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i

THE EFFECTIVENESS OF JEOPARDY POWERPOINT

GAME FOR TEACHING PERSONAL, POSSESSIVE AND

REFLEXIVE PRONOUN

(An Experimental Study at Seventh Grade Students of SMP Negeri 3 Purwokerto,

Banyumas in The Academic Year of 2012/2013)

A THESIS

Submitted to English Department as a Partial Fulfillment

of the Requirements for S. Pd Degree

By:

SHEILLIA OCTA ANGGRAENI

0901050123

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF PURWOKERTO

2013

THE EFFECTIVENESS OF JEOPARDY …… SHEILLIA OCTA ANGGRAENI, FKIP UMP 2013

fitle

Name

NIM

Faculty

Departnent

Supervisor I

Superviso,r2

APPROVAL

: THE EFI'ECTIVENISS OF JEOPARDy pO\rmRpOINT

GAME FOR TEACHING PERSONAL, POSSESSIVE ANDREFLEXM PRONOT N (An Experirnental Study at Seventh

Grade Students of SMP Negeri 3 purwokerto, Banyumas in The

Ac.aderrjc Ye,ar of 2A|2AAB)

Sheil lia Octa Anggraeni

090r050t23

Teacher Training wd Eclucation

English Education

Endang Kusrini, S.Pd., M,Hum

Aulia Nisa Khusria, SS., M.l4r

Approved by,

tytrr?

AulhNi{IftumNIIC 0l(Bl1290


SKRIPSI BERJUDUL

THE EIIFECTIYENESS OF JEOPARDY POWERPOINT GAME FORTEACHING PERSONAL, PIOSSESSIYE AND REFLEXIYE PRONOUN

TAHT]N AJARAN2012,;013

Dipersiapkan dan disusun oleh :

SIIEILLIA OCTA ANGGRAEI\I09010s0123

Tetah dipertahankan di depan Dewan Penguji pada tanggal 15 Agustus 2013 dan

dinyatakan telah memenuhi syarat untuk diterima sebagai kelengkapan persyaratan

untuk mendapafl<an gelar Sarjana PendidikanProgram Studi Bahasa Inggns

Pembimbing

EndmsKusrhl Sld."M.EuilNrK.216t)156

Aulir lt{isa lftusnii. S.L-M.A

NIIL 01091I29t!

Penguji

Drs Pudiyano. MJIUm

NIP.195605S8 198603 I m3

Luf{i Isfik&aroh.M,Pd

NIK.2160428

Purwokerto, 20 Agustus 2013

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STATEMENT OF AUTHORSHIP

Hereby, I state that this is my original work to the best of my knowledge,

except as acknowledged'in the text, and this material has not been submitted

either partially or wholly, for a degree at his or other university.

Purwokerto, 15e August 2013

{6-Sheillia Octa Anegraeni

NIM.0901050123


iii

MOTTO

Talk Less ,, Do More !

ALLAH does not create a lock without its key, & ALLAH doesn’t

give you problem without its solutions. TRUST HIM !

Success = 1% idea & 99% sweat


iv

DEdication

From the deepest of my heart, I would like to dedicate my thesis to:

My beloved spectacular mother in the world “Mrs. Taryumi”,

you are my sunshine who always gives me your warmth. You

always loves me and will love me forever with an affection.

Thanks for your love, sacrifice, support and prayer that you

have given to me.. The great love for you, mom....ever after...

My beloved marvelous father in the heaven “Mr. Dody

Rusminto, Alm., You are my life,, my inspiration. Look at me,

Dad....it’s for you.....

My lovely old sisters, little brothers and brothers-in-law (mba

liez, mba ita, mba yey, dek dimas, dek idan, maz a’o, a ihan),

thanks for your affection....

My beloved nephew and nieces (maz hazel, teh nawal, adek

ajeng, adek faiq), see your smile and laugh makes me

happy....loving you always....


v

Special thanks to :

Allah SWT who always blesses me in every step in my decision

My cronies who cannot be mentioned one by one.. Don’t forget

me guys!

Someone who always gives me support “Windra PJ”, thanks for

everything...

My best friends in “Srikandi Boarding House (puji, titin, mba

asih, dian, dyta, widya, diah, ina, kurnia, dhini, yeyen)”. Beside

you, make me happy....^_^

All of my friends in English Department 2009. Thanks for

anything...

All my friends in “PPL SMPN 3 Purwokerto”, (azizah, memey,

hayden, lia, ndie, ana, lisa, rena, nita, deny, budy, arief, kirtono,

tatag). I miss you all....

Thanks much for everything..


vi

ACKNOWLEDGEMENT

Alhamdulillah by the grace of almight Allah SWT for the blessing,

guidance, physical and spiritual strengths, and also the peace of upon the master

of the messenger Muhammad SAW, finally the writter has finished accomplishing

the thesis as partial fulfillment for S.Pd degree of English department, Teacher

Training and Education Faculty, Muhammadiyah University of Purwokerto. The

writer wants to express a deeply gratitude to:

1. Drs. Ahmad, M.Pd., the Dean of Teacher Training and Education Faculty

for giving permission to do the research.

2. Drs. Pudiyono, M.Hum., the Head of English Department for giving the

permission to do research.

3. Endang Kusrini, S.Pd.,M.Hum. and Dyah Kusumastuti , S.Pd.,M.Hum., as

the first and the second consultants who have guided the researcher

correcting the thesis manuscript

4. Drs. M. Djohar, M.Pd., The Headmaster of SMPN 3 Purwokerto who gave

the researcher a permission to conduct the research.

5. Dwi Riyani Darma S., S.Pd. and Sugiato, S.Pd., The English Teachers at

seventh grade of SMPN 3 Purwokerto who helped the writer in treatment

of experiment.

6. The students of SMPN 3 Purwokerto, especially class VII F and VII G, as

the partner in the Experimental Research.

The writer definitely realizes that thesis is far from being a perfect one.

Therefore, the writer welcomes comment, critiques and suggestion from all

readers. Thus, hopefully this thesis would bring advantages, especially to

education field.

Purwokerto, 20 August 2013

The writer


vii

TABLE OF CONTENTS

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

APPROVAL .......................................................................................................... ii

MOTTO ................................................................................................................ iii

DEDICATION ...................................................................................................... iv

PREFACE ............................................................................................................. vi

TABLE OF CONTENTS .................................................................................... vii

LIST OF TABLES ............................................................................................... ix

LIST OF FIGURES .............................................................................................. x

LIST OF APPENDIXES ..................................................................................... xi

ABSTRACT ......................................................................................................... xii

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

A. Background Of The Study ........................................................................... 1

B. Reasons for Choosing The Topic ................................................................. 4

C. Problem of The Study .................................................................................. 4

D. The Aim of The Study.................................................................................. 4

E. Clarification of The Terms ........................................................................... 5

F. Contribution of The Study ........................................................................... 7

CHAPTER II. LITERATURE REVIEW ........................................................... 9

A. Grammar ...................................................................................................... 9

1. The Definition of Grammar ................................................................... 9

2. The Importance of Learning Grammar .................................................. 9

B. Pronoun ...................................................................................................... 11

1. The Definition of Pronoun ................................................................... 11

2. Kinds of Pronoun ................................................................................. 11

C. Jeopardy Game ........................................................................................... 19


viii

1. The Benefits of Using Jeopardy Game in Classroom .......................... 19

2. The Weaknesses of Using Jeopardy Game in Classroom .................... 20

3. Instructions of Making Jeopardy Game in PowerPoint ....................... 21

D. Teaching Personal, Possessive and Reflexive Pronoun Using Jeopardy

PowerPoint Game ...................................................................................... 23

1. The Procedure of Using Jeopardy Game ............................................ 23

2. The Example of Using Jeopardy Game ............................................... 25

E. Basic Assumption ...................................................................................... 27

F. Hypothesis .................................................................................................. 28

CHAPTER III. RESEARCH METHOD .......................................................... 29

A. Method of The Research ............................................................................ 29

B. Place and Time of The Research ................................................................ 30

C. Subject of The Research............................................................................. 30

D. Method of Collecting Data ......................................................................... 30

E. Method of Analyzing Data ......................................................................... 37

CHAPTER IV. RESULT AND DISCUSSION ................................................. 42

A. Result of The Study .................................................................................... 42

1. Percentage Score .................................................................................. 42

a. Individual Mastery of Post-test in Experiment and Control Class ... 43

b. Class Percentage of Post-test in Experiment and Control Class ...... 44

2. Hypothesis Testing ............................................................................... 45

B. Discusssion ................................................................................................. 50

CHAPTER V. CONCLUSION AND SUGGESTION ..................................... 53

A. Conclusion ................................................................................................. 53

B. Suggestion .................................................................................................. 53

REFERENCE ...................................................................................................... 55

APPENDIXES ..................................................................................................... 57


ix

LIST OF TABLES

Table 2.1. The Form of Personal Pronoun ............................................................ 12

Table 2.2. The Form of Possessive Pronoun and Possessive Adjective ............... 15

Table 2.3. The Form of Reflexive Pronoun .......................................................... 17

Table 3.1. Scoring System .................................................................................... 32

Table 3.2. The Raw of Pre and Post-test of Experimental and Control Class ...... 38

Table 4.1. Experimantal Class Students’ Mastery Category Table ...................... 44

Table 4.2. Control Class Students’Mastery Category Table ................................. 44

Table 4.3. The Raw Score of Pre-test and Post-test of Experimental Class ......... 46

Table 4.4. The Raw Score of Pre-test and Post-test of Control Class ................... 46

Table 4.5. The Summary of T-test Analysis ......................................................... 49


x

LIST OF FIGURES

Figure 2.1. Example of Jeopardy Game Slide....................................................... 25

Figure 2.2. Question Slide ..................................................................................... 26

Figure 2.3. Answer Slide ....................................................................................... 27


xi

LIST OF APPENDIXES

Appendix 1. The Members of Experimental and Control Class ........................... 58

Appendix 2. The Students’ Score of Experimental and control class ................... 59

Appendix 3. The Percentage of Students’ Mastery of Experimental Class .......... 60

Appendix 4. The Deviation Table of Experimental Class .................................... 61

Appendix 5. The Deviation Table of Control Class .............................................. 62

Appendix 6. The Validity, Reliability and Item Difficulty of Pre-test ................. 63

Appendix 7. The Validity, Reliability and Item Difficulty of Post-test ................ 64

Appendix 8. The Calculation Example of Pre-test Validity ................................. 65

Appendix 9. The Calculation Example of Pre-test Reliability and Item Difficulty

............................................................................................................................... 66

Appendix 10. Instrument of Pre-test ..................................................................... 68

Appendix 11. Answer Keys of Pre-test Instrument .............................................. 70

Appendix 12. Instrument of Post-test ................................................................... 71

Appendix 13. Answer Keys of Post-test Instrument ............................................. 73

Appendix 14. Lesson Plan of Experimental Class ................................................ 74

Appendix 15. Lesson Plan of Control Class ....................................................... 107


xii

ABSTRACT

THE EFFECTIVENESS OF JEOPARDY POWERPOINT GAME FOR

TEACHING PERSONAL, POSSESSIVE AND REFLEXIVE PRONOUN

(An Experimental Study at Seventh Grade Students of SMP Negeri 3

Purwokerto, Banyumas in The Academic Year of 2012/2013)

By:

Sheillia Octa Anggraeni

0901050123

The aim of this research was to find out the effectiveness of using

jeopardy powerpoint game for teaching personal, possessive and reflexive

pronoun at seventh grade students of SMP Negeri 3 Purwokerto. This research

used quasi experimental method. Then, it was involved two classes as the subject

of the research, one as the experimental class (class VII F) and another one is as

control class (class VII G). The experimental class consisted of 34 students and

the control class consisted of 33 students. Three treatments were given for both

classes; Experimental and Control. In teaching personal, possessive and reflexive

pronoun using jeopardy powerpoint game to the experimental class and control

class used common technique. The result which had already been analyzed

showed that there was positive effect of teaching personal, possessive and

reflexive pronoun using jeopardy powerpoint game at seventh grade students of

SMP Negeri 3 Purwokerto. It could be seen by the result of computation of t-test

was 2.790 and t-table for d.f 65 at the significant level 𝛼 0.05 are 1.669, so the t-

test was higher than t-table (2.790 > 1.669). It was concluded that teaching

personal, possessive and reflexive pronoun by using jeopardy powerpoint game

was effective. Thus, the hypothesis saying that using jeopardy powerpoint game is

effective for teaching personal, possessive and reflexive pronoun was accepted.


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