembelajaran : Power point, projector







motivasi


oleh siswa


Inti Mengamati

Guru menanyakan apa saja public places yang mereka ketahui

dan ada di sekitar mereka. Setelah itu, guru memberi tayangan

menggunakan power point mengenai public places yang ada di

sekitar mereka beserta contoh kalimat dan fungsi dari public

places tersebut. Contoh yang disajikan berupa kalimat komplit

yang terdiri dari subjek, predikat, objek, dan keterangan tempat

yang terdapat kosakata public places.

10 menit

Mengkomunikasikan


sebangkunya mengenai public places yang ada di sekitar mereka.

10 menit

Menanya

Siswa diminta untuk bertanya jika masih ada public places yang

ada di sekitar mereka, tetapi mereka masih belum tahu bahasa

inggrisnya kepada temannya

10 menit

Mencoba



10 menit

Mengasosiasi

Guru meminta siswa untuk mengerjakan exercises yang ada

dalam buku paket.

20 menit



5 menit




5 Menit


Mengetahui,



NIP. 19660101194032004 NIM. 1113014000044


(RPP)

Controlled Class






A. Kompetensi Inti







masalah.






masalah.















siswa sehari-hari.





mereka






1. Fungsi sosial




2. Unsur kebahasaan




Services




E. Sumber Media








motivasi


oleh siswa


Inti Mengamati








10 menit

Mengkomunikasikan




10 menit

Menanya



10 menit

Mencoba



10 menit

Mengasosiasi


dalam buku paket.

20 menit



5 menit




5 Menit


Mengetahui,

Guru Pamong, Mahasiswa,


NIP. 19660101194032004 NIM. 1113014000044


(RPP)

Controlled Class






A. Kompetensi Inti







masalah.






masalah.















siswa sehari-hari.





mereka






1. Fungsi sosial




2. Unsur kebahasaan




Services




E. Sumber Media








motivasi


oleh siswa


Inti Mengamati








10 menit

Mengkomunikasikan




10 menit

Menanya



10 menit

Mencoba



10 menit

Mengasosiasi


dalam buku paket.

20 menit



5 menit




5 Menit


Mengetahui,



NIP. 19660101194032004 NIM. 1113014000044

APPENDIX 9

LETTER OF PERMISSION

the effect of pictionary game on students’ · in department of english education yuni triandini...

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