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INTRODUCTION
research, scope and limitation of the research, and definition of the key terms.
English is essential to be taught for the younger people, for this case,
students from the beginner up to the senior high school. As the concept “teaching
English to young learners” suggest, age plays a crucial role in what we teach and
how we teach it, since a young learner is different from an adult or teenager class
although the size of one‟s vocabulary matters, it knows how to use it which
and word meanings. More specifically, researcher use vocabulary to refer to the
kind of words that student must know to read increasingly demanding text with
with some vocabularies in subject being taught, meaning of the words, how to use
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The words, spelling and pronunciation of the words that make them slow to
follow the material from the teacher. The English teacher sometimes taught at the
end of school hours and the teacher seldom used media in teaching and learning
In teaching English vocabulary, there are many methods that could be help
the students to enrich and improve their vocabulary. The teacher has to choose an
help language learners to learn vocabularies and it at enjoy the same time (kim,
1995). Mei and Jing (2000) consider that the way students learn their mother
tongue is the same when they learn English as a foreign language through playing
games where there is no stressful situation which make them can learn much
more. Additionally, Ellis and Brewster (2002) stated that games are not only
motivating and fun but can also provide excellent practice for improving
pronunciation, vocabulary, grammar, and the four language skills. Playing game is
considered very effective and teacher indirectly add an element of fun and
process was to make the material more interesting, enjoyable, and challenging
One kind of game is spelling bee game. Uranga (2003) stated Spelling Bee
game is a vocabulary game that help students in vocabulary mastery. Spelling Bee
can also help students to practice their spelling and vocabulary skills. The game
that was used in this study was Spelling Bee. Spelling Bee is more than a
memorizing activity because beside the students memorize the words they are also
spell the word correctly such as definition, pronunciation, kinds of words (noun,
The objective of this research was find out the effects of spelling bee game
Hopefully, the significance of the reserach can be useful for the students
1. For students, the result of this research is expected not only to increase
selecting the appropriate method in teaching learning process that support and
vocabulary.
3. For the other researchers, can be used as one of the references in conducting
in class VIII-A.
1. Vocabulary
proficiency and provider much of the basis for how well learners speak, listen,
read and write. Oxford explained that vocabulary is all the words that a person
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knows or uses; all the language, or list of words with their meanings, especially in
vocabularies such as noun, verb, adjective, synonym, antonym, and etc with
spelling bee game method. Then can be assesed by test. The focus on the students’
was ability in pronounce, know the meaning of the words, and know to used the
words in front of audience. The concept of spelling bee comes from United States,
and spelling bee events, along with variants are now also held in some other
In this research, spelling bee game is a competition where to find out the
3. Achievement
knowledge. The externally observe is performance. The current view states that to
complex cognitive tool like stategies, heutistics, or skills. No doubt that the end
a. Definition of Vocabulary
proficiency and provider much of the basis for how well learners speak, listen,
read and write. Harmer stated The vocabulary holds important role as provider of
organs and flesh, while language structure makes up the skeleton of language.
According to Kamil and Hiebert (2005) words come in two forms: oral and
print. Oral vocabulary is set of word for which we know the meaning when we
speak or read orally. Print vocabulary consist of those word for which the meaning
is known when we write or read silently. Knowledge of word also comes in two
is the set of words that an individual can use when writing or speaking. Receptive
vocabulary is the set of words which an individual can assign meaning when
listening or reading.
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1. Active vocabulary, the words that students have already learnt and been able
2. Passive vocabulary, the words which students know but they are not able to
The learner has to know what a word sound like (its pronunciation) and what
it looks like (its spelling). These are fairly obvious characteristic, and one or the
other will be preserved by the learner when encountering the item for the first
time. In teaching teachers need to make sure that other these aspects are accurately
2. Grammar
abviously covered by general grammatical rules. When teaching new verb, for
example, teacher must give also its past form, if this irregular (think, thought).
Similary, when teaching noun, teachers may wish to present its plural form, if it is
How meaning of one item relates to the meaning of others can also be useful
in teaching. There are various such relationships: here are some of the main ones.
a. Synonym: item that mean the same, or nearly the same; for example,
d. Co-hyponym or co-ordinates: other items that are the ‘same kind of thing’;
e. Super ordinates: general concepts that ‘cover’ specific items; animal is the
4. Word Formation
down into their component ‘bits’. Exactly how these bits are put together is
The teacher may wish to teach the common prefixes and suffixes: for example, if
learners know the meaning of sub-,un- and able-, this will help them guess the
Another way vocabulary items are built is by combining two words (two
nouns, or gerund and noun, or a noun and verb) to make one item. For example:
c. Teaching Vocabulary
challenging act for the teacher to teach vocabulary, what kind of methods they
use, what kind of vocabulary that they give, our how many vocabularies that they
should teach.
those are build a large sight of vocabulary, integrated new words with previous
facilitate imaging, make new word real by connecting them to the student’s word
strategies.
and develop their own English skill. Therefore teachers must help students make
clear what they must do or what they must learn on vocabulary mastery.
Accorfding to McCarten (2007) this steps can help teachers to teach vocabulary:
2. Making the target vocabulary set stand out, including focused practice and
regularly review.
words in front of an audience. The concept of the spelling bee comes from United
States, and Spelling Bee events, along with variants are now also held in some
help student improve their spelling, increase their vocabulary, learn concept, and
also develop correct English usage. Spelling bee game is one pf alternative
technique that can be applied to the students. This is one of the cooperative
improve the students’ spelling ability as well as their vocabulary mastery. Spelling
bee method for learning English in very good for our precision and accuracy in
pronunciation is very different. This is confusing not only for learners of English
as a foreign language, but also the case for a native English speaker.
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Brainwave (2012) that spelling bee handbook there is seven steps to learn
spelling.
1. Spelling bees are conducted orally and are contests of accuracy rather than
speed. In order to be sure of te word they are going to spell, participants shoul
be given the opportunity to ask for repetitions (up to three times), sample
sentences, and the meaning of the word itself. This will help the participants
with difficult homophones in English (words that sound the same but are
spelled differently, e.g. flour/flower), give them the best possible change of
2. Participants pick a numbered ball from a container, the pronouncer then reads
3. The pronouncer call out the word twice before yhe participant begins
4. Participants must repeat the word before and after spelling it. E.g. “flower, f-l-
o-w-e-r, flower”
e.g. flower: the colored part of a plant; flour: a soft powder used in cooking, or
a sample sentence, e.g. flower: He gave her a beautiful flower; flour: the cake
advantages and disavantages. Yuni (2017) stated there are some advantages and
1. The advantages
vocabulary is the students could be more interested in learning the material. When
the students are interested in leraning the material, they would give more attention
to the lesson given. That condition gave a good chance for both the teacher and
the student. On the occasion the teacher could deliver the material very well and
the students could understand what they had learned on that day. The second
advantage of applying the game in teaching vocabulary was the teacher did not
need to explain too many materials. The teachers just explained the materials
needed by the students because they can understand the material on that day by
doing the games. The games could give the students more chance to understand
the materials given because through playing they can learned something without
realized that.
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2. The disadvantages
attracting student’s interest to game, all of them are active and made noisy.
Sometimes they to much moved and spoke. That condition made the teachers
by doing in the teacher only had a little time to explain the material and give some
new vocabulary. So there is no longer time for teacher to explain more and help
C. Previous Studies
The first research was a thesis by Nurul Wahidah. 2018, The Effectiveness
Study of The Eighth Grade of SMPN 10 Junior High School At South Tangerang.
The purpose of this research is to find out whether is any significant difeerence
between the vocabulary mastery of the eight grade of SMPN 10 junior high school
before and after being taught by using spelling bee game technique. This research
research used is the eighth graders at SMPN 10 junior high school in academic
year of 2017-2918. The subject of this resrach contain 2 classes. The writer used a
test as instrument of the research. The form of this research shows that there is any
SMPN 10 junior high school before and after being taught by using the spelling
bee game technique is higher than before being taught by using spelling gbee
game technique. Thus , the riter suggests taht the teacher should be able to creat in
teaching leanring process more interesting, innovative and enjoyable. The teacher
Darusalam” by Marita Samosir. The researcher used the spelling bee in improving
students vocabulary mastery. The research aims to find out what extent the use of
spelling bee can improve students’ vocabulary mastery. The research used
research was conducted in two cycles, every cycle consisted of three meeteings
with the activities: plan, action, oservation, and refelection. The finding of reserch
teaching activity. The result of mean’s score in cycle 1 was 65.19 and cycle 2 was
82.03. From the result of analyzing can bee concluded that the improvment of
The difference between those two researches with this research were the
place of the research , the level of the subject: the subject of the first research was
junior high school, the subject of the second research was elementary school and
the subject of this research is MTS school. Also, the similarity between the first
research and this research was the purpose of the research which was to find out
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the effectiveness of spelling bee to increase vocabulary and the similarity between
the second research and this research was using spelling bee game.
D. Hypothesis
As almost all the previous studies reviewed in section found the positive effect
of the effects of spelling bee game for vocabulary achievement. The present research
hypothesizes that the effects of spelling bee game will improve vocabulary
the research, objective of the research, population and sample of the research,
A. Research Design
using statistical procedures. The final written report has a set structure consisting
variable. The observed and measured variable was called the dependent variable.
classified according to how well they provide control of the threats to internal
experimental design.
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observe not only after being expose to treatment of some sort, but also before.
Pretest-Posttest is as follows:
Notes :
B. Research Variable
treatment is the independent variable and the outcome is the dependent variable.
The explained that the independent variable was spelling bee game, which was the
method helped the students to enhance their English, especially in vocabulary. The
dependent variable was the students’ vocabularies. This research showed that
1. Population
eighth grade students of MTs DDI Tarakan. Each class in the second class
was different. There were 2 classes in the second grade that was consists
2. Sample
According to Creswell (2009) the sample is the target population that
the researcher plans to study for generalizing about the target population.
The sample was used as the treatment group was one of the two classes in
the eighth grade. The sample was VIII-A which consist of 22 students.
given population. The researcher chose this class because based on the
student’s score indicated that VIII-A has the lowest score that other
classes.
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D. Research Instrument
was vocabulary test which have purpose to figure out a number of students’
vocabularies achievement. The test that used the written test was given
through pre-test and post-test. The test was used in this research were the
form of true and false, synonym and antonym, and matching vocabulary. The
1. Test
was divided into two kinds of test which were pretest and posttest. The
a. Pretest
In the first step, the researcher was giving a pretest for the students
before the teacher gave the treatment of research. The students had to do
vocabulary tests based on their ability. The test form were true and false,
b. Posttest
The posttest was done after the treatment at the process of learning by
using a spelling bee game. This test was conducted to know the student
of words (noun, adjective, and verb) and the use of words in a sentence. The
post test contains some of true and false, synonym and antonym, and
matching vocabulary.
In this section, the researcher analyzed the data to determine the score of
1. Descriptive analysis
formula:
b. Classifying score into four levels, which are based on the Kemendikbuk
c. Calculating the mean standard deviation students’ score from pre-test and
post-test would used Statistical Product And Service Solution (SPSS) version
22.0
2. Inferential Analysis
for Scientific Studies (SPSS) version 22.0 to analyze the data. The data analyzed
by the researcher was the students’ scores from the result of the pretest and
posttest. The scores calculated after the researcher analyze students’ test, it
a. Prerequisite test
1. Normality Test
To investigate the normality of the data in the pretest and posttest of each
class the researcher used the Kolmogorov-Smirnov test. The main purpose of the
not because in parametric statistic the data should be normality distributed and it
follows:
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level of significant.
Ha = Data is not normality distributed if the probability value is lower than the
level of significant.
If the level of the probability value is higher than 0.05 (probability value >
0.05), then Ho is accepted and Ha is rejected. It means the scores in both of test are
normality distributed. In other hand, if the probability value is lower than 0.05
(probability value < 0.05), then Ha is accepted and Ho is rejected. It means the
2. Homogeneity of Variance
variance. The purpose of homogeneity test was to calculate whether both of tests
have the same variance or not. If the variance is equal, then t-test used equal
variance assumes. In other hand, if the variance is not equal, then t-test used the
equal variance not assume to determine the significant difference. The hypothesis
H0 = The variance of pretest is equal with the variance in posttest if the the
Ha= The variance of pretest is not equal with the variance in posttest if the the
If the level of probability value is higher than 0.05 (probability value >
0.05), then H0 is accepted and Ha is rejected. It means that the variance pretest is
equal with variance in posttest, t-test will use equal variance assumes to determine
the significant difference. In other hand, if the level of probability value is lower
than 0.05 (probability value < 0.05), then Ha is accepted and Ho is rejected. It
means that the variance of pretest is not equal with the variance is posttest. Then t-
test used equal variance not assmes to determine the significant difference.
b. Hypothesis testing
quantitative data analyze by using paired sample t-test in SPSS version 22.0.
Significant differences were analyzing between pretest and posttest. After the
significance both of the test already process by using SPSS version 22.0 complete,
in this case, t-test was applied to determine the significant differences in the
students’ vocabulary. If the t-test was lower that of t-table, the null hypothesis (H0)
is accept (H0 = t-test < t-table). It means there is no significant effect of using
spelling bee game in improving students’ vocabulary. In other hand, if the score of
t-test is higher than t-table, the alternative hypothesis (Ha) is accept (Ha = t-tset >
students’ vocabularies.
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter provided the research findings and discussion about the effects
ninth grade students of MTs DDI Tarakan. The description of the result can be
seen as follows :
This research was held in MTs DDI Tarakan. It took one class as the
treatment class, which was class VIII-A. This research was done on 28th
January until 15th February 2020. There were four meetings that the researcher
took in this research for applying the treatment. Before doing the treatment,
the researcher gave pretest and after four meetings of treatment , the researcher
gave posttest. There were six meetings for this research. The number of students
Number
Of Date Meeting Topic
Students
January 28th 2020 Pretest : 11.00 – 12.20 pm pretest
February 1st 2020 Meeting 1 : 10.20 – 11.40 pm Vocabulary
(pronounciation)
February 4th 2020 Meeting 2 : 11.00 – 12.20 pm Synonym and
22 antonym
February 8th 2020 Meeting 3 : 10.20 – 11.40 pm Adjective in
comparison
February 11th 2020 Meeting 4 : 11.00 – 12.20 pm Spelling Bee Game
February 15th 2020 Posttest : 10.20 – 11.40pm Posttest
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From table 4.1, it can be seen that the researcher took one class as the
treatment class which consist of 22 students. The first meeting was pretest that
held on January 28th 2020 at 11.40-12.20 p.m. The second meetings was learned
vocabulary about the part of animal pronounciation by using spelling bee game
and also doing some assignment that held on February 1st 2020 at 10.20-11.40
p.m. The third meetings was learned vocabulary about synonim and antonym
word by using spelling bee game and do some assignments that held on February
4th 2020 at 11.40-12.20 p.m. The fourth meetings was learned vocabulary about
assignments that held on February 8th 2020 at 10.20-11.40 p.m. The fifth was
playing game by using spelling bee game that held on February 11th 2020 at
11.00-12.20 p.m and for last meeting was posttest that held on February 15th 2020
at 10.20-11.40 p.m.
A. Findings
In this research, the researcher described the result of pretest and posttest
a. Pretest
The pretest was held on January 28th, 2020 at the class VIII-A. before the
students did the test, the researcher explained the instruction in the pretest paper.
The pretest was evaluated by the researcher, the researcher used three parts, part A
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was true or false based on the text, part B was synonym and antonym, and part C
Based on the students’ vocabulary test from pretest, the researcher found the
students’ result for each part. The rate percentage of each part in vocabulary
Table 4.2, shows the students’ vocabulary score in each part with the
percentage from the pretest result. There were three parts of vacobulary which was
scored by the English teacher to find out the score. Those parts were true or false,
synonym and antonym, and matching vocabulary. In each part of vocabulary, the
score was classified into four categories. Those were very good, good, fair, and
low.
The part A was about text. In this part students had to choose 8 true or false
based on the text. There were 4 students (18.2%) got very good score, 14 students
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(63.6%) got good score, 4 students (18.2%) got fair score, and no one student
The part B was synonym and antonym. In this part students had to choose 5
synonym and 5 antonym based on the available answer box. There were 1 student
(4.5%) got very good score, 9 students (40.9%) got good score, students (40.9%)
The part C was matching vocabulary. In this part students matched the
english vocabulary and the translate based on the available answer. There were 1
student (4.5%) got very good score, 5 students (22.7%) got good score, 14
students (63.6%) got fair score, and 2 students (9.1%) got low score.
Based on the students’ score from pretest, the researcher concluded the
result to find out the number of students if frequency distribution. The students’
Table 4.3 above shows four classifications for the students’ pretest score.
Those classifications were very good, good, fair, and low. From the table it can
be seen that the students’ score showed there were no students who got very
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good, there were 1 student (4.5%) who got good score, there were 1 student
(4.5%) who got fair category and there were 20 students (90.9%) who got low
category.
b. Posttest
The posttest was held on February 15th, 2020. Before the students
answered the question, the researcher explained the instructions in the posttest
paper.
find out the number of students in frequency distribution. The students’ posttest
Table 4.4, shows the students’ vocabulary score in each part with the
percentage from the posttest result. There were three parts of vocabulary which
was scored by the English teacher to find out the final score. Those parts were true
vocabulary, the score was classified into four categories. Those were very good,
The part A was about text. In this part students had to choose 7 true or false
based on the text. There were 13 students (59.1%) got very good score, 9 students
(40.9%) got good score, no one student (0%) got fair score, and no one student
The part B was synonym and antonym. In this part students had to choose 5
synonym and 5 antonym based on the available answer box. There were 8 students
(36.4%) got very good score, 14 students (63.6%) got good score, no one student
(0%) got fair score, and no one student (0%) got low score.
The part C was matching vocabulary. In this part students matched the
english vocabulary and the translate based on the available answer. There were 10
students (54.5%) got very good score, 12 students (45.5%) got good score, no one
student (0%) got fair score, and no one student (0%) got low score.
Based on the students’ score from posttest, the researcher concluded the
result to find out the number of students if frequency distribution. The students’
Table 4.5 above shows four classifications for the students’ posttest score.
Those classifications were very good, good, fair, and low. From the table it can
be seen there were 1 student (4.5%) who got very good score, 7 students
(31.9%) who got good score, 12 students (54.5%) who got fair score and
2. Hypothesis Testing
Before conducting the hypothesis testing by using t-test, the data in pretest
and posttest were calculated to find out the normality and homogeneity of
a. Normality of Data
The aim of normality test was to determine that the distribution of data
have normal distribution or not. Normality test shows that sample were taken
from the population that was normally distributed or not. In testing the normality
of the data, the researcher used the Kolmogorov-Smirnov test which was
calculated by using SPSS 22.0. In testing the hypotheses of normality, the data
of pretest and posttest score, the researcher used Kolmogorov-Smirnov test, it was
described as follows:
level of significant.
Ha = Data is not normality distributed if the probability value is lower than the
level of significant.
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Result Of
Sig The Criterian Decision Normality
Distributed
Pretest 0.106 Sig > 0.05 H0 is accepted Normal
Posttest 0.061 Sig > 0.05 H0 is accepted Normal
Table 4.6 above showed that the sig. pretest was 0.106 and posttest of
treatment class was 0.061. From these result, both of pretest and posttest got the
higher sig. than the level of significance that is 0.05, so it can be concluded that
the data normal distribution from both of pretest and posttest the students got each
To test the homogeneity the data of pretest and posttest score, the researcher
used Levene Statistic formula by using SPSS version 22.0 software with a
significant level 0.05. In this research, the hypothesis of homogeneity test can be
seen as follows:
H0 = The variance of pretest is equal with the variance in posttest if the the
Ha= The variance of pretest is not equal with the variance in posttest if the the
Result of homogeneity test of pretest and posttest can be seen in Table 4.7
below:
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Levene Result Of
Df 1 Df2 Sig Decision
Statistic Homogeneity
Pretest
and
2.783 1 42 0.103 H0 is accepted Homogeneus
posttest
score
From the result test homogeneity of variance in Table 4.7 above, the
researcher found the significance 0.103 and the significance was higher than 0.05
so, the data was homogenous. The df 1 was the total number of test, 2-1 = 1 while
df 2 is the total number of the data, n-2 = 42. Therefore, the variances of pretest
and posttest are equal. Based on the result, the researcher concluded that the data
are homogenous. It can be seen that the result both of pretest and posttest
score had the same variant or homogenous with the fulfillment of the requirement
of normality of data distribution and homogeneous both of pretest and posttest the
The result of this research was presented to show the mean score between
the pretest and posttest score in the treatment class. The result of mean score and
standard deviation of pretest and posttest are presented in Table 4.8 as follows:
Table 4.8 Mean Score and Standard Deviation of Pretest and Posttest
From table 4.8, can be seen that the result of pretest and posttest mean and
standard deviation. From the result above, the mean score was significantly increased
between the result of pretest and posttest in treatment class. The result in pretest
shows that the mean score was 54.36 with standard deviation 11.017 while the result
in posttest indicates that the mean score was 76.73 with standard deviation 6.606.
Based on the result between both of the test it can be concluded that the students’
score in posttest was higher than pretest. The researcher also calculated the
improvement from mean score both of test before and after being given the
treatment. The mean score of pretest and posttest are 54.36 and 76.73. It
means that the improvement of mean score from the pretest to posttest was
22.37 point. From the improvement mean score both of class, it shows that the
4. Test of Difference
The researcher used Paired Sample T-test to analyzed the score from
Table 4.9 paired sample statistic was used to present thediscreption both of
the variables which was analyzed by the researcher, the variables were pretset and
postttesd. Mean in paired sample statistic was sed to find out the mean score
before and after the treatment was given. The result above showa that there was
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improvement of mean from 54.36 to 76.73. The number of poplation (N) in this
research was 22 stdents. The standart deviation of paired sample statistic shows
that the variance of data from test score before and after the treatment was given
to the students. The variance of the data from pretest was 11.017 and posttest
6.606. In the measuring the apropriate mean score before and after the treatment
can be seen in standart error, from the table above the result of Std. Error were
Table 4.10 of paired sample correlation was to find out the result of
correation between the pretest and posttest. The result of correlation from both
variables was 0.624 with the probabilit sig. 0.002. It can be concluded that the
probability value < 0.05, it means the data had significant correlation.
Paired Differences
95% Confidence
Interval Of The
Diffrence
Std.
Std. Error Sig. (2-
Mean Deviation Mean Lower Upper T Df Tailed)
Pair Pretest-
-22.364 8.611 1.836 -26.181 -18.546 -12.182 21 .000
1 Posttest
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The table 4.11 above shows the result of pretest and posttest which was
analyze by using paired sample t-test. There are two ways to answer the
hypothesis testing of this research. First way is the result can be seen that the sig
(2 tailed) was lower than the level of significance (0.000 < 0.05) and the second
way was comparing the result of t-test with t-table. In this case, the df in t-
test was 21, so t-table is 2.080. From the table that t-test score was -12.182. In
testing the hypothesis that uses two tailed test, value of t-test was absolute value.
So, in this case the researcher does not need to see the positive sign (+) or
The result of t-test (-12.182) was higher than t-table (2.080). So, the null
hypothesis was rejected and the alternative hypothesis was accepted. It means that
vocabulary before and after the students are taught by using spelling bee game
method.
Based on the table above, it can be concluded that there was significant
spelling bee game method. In the research hypothesis had been written that there
are two types of hypothesis which was used in this research, null hypothesis (Ho)
difference between the students result of the paired computation, in this case t-test
If t-test score is lower than the t- table score, the null hypothesis (Ho) is
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accepted (Ho = t-test < ttable) it means that the using spelling bee game method
After analyzing the data by using SPSS version 22.0, the researcher found
there was significant difference before and after the students were taught by
using spelling bee game method in teaching vocabulary for the eighth grade
students of MTs DDI Tarakan. It means that (Ha) was accepted and Ho was
rejected.
B. Discussion
The research objective was to find out whether there was any significant
difference in students’ scores of pretest and posttest before and after using
answering the research objective, the researcher gave pretest to the students in
order to know the students’ vocabularies. The pretest was done before the
researcher gave the treatment to the students. The treatment class was taught by
using spelling bee game method. After giving the treatment for four meetings, the
researcher gave the post-test to the students in order to know the effectiveness of
using spelling bee game method. The researcher implemented spelling bee game
method in the treatment class. It took four meetings to implement spelling bee
meeting theme’s was synonym antonym. The third meeting theme’s was adjective
words. The fourth meeting theme’s was spelling bee game. From the findings of
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the research, it is clear that the use of spelling bee game method improve
seen from the results of the t-test showed that there was significant difference the
mean score from pretest and posttest. The result of mean score before and after
difference was 22.37. It means that the result of the mean score of posttest was
higher than pretest. In this reseach, the reseacher found the significant difference
Based on the result, the students had better in vocabulary after the
students were taught by using spelling bee game method. It was proved by the
comparison of the mean score result between pretest and posttest, where the mean
score in posttest was higher than the mean score in pretest. In addition, the result
of computation t-test was 12.182. It means that the t-test was higher than t-table
where the degree of freedom (df) was 21 and at the level of significant 5% p =
95%. So, the result of t-test 12.182 > t-table 2.080. The computation between
value of t-table and t-test at p = 95% α = 5% used under this research, which it
indicates that t-test was higher than the value of t-table, Ha was accepted and Ho
was rejected. The result implied Ha than the hypothesis of two variables
indicating that there was a significant difference in the mean score to both of
them. It means that after teaching using spelling bee game method the students
was better than before using spelling bee game method. So, teaching by spelling
bee game method was an effective way to improve the students’ vocabularies
39
In result, spelling bee game method was found to be helpful and effective to
Tarakan.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presented the conclusion and the suggestion of the research.
A. Conclusion
Based on the result of the research on the use of spelling bee game as
DDI Tarakan, the researcher concluded that the use of spelling bee game was
posttest was higher than pretest, it means that the students’ vocabularies has better
The researcher found that the mean score of the students’ vocabulary test
between pretest to posttest was improved. The improvement of the mean score of
pretest to posttest was 22.364 point. The result of the compulation of t-test was
12.182. It indicates that the t-test was higher than t-table where the degree of
freedom (df) were 21 and the level of significant 5% p = 95%. (t-test 12.182 > t-
table 2.080). It mean that spelling bee game was effective to improving students’
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41
B. Suggestion
1. For Students
The students get the class with less boredom with game. It also helps them
medias, or methods so that student are more interest to learn. The teacher can use
spelling beee game in teaching learning activity which involves the students
activity.
3. Other Researchers
Other researcher can conduct a research about the use of spelling bee game
with other materials. In addiction, they also can implement this strategy of other
grades of junior high school or senior high school as long as the material is
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The Constrution of Tests for Its Measurement: A Review of The Main
Trends. Valencia: University of Valencia
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Wadsworth Cengage Learning. USA
Creswell, John W. 2009. Research design qualitative, quantitative and mixed
methods approach third edition. Sage. USA
Creswell, John W. 2012. Educational Research Planning, Conducting and
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Guide. England: Pungein English Guide.
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Reserach in Education Seventh Edition. McGraw-Hill: New York
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For Analysis And Applications. Pearson, United States.
Hackman, S. 2008. Teaching Effective Vocabulary: What Can Teacher To Do
Increase The Vocabulary of Children Who Start Education With A Limit
Vocabulary. Retrieved from
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Teaching: an anthology of Current Practice. (Cambridge University Press)
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Mei, Yuun Yangand Jing, Jung Yu. 2000. Using Games In EFL Classfor
Children. Duijing University ELT Research Paper
Sari, Yuni. 2017. The Effect of spelling Bee Game on Students’ Vocabulary
Mastery. Ar-Raniry State Islamic University Banda Aceh.
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Game at fifth Grade of SD Swasta Kalampaian Kunto Darussalam. Pasir
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Teaching. USA: Cambride University Press
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Madrasah Aliyah Syekh Yusuf Sungguminasa Kabupaten Gowa Through
Modified Fill In Passage Exersice. Alauddin State Islamic University
Makassar.
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Cambridge: University Press.
Uranga, R. 2003. The word is “Opportunity” Spelling bee helping bound by
disadvantages. Retrieved from http://thefreelibrary.com/
Wafaa, Ni’matul. 2017. Teaching Students Vocabulary By Using Spelling Bee
Game of The Second Year Students of SMPN 3 Sungguminasa Gowa.
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Appendix 1: Syllabus
SILABUS PEMBELAJARAN
Sekolah MenengahPertama (SMP)/
Madrasah Tsanawiyah (MTs)
44
45
Berupaya berbicara
secara lancar dengan
ucapan, tekanan kata,
intonasi yang benar dan
menulis dengan ejaan
dan tanda baca yang
benar, serta tulisan
yang jelas dan rapi.
Membicarakan
permasalahan yang
dialami dalam
menggunakan bahasa
Inggris untuk
menyebutkan dan
menanyakan tentang
perbandingan jumlah
dan sifat orang,
binatang, benda dan
menuliskannya dalam
jurnal belajar sederhana
dalam bahasa
Indonesia.
Appendix 2: Lesson Plan
(RPP)
A. Kompetensi Inti
KI 1 Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
KI 3 Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
KI 4 Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang)sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
48
49
4.10 Menyusun teks lisan dan tulis 4.10.1 Menyusun teks lisan dan
untuk menyatakan dan menanyakan tulis untuk menyatakan dan
tentang perbandingan jumlah dan sifat menanyakan tentang perbandingan
orang, binatang, benda, dengan jumlah dan sifat orang, dengan
memperhatikan fungsi sosial, struktur memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang teks, dan unsur kebahasaan yang benar
benar dan sesuai konteks. dan sesuai konteks.
C. Tujuan Pembelajaran
Setelah melakukan serangkaian pembelajaran, siswa mampu:
1. Siswa mampu mengidentifikasi kosakata dalam teks terkait perbandingan
jumlah dan sifat orang, benda dan binatang
2. Siswa mampu mengidentifikasi struktur kebahasaan dalam teks terkait
perbandingan jumlah dan sifat orang, benda dan binatang
3. Siswa mampu mengungkapkan informasi secara tersurat dalam teks terkait
perbandingan jumlah dan sifat orang, benda dan binatang
D. MateriPembelajaran
1. MateripembelajaranReguler
Tekslisan dan tulis untuk menyatakan dan menanyakan keberadaan orang,
benda, binatang dalam jumlah yang tidak tertentu.
FungsiSosial
Menjelaskan, membanggakan, memuji, mengaguni, mengkritik, dan
sebagainya.
Struktur Teks
51
Who is taller? Your sister or your brother?; No one in the class is big as
Candra. He is the biggest. He is bigger than any other student in the
class.; To me, writing is more difficult than reading. Listening is the most
difficult. Our library have more books than the community library.,dan
semacamnya.
Unsur Kebahasaan
(1) Kosa kata: kata benda dan kata sifat yang terkait dengan orang, binatang,
benda di kelas, sekolah, rumah, dan sekitarnya
(2) Perbandingan sifat: as ... as, -er, -est, more ..., the most ...
(3) Perbandingan jumlah: more, fewer, less
(4) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a,
the, this, those, my, their, dsb secara tepat dalam frasa nominal
(5) Ucapan, tekanan kata, intonasi,
(6) Ejaan dan tanda baca
(7) Tulisan tangan.
Topik
Sifat orang dan benda di kelas, sekolah, rumah, dan sekitarnya yang
memberikan keteladanan tentang perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab.
E. MetodePembelajaran
Spelling Bee Game
Mengumpulkan Informasi
Mengasosiasi
1. Siswa memperhatikan
1.Guru bersama siswa bertanya
penjelasan guru dalam
jawab meluruskan informasi
memperbaiki kesalahan
yang siswa dapatkan.
yang mungkin siswa
2.Guru membimbing siswa
lakukan
untuk mendiskusikan
informasi yang mereka
dapatkan.
Mengomunikasikan
Pertemuan Kedua
Mengumpulkan Informasi
menggnakan metode
spelling bee.
Mengasosiasi
Guru memberikan
58
Pertemuan Ketiga
Mengumpulkan Informasi
Mengasosiasi
Guru memberikan
tanggapan hasil diskusi
berupa Tanya jawab terkait
gambar yang diberikan
berupa kosa kata dan
informasi mengenai materi
yang telah di bahas.
Pertemuan Keempat
2. Guru memfasilitasi
terjadinya interaksi antar
siswa serta antara siswa
dengan guru
Menanya
Mengumpulkan Informasi
Mengasosiasi
1.Siswa memperhatikan
1. Guru bersama siswa
penjelasan guru dalam
bertanya jawab
memperbaiki kesalahan
meluruskan informasi
yang mungkin siswa
yang siswa dapatkan dari
lakukan pada spelling bee
spelling bee game
game
2. Guru membimbing siswa
untuk mendiskusikan
informasi yang mereka
dapatkan.
Mengomunikasikan
Guru memberikan
tanggapan hasil diskusi
berupa tanya jawab terkait
dengan kosa kata, spelling
bee game dan informasi
mengenai materi yang telah
di bahas.
H. Intrument penilaian
Skor Skor yang
Aspek yang dinilai Nilai
maksimum diperoleh siswa
Ketepatan jawaban 25 25
Keterangan :
Benar : 1
Salah : 0
Formula of score calculation:
Tarakan, 2020
Mengetahui:
Guru Mata Pelajaran Peneliti
Students’ Score
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67
20. KAS P 61
21. I P 69
22. A P 69
Rata-Rata 63
68
Students’ Score
25. R L 80
25. VDF L 73
26. YA L 70
27. MRK L 88
28. MR L 68
29. MN L 71
30. P L 70
31. MR L 79
32. A L 73
33. R L 70
34. MI L 75
35. R L 70
36. 71
MRA L
Rata-Rata 71
Appendix 4: Pre-test
Pre-Test
Name :
Class :
Time : 2 x 40 minutes
A. Hendrik is writing about his best friends. Read the passage then circle
true (T) and false (F) for these sentences.
My best friends
I want to tell you about my best friends. I have three best friends. Their
names are Salma, Firman, and Lia.
Salma is tall, but Firman is taller than Salma. Lia is very tall. She is the
tallest of the trhee.
Three of them can play the guitar well. Salma plays better than Lia. Firman
plays very well. He is the best guitarist at school.
The three are clever student. Salma is clever. She is cleverer than Firman.
Lia is very clever. She is the cleverest student in class.
They all like collection money. Their money collection is from Indonesia, as
well as from other countries. Salma’s collection of money is not very good.
Firman’s better. Lia’s collection is the best.
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71
Name :
Class :
Time : 2 x 40 minutes
1. Read the passage then circle true (T) and false (F) for these sentences.
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73
18. Herbivore
19. Feather a. Bulu
20. Wing b. Sarang
21. Claw c. Cakar
22. Tusk d. Gading
23. Nest e. Sayap
24. Fierce f. Ganas
25. Tame g. Jinak
h. Herbivora