THE EFFECTIVENESS OF USING SPELLING BEE GAMES IN TEACHING VOCABULARY AT THE SEVENTH GRADE STUDENTS OF

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1 THE EFFECTIVENESS OF USING SPELLING BEE GAMES IN TEACHING VOCABULARY AT THE SEVENTH GRADE STUDENTS OF MTs AL-HIDAYAH NUSAWUNGU IN THE ACADEMIC YEAR OF 2016/2017 S1 THESIS Submitted as a partial fulfillment of the requirement to obtain Sarjana Pendidikan degree at English Program of Purworejo Muhammadiyah University By DWI ARUMNINGSIH ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY PURWOREJO MUHAMMADIYAH UNIVERSITY 2017 i

2 APPROVAL SHEET THE EFFECTIVENESS OF USING SPELLING BEE GAMES IN TEACHING VOCABULARY AT THE SEVENTH GRADE STUDENTS OF MTs AL-HIDAYAH NUSAWUNGU IN THE ACADEMIC YEAR OF 2016/2017 A THESIS DWI ARUMNINGSIH This thesis has been approved to be defended in front of the board of examiners Approved by Consultant I Consultant II Titi Rokhayati, M.Pd. Tusino, M.Pd.B.I. NIDN NIDN The Head of English Education Program SRI WIDODO, S.S. M.Hum. NIDN ii

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5 MOTTO Life without science is like sailing without a bout ***Philosopher*** DEDICATION In the name of Allah SWT, the most gracious, the most merciful. With a great love. I wonder like to dedicate this thesis to: My beloved parents: Wagiyem (Mama) and Songidin (Bapak). Thanks for their endless and uncoditional love, supports and prayers for my success. I would like to say, I deeply appologize and I love you more. My beloved old sister and brother in law: Nur Fitriani (Old Sister) and Akhidayat Dwi Fajar (Brother in law). Thanks for supporting and motivating, I love you so much. My beloved little Family PBI A class, Muslimah Kost, and my best friend. Thanks for your love and attention. All of you teach me how to understand the meaning care and love, miss u all. All of my all supporters, advisors, and motivators whose name are not written in this thesis but you have been living in my deep memory, I just wanna say thank you so much. v

6 ACKNOWLEDGEMENT Praise to Allah SWT for blessing the researcher and giving the best moment and stregth to her to finish this thesis entitled the effectiveness of using spelling bee in teaching vocabulary at the seventh grade students of MTs Al- Hidayah Nusawungu in the academic year of 2016/2017. This thesis will not have its touch without any participants and help from her surroundings. Here, the researcher would like to express her deepest gratitude to: 1. Drs. H. Supriyono, M.Pd., the rector of Purworejo Muhammadiyah University. 2. Yuli Widiyono, M.Pd the Dean of Teacher Training and Educational Sciences Faculty. 3. Sri Widodo, S.S., M.Hum. the Heand of the English Education Department of Purworejo Muhammadiyah University. 4. Titi Rokhayati, M.Pd and Tusino, M.Pd.B.I my consultant. Thanks for guiding her through this process with intelligence, grace, good humor, encouragement, advice and motivation to finish this thesis. 5. All lecturers of English Department for their guidance during the completation of thesis and all the staff. 6. My beloved Parents, who always give support, pray, and guidance to finish this thesis. vi

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8 ABSTRACT Arumningsih, dwi The Effectiveness of Using Spelling Bee Games in Teaching Vocabulary Mastery at the Seventh Grade Students of Mts Al-Hidayah Nusawungu in the Academic Year 2016/2017. S1 Thesis. English Education Program Teacher Training and Education Faculty. Muhammadiyah University of Purworejo. Consultant: Titi Rokhayati, M.Pd. In this thesis the researcher used observes 60 students of seventh grade of MTs Al-Hidayah Nusawungu as the sample. The researcher used pre-test and post-test to find out wheter using spelling bee game is effective or not to improve students vocabulary mastery at the seventh grade of MTs Al-Hidayah Nusawungu in the academic year 2016/2017. The students aften get difficulities in memorizing the words. The difficulties are on spelling, remembering, and the meaning. This research was conduted by using quantitative technique in processing the data and getting the result. The researcher uses test as the instrument (post-test and post-test). The data from pre-test and post-test were analyzed statistically using SPSS 16 and manual computation. The result shows that the result of t-test is in the significant 2 tailed level 0.041, the critical value on the t-table using 5% (0.05) alpha level significance and the degree of freedom is 2.000, in which the t-value is higher than t-table (2.091>2.000). The mean score of the post-test experimental group is higher than the mean score of post-test control group (68.30>62.87). It can be concluded that spelling bee games is effective in teaching vocabulary at the seventh grade students of MTs Al-Hidayah Nusawungu in the academic year 2016/2017. By using spelling bee games, the teaching and learning process is more interesting. Key word: Spelling bee game, Vocabulary mastery, Junior high school. viii

9 TABLE OF CONTENTS TITLE...i APPROVAL SHEET...ii RATIFICATION SHEET...iii STATEMENT...iv MOTTO...v DEDICATION...v ACKNOWLEDGEMENT...vi ABSTRACT...viii TABLE OF CONTENT...ix LIST OF TABLES...xi LIST OF PICTURES...xii LIST OF APPENDICES...xii CHAPTER I CHAPTER II INTRODUCTION A. Background of the Study...1 B. Identification of the Problem...3 C. Problem Limitation...6 D. Statement of the problem...6 E. Objectivenes of the Study...6 F. Significant of the Study...7 REVIEW OF RELATED LITERATURE A. Theoritical Review... 8 B. Previous Study C. Conceptual Framework D. Hypothesis ix

10 CHAPTER III CHAPTER IV CHAPTER V REFERENCES RESEARCH METHODS A. Research Design...29 B. Place and Time of the Research...29 C. Variable of the Research...30 D. Population and Sample of the Research...31 E. Instrument of the Research...34 F. Technique of Collecting the Data...36 G. Technique of Analyzing Data...37 RESEARCH FINDINGS AND DISCUSSION A. Data Description...43 B. Data Analysis...47 C. Discussion of the Research Findings...62 CONCLUSION AND SUGGESTIONS A. CONCLUSION...64 B. SUGGESTION...65 APPENDICES x

11 LIST OF TABLES Table 1 The schedule of the research...30 Table 2 Population of the research...31 Table 3 Sample of the research...33 Table 4 Classification of the students achievement...44 Table 5 Pre-test and post-test of experimental class...45 Table 6 Pre-test and post-test of control class...46 Table 7 Descriptive statistic of experiment class...47 Table 8 Percentage test result experiment class...48 Table 9 Descriptive statistic of control class...49 Table 10 Percentage test result control class...50 Table 11 Descriptive statistic of experiment and control class...51 Table 12 Percentage of test result of experiment and control class...52 Table 13 The result of experimental and control class...53 Table 14 Chi square of experiment class...54 Table 15 Test normality of post-test of experiment class...55 Table 16 Chi square of control class...56 Table 17 Test normality of post-test of control class...57 Table 18 Test of homogenity...58 xi

12 LIST OF FIGURES Figure 1 The result of experiment class...48 Figure 2 The result of control class...50 Figure 3 The result of experiment and control class...52 LIST OF APPENDICES Appendix 1. Letters Appendix 2. Instrument of Research xii

13 CHAPTER I INTRODUCTION A. Background of the Study Language is the way to communicate. It is the vital one to express or to tell our thought, voice, feeling, and idea. Language may refer either to the specifically human capacity for acquiring and using complex system of communication. It is the most fundamental mean of human communication. As a human being, we are a social living thing. We need to interact with others by communication. English is an international language. It is impossible for people from different countries to communicate without an international language. It is widely used and learned all over the world. It is used in education, international, relationship, and many other fields. There are four kinds of skills in teaching learning English. Listening skill is the ability to comprehend what simply or shortly said to the students in English. Speaking skill is the ability to produce what they want to say in English. Reading skill is the ability to read what is written in English. Writing skill is the ability to express their ideas in English written. In learning English, there are four aspect that support four basic language skill above such as: grammar, spelling, pronunciation, and vocabulary. Learning vocabulary for junior high school is important since the ability of the students to learn English such as to write and read, as well as to 1

14 2 comprehend the subject is determined by vocabulary mastery. If the students lack of vocabulary, their ability to communicate and to convey message could not be done. The poor of vocabulary mastery is one of the factors in learning English. The students who have little vocabulary will get difficulties in understanding the oral language or written language. Vocabulary is an important aspect in the lerning process. It will be needed by students when they learn English skill like reading, writing, speaking and listening. Students who learn English must have sufficient vocabulary to make them able to learn English easily. Many kinds of teaching technique can be chosen. Before choosing one of teaching techniques, researcher has to know the level of the students ability because there are many kinds of characteristic in each level. The reseacher takes the students in level of junior high school. Teaching vocabulary is not easy thing to do. Most of students have difficulties in learning vocabulary. They have difficulties in expressing their ideas, so they become passive students in the classroom. There are several factors found by the researcher in the class which become the difficulties in learning vocabulary, such as uninteresting technique used by the teacher, lack of motivation in learning English, difficult to memorize words, etc. Most of junior high school students like something new and fun, even in learning processes including learning English. They expect English class to be fun, and this is teacher s duty to make English class fun and entertaining.

15 3 There are many methods or ways in increasing the process of teaching vocabulary. One of those ways is using spelling bee games. Spelling bee games as a competition require the students to spell words. Students will get some advantages from this game. One of the advantages is helping students to memorize the correct spelling words. Spelling bee help students learn pronunciation and know more vocabulary better than before. When playing games, usually it involves the language, it is more obvious experience. For that reason, games are challenging and helping in improving students motivation to involve in the learning process (Sebba, 2011 in Rohmawati, 2015 : 6). By studying the case above, the researcher wants to apply game to teach vocabulary as the way teaching vocabulary. By spelling bee games the students can be more active in participating in the classrom activities. They can also try to spell correctly and fluently. The researcher hopes students do not only develop their vocabulary but also they are able to practice either in writing, speaking or understanding the meaning of words. So, the researcher is interested a research entitled The Effectiveness of Using Spelling Bee Games in Teaching Vocabulary of the Seventh Grade Students of MTs Al- Hidayah Nusawungu in the academy year of 2016/2017. B. Identification of Problem Vocabulary usually develops with age, and serves as a useful and fundamental tool for communication and acquiring knowledge. Acquiring an

16 4 extensive vocabulary is one of the largest challeges in learning a second language. So, it is important to find out how to teach vocabulary using make a match to make students fun and increasing their own vocabualry mastery. So, we can guide them to be smart students especially students who are in the MTs Al- Hidayah Nusawungu which have various social backgrounds. Based on the researchers observation, factors causing difficulties in teaching and learning vocabulary are as follows : 1. The students interest Many students who have an interest in learning English vocabulary will get the better achievement than they who do not. If they are interested in learning English, they will pay attention to the lesson given to them. They will be enjoyable of what they are studying. Finally, learning and memorizing words is not big problem for them. 2. Teachers factor If the teacher is not smart in explaining and giving the materials, the students skill will not be developed. The teachers technique in teaching learning English vocabulary also influence the students mastery of English vocabulary. Because, the teacher as a facilitator, they become one of important parts of a school to do teaching and share knowledge to students. 3. Uniteresting technique The uninteresting technique used by the teacher also can be a problem in teaching and learning English. Junior high school students are still in

17 5 growth period to become adolescent, they still like playing and having fun. They might be get bored if they get the same techniques in every meetings and lost their enthusism in learning. If the teachers just give them same technique in learning, the students will be lost enthusiasm and difficult to achieve vocabulary. 4. Lack of practice Many students never practice the knowledge they got in class. They only use English in teaching learning process due to they use Indonesia for daily communication. They do not have partner to practice English in their home, they will forget everything they learn in previous meeting. 5. Lack of using the dictionary Many students are low in vocabulary and they are lazy to bring dictionary in English lesson. The students do not know that dictionary is very important in learning English. With dictionary they know the meaning of words and the correct pronunciation. Based on the explanation above, the researcher concludes that there are many factors of students problem in learning vocabulary. One of the big problem is uninteresting technique because the teacher uses same technique in meetings and lost the students enthusism in learning. The researcher thinks that using spelling bee games will help students to learn and memorize vocabulary easier.

18 6 C. Problem Limitation In this thesis, the researcher discusses teaching English vocabulary using Spelling Bee Games for seventh grade students MTS Al-Hidayah Nusawungu in the academy year of 2017/2018. The researcher wants to apply Spelling Bee Games can be used in teaching learning process and help the students to solve the problem and also it can improve their interest in studying English. D. Statementof the Problem The researcher has decided that the research statement of this thesis are as follows: Is using spelling bee games effective in teaching vocabulary at seventh grade students of MTS Al-Hidayah Nusawungu in the academic year of 2016/2017? E. Objective of the Study In line the problem statement above, the specific objective of this study are: to describe the students vocabulary using spelling bee games in seventh grade students of Mts Al-Hidayah Nusawungu in the academic year of 2016/20117

19 7 F. Significance of the Study The researcher hopes that this thesis gives some advantages : 1. For the teachers The researcher hopes that using games in teaching learning process will become variation for the teacher on the way they teach English. 2. For the students With these technique the researcher expects that the student can study easier and also it can improve their interest in studying English. 3. Indirectly, the result of this study is expected to enable to develop vocabulary mastery of seventh grade of the junior high school.

20 CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical review 1. Teaching Teaching and learning are two different process but there is significant interaction and both of them also influence each other. Definition of teaching is always developed in every time, so there is no precise definition of teaching which cover all sides. However, numerous definition of the term have been generated from the way people actually teach. According to D Andrea and Gosling (2005:2), teaching is only one of an academic s roles, each of which competes for time and priority. The teaching role of academics is coloured by their role as a researcher, scholar, administrator, manager, and adviser to students. Teaching is an academic s role to help learning process, activity to share knowledge with teacher-student or student-teacher. According to Crawford et al (2005:10), teaching is more than a set of methods. Teaching well means addressing a set of objectives, for a particular group of students, at a certain point in the school year, with certain resources, within aparticular time frame, in a particular school and community setting. It means finding a balance between direct instruction and orchestrating the activities of individuals and groups of students. It 8

21 9 means developing students skills and strategies for learning, at the same time they learn the content of the curriculum. Brown (2007:8) states that teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Teaching means showing or helping someone to learn how to do something, providing with knowledge, causing to know or understand. Teaching is to give someone knowledge or instruct or train someone, or to show somebody how to do something or to do change somebody s ideas. Based on the statements above, teaching is an academic s role that help student to learn how to do something. It is more than a set of method to develop students skill and strategies for learning. It is to give student knowledge or to do change student s ideas. 2. Learning In education process at school, the teachers duty is teaching, meanwhile the students duty is studying. Then the corelation between teaching and studying is called learning. Learning is very important for human because without learning we cannot do anything especially to change out life such as our attitude, behavior, etc. In order to adapt with the environment, living need and knowledge. According to Marton & Booth (1997 in Fry et al, 2003:9), learning is about how we perceive and understand the world, about making meaning. Learning may involve mastering abstract principles,

22 10 understanding proofs, remembering factual information, acquiring methods, techniques and approaches, recognition, reasoning, debating ideas, or developing behaviour appropriate to specific situations. Learning is a process to learn about something in the world. We have to understand about what we perceive to make meaning. Pritchard (2009:1), learning is not exclusive to the domain of an education system. Learning begins a very long time before school, continues for even longer after school, happens rapidly, and in parallel with school, in a great number of different ways and settings. Learning proceeds in a number of different ways. Definitions of learning based on Pritchard (2009:2) are as follows: 1. A change in behaviour as a result of experience or practice. 2. The acquisition of knowledge. 3. Knowledge gained through study. 4. To gain knowledge of, or skill in, something through study, teaching, instruction or experience. 5. The process of gaining knowledge. 6. A process by which behaviour is changed, shaped or controlled. The individual process of constructing understanding based on experience from a wide range of sources Brown (2007:7) states that learning is acquiring getting of knowledge of a subject or a skill by study experience. He adds that there are some components of the definition of learning are:

23 11 1. Learning is acquisition or getting. 2. Learning is retention of information or skill. 3. Learning involves active, conscious focus on and acting up on events outside or inside the organism. 4. Learning is relatively permanent, but subject to forgetting. 5. Learning involves some form of practice, perhaps reinforced practice. 6. Learning is a change behavior 7. Learning involves some form of practice, perhaps reinforced practice. Based on the statement above, it can be concluded that learning is changing behavior. The evidence that someone has learn is a changing behavior, for example from not know to know, from not understand to understand, etc. 3. Vocabulay a) Definition of Vocabulary Vocabulary is the key to master the four languages skill. It is because vocabulary becomes the basic component to support the speakers in communication to express their ideas. Vocabulary plays an important role in supporting the student s English learning achievement. The students who have good vocabulary mastery always get good learning achievement. According to Nunan (2005:121), vocabulary is the collection of words that an individual konws. Vocabulary should be interested

24 12 into teaching the four skill-listening, speaking, reading, and writing. Learners need to acquire vocabulary learning strategies in order to discover the meaning of new words. The strategies should be useful within the classroom as well as when learners are in a situation where they encounter new and unfamiliar words on their own. The strategies should also help children acquire new vocabulary words that they hear and see. According to Fauziati (2010:61), vocabulary is central to language and critical importance to typical language learner. Without a sufficient vocabulary one cannot communicate effectively or express his ideas in both oral and written form. Having a limited vocabulary is also a barrier that precludes lear-ners from learning a foreign language. When they do not know how to enrich their vocabulary for example, they often gradually lose interest in learning. Vocabulary is a basic element of language, and has important role in language learning. It is not less than grammar. Vocabulary is also essential in communication with others. If someone doest not know the meaning of words used by others in communication, they will be unable to respond in the communication. Vocabulary is also important to express idea or ask for certain information. If someone lacks of vocabulary, they will find difficulties in expressing their idea orally or written. Words represent complex, multiple meaning

25 13 of words need to be understand in the context of other words in the sentences and paragraph of text. Based on the statement above, vocabulary is the knowledge of words and words meanings also puts vocabulary knowledge, without a sufficient vocabulary one cannot communicate effectively or express his ideas in both oral and written form by an individual and it may be used to make the learning of foreign language. b) Vocabulary Mastery Vocabulary mastery is important for language learners in learning the whole language. To develop students language skill in reading, listening, speaking, and writing, the learners must be able to master vocabulary. Vocabulary mastery is needed to master other skills (Reading, Writing, Speaking, and Listening). Vocabulary mastery is an individual s great skill in using words of a language, which is acquiring based on their own interests need and motivation (Alqahtani, 2015:26). The success in widening the vocabulary mastery requires their own motivation and interest on the words of a individual s great skill in using words of a language, which is acquired based on their own interest needs and motivation. Vocabulary and mastery are parts of set in learning vocabulary, mastery is clearly shown by learners ability in expressing vocabulary that known with understanding. It is also shown by their ability of making sentences using vocabulary. Vocabulary mastery is

26 14 purposed of learning vocabulary, because when learners mastery vocabulary they are able to use it in daily life. The process of learning vocabulary may be resulted vocabulary mastery. The students should be able to produce all kinds of vocabulary both active and passive or receptive and productive. The students can understand the meaning of the sentences and speak them in any situation. The words can be used to express their ideas. Word mastery in vocabulary learning has some levels. The first level is full mastery. It is reached when learner has the capability in using vocabulary while they are writing and speaking. The second level is enough comprehension of words when they find it in reading. The last level is the simple ability in mastery words because in this part learners only use their ability in understanding words to know the text that read. It can be concluded that vocabulary mastery is the ability of using words whether in listening, reading, writing, speaking and some language components. Based on the statements above, the vocabulary mastery in this research means the improving vocabulary students competence to understand all words with their set of this. c) Kind of Vocabulary According to Kamil and Hiebert (2005:3), there are two kinds of vocabulary. They are productive and receptive vocabulary. The productive vocabulary is the words that are familiar or easy to

27 15 recognize and these are often used by an individual, particular in writing and speaking. In contrast, the receptive vocabulary is the words that are less familiar to students as well as are considered being less to be used or the students may not use these spontaneous for they may recognize the words meaning as they are reading and listening. Moreover, Kamil and Hiebert (2005:3) also mention other kinds of vocabulary beside productive and receptive vocabulary. In this case, the oral vocabulary refers to the words that their meanings are known in speaking or reading orally, where as the print vocabulary is considered as the words of which their meanings, known in writing or reading silently. According to Fromkin, Rodman, and Hyams (2003:73-74) classify words in a language into two terms. They are content and function words. The content word is the word used to express or describe things such as actions, object, attributes and ideas. It consists of noun (bits, pieces, record, player), verb (like, looking, doing, to look), adjective (happy, sad, old, young) and adverb (up). Meanwhile, the function word is a word that does not have clear concepts or meaning related to the word and it is only used in terms of grammatical function. It consists of preposition (for, like), article (a, the, of), and pronoun (I, them).

28 16 Based on the description state above, vocabulary is categorized or kind of vocabulary such as function word, substitute words, word and content words based on the division of the language skills. In this case, the productive vocabulary and the receptive vocabulary are important vocabulary that we use because the productive vocabulary is associated with the productive language skills comprising speaking and writing skills, whereas the receptive vocabulary is associated with the receptive skills which consist of listening and reading. d) Technique in Teaching Vocabulary Teaching vocabulary are very important in language. One can know the grammar rule of a language. It is agreed that vocabulary is the key to improve language skill especially in pronunciation Thornbury (2002: ) make a division of the techniques and approaches to present a new vocabulary items presented as follows: 1. Learner Training Learner training pay attention to form which in vocabulary terms, means paying attention to the constituents of words, to their spelling, to their pronunciations and to the way they are stressed. 2. Words Card Apart from the keyword technique, there is probably no vocabulary learning technique more rewarding that the use of

29 17 word cards. In fact, it is arguably more effective than keyword technique, since there are some learners who find imaging difficult, but all learners can be trained to prepare and use of word cards. 3. Coping strategies for production Learners can first be exposed to the strategies and then apply through role plays. 4. Using dictionary Training learners in effective dictionary use is particular important since many learners may not be familiar with dictionary conventions, even in their own language. Such training also provides them with the means to continue vocabulary acquisition long after their course of formal study has been completed. 5. Spelling rules English spelling is surprisingly regular. Research studies have shown that as many as eight out of every ten word are spelt according to a regular pattern and that only three percent of words are so unpredictable that they are have to learned. 6. Keeping record Few students are so organized that they automatically record the content of vocabulary lessons in a way that will provide useful reference for later study. As an example of how not to record

30 18 vocabulary, here is how one students took notes on a lesson on the theme of description. 4. Game a) Definiton of Game Linse (2005:57), game is a very appropriate teaching technique in the young-learner classroom. Game can also be structured to maximize English language use. When the teacher gives the rules for a game, she always make using English a game rules. According Becker (2017:1) says that game is one of those words that s hard to define precisely in spite of the fact that everyone seems to be able to recognize a game when they see one, and virtually every human on the planet has played games at some point in their lives. Games also help the teacher to create contexts in which the language is useful and meaningful. Based on the statement above, game is fun activity with rules and a goal and teaching learning process more interesting so that students enjoy the materials. b) Kind of Spelling Games Learning is remembering the review and recycling of new language items will be critical if students stand a chance of becoming readily accessible in long-term memory. There are kind of spelling games as follows:

31 19 1. Scramble Slam The game consist of simple set of playing cards with one letter printed on the front and back of each card. Starting with any four letter word, students add one letter at a time on top of one of the original four letters to create a new word. Modify the rules slightly and take turns going around the table to see if each person can create a new word with each of his turns. 2. Free From Scramble Each word must connect with one of the other words, and students only have the letter tiles which came in the game. Students may find it easier as well as more fun if they create their spelling word grid word with a partner. 3. Unscramble Eggs For each egg, put the letters to spell a vocabulary word (use letter tiles, plastic letters or whatever you have on hand) and shake to mix. Make one egg for spelling word for each team. Two teams then race relay style, each person opening one egg and putting the letters in the right order to make a vocabulary word. The first team to unscramble all their eggs is the winner. 4. Spelling Pong Each cup should have a letter written on the bottom of it. Students take turns until each person is able to spell a word from the letters he has collected. Either race to see who can spell a word first,

32 20 challenge students to make as many words as possible from the letters they earn. Make sure your students spell words with at least theree or four letters as you pay. 5. Spelling Bee Divide your class into two teams and have each team stand along an opposite wall of the classroom. Give one word at a tie to each students, alternating temas. If the students spells the word correctly, she goes to the end of the line until her turn comes up again. If she spells the word incorrectly, she sits down. The last team standing wins. This game is a great way to review vocabulary or spelling words before a comprehensive test. 6. Find the Vowels For each spelling word, write the word on one card minus the vowels in the word (for example H-D ). On another card, write the vowels which complete that word (for example, -EA- ). Students play the card game go fish style by matching the spelling word with the vowels it needs to complete the word. You can add cards to the set as you add spelling words throughout the year. 7. Invisible Letters Each figure should have the same number of parts. The goal is to make your team s stick man invisible before the other team does. Give each team a word to spell. If they spell it correctly, erase one piece of the word correctly, leave the stick figure unchanged. Then

33 21 repeat with two new words. The first team to make his invisible wins. 8. Magnetic Letters Using a magnetic board and a few sets of magnetic letters (available in most stores), see which player can create the most words in a set amount of time, around five minutes, from his set of letters. After the five minutes is up, check the words and explain any unfamiliar vocabulary. The person with the highest number of words wins the game. 9. Word Search A word search is a fun way for students to reiew spelling words. Give each person a sheet of graph paper and have him write the spelling words in the grid befor filling in the remaining boxes. Have students exchange their word searches and see who can find all the vocabulary words first. 10. Spell Hopscotch Give each person a word to spell as the jumps through the boxes. If she spells the word wrong, she must repeat that word on her next turn. The first person to get through the entire board win (m.busyteacher.org).

34 22 5. Spelling bee games a) Definition of Spelling bee games Spelling bee is a contest in which competition are eliminated as they fail to spell a given word correctly. It is also spelldown. It started a decade ago as way to improve children s reading and comprehension skills. Spelling bee is more than memorizing words or letter which form a word, but it is a complicated thingking process. Students receive several clues to answer or to spell the words correctly, such as definition, alternative pronunciation, kinds of words (noun, adjective, verb, etc) until the example of sentences which using those words (Uranga, 2003 in Rohmawati, 2015:5). According to Pepper (2012:3), spelling bee is a competition in which children, usually elementary school students, are asked to spell words in front of an audience. The primary means of spelling is actually memorizing words (Reed, 2012, in Alqahtani 2015:30). Word spelling needs to be considered since spelling forms of English words is not always inferred by the pronunciation. Kumar (in Horobin, 2013:7) explains that she prepared by learning lots of specialized plant, food, and medical terms, highlighting the importance of a good memory to success in spelling. Based on the statement above, spelling bee is more than memorizing words or letter which form a word, but it is a complicated thingking process. Besides, it is a good alternative game to practice

35 23 students spelling skill. Students more participation in classroom to know what does the write and speak words correctly. b) Applying Spelling bee games a. Once a students begins spelling aword, he or she cannot change his or her answer. b. Students must spell the word independently, without help from others. c. The teacher determines if the word was spelled correctly. d. If the corrct spelling was given, the speller remains in the game. e. If the spelling was incorrect, that speller is eliminated from the game ( c) Advantages of Spelling bee games There are advantages using spelling bee games in teaching vocabulary. 1. Enchacing vocabulary The valuable laerning outcome of spelling bee results in the children gaining competency over vocabulary and this allows them to excel at reading and writing. The ability to understand more words will allow children become literate and enjoy reading an extensive range of material. 2. Child s confidence Confidence level is usually boosted after entering into such competition. A spelling bee helps them gain the confidence they

36 24 need to speak in public and accept their mistakes, while also getting the applause their hard work deserves. 3. Greater knowledge Learning words can get students interested in tracing the original of a word and its etymology. This information will greatly enhance the knowledge base of a child, even at a very young age, and motivate them to develop a keen interest in laerning new words. 4. Cognitive skills The spelling bee will allow our child to develop a range of cognitive skills including the ability to handle pressure. The learning process accompanying the spelling bee is likely to enchace your child s memory and allow your child to develop better learning skills, which can prove to be highly beneficial during higher education. 5. Competitive spirit Spelling bee allow individuals to compete in a supportive enviroment. The brain sctivity and exitement that goes with a spelling bee is just as stimulating as a physical competition can pump up the adrenaline of the contestants and the audience (

37 25 B. Previous study Before conducting the research, the researcher had looked for some researcher relate to this research. The first research is a thesis entitled The Use of Spelling bee games to Improve Students Understanding of Simple Past Tense by Devia Nikita Choriana ( Walisongo State Islamic University Semarang, 2016). The participant of this study was 26 students in class A. In the first cycle the students enthusiastic was 56% while in the second cycle was 80%. It means that spelling bee games could improve students enthusiastic significantly. The result of this study showed that used spelling bee games could improve students understanding of simple past tense. This was proved by students comprehension test that improved in every cycle. In the first cycle, the average of students score was In the second cycle, the students got The result of this research showed that the used of spelling bee games could improve students understanding of simple past tense. The similarity between this research and previous research is about using spelling bee games in teaching learning process. And the differences between this research and this previous study is using film as a media to improve students understanding on simple past tense and this research is using game as a technique in teaching vocabulary. Second research is a thesis entitled The Effectiveness of Using Spelling bee games to Improve Students Writing Ability of Description Text by Nani Trisnowati (University Muhammadiyah of Purworejo, 2014). Her

38 26 study was conducted by using quantitative technique in processing data and getting the result. Her study uses test as the instrument (pre-test and posttest).based on her study that spelling bee was effective to improve students writing ability on descriptive text as indicated by a statistically score post-test experimental group is higher than the mean score of post-test control (70.37>66.33), the result of t-test is The similarity between this research and this previous research is about using experimental research. The differences between this research and this previous research is using spelling bee games to improve students writing ability and this research is using spelling bee games in teaching vocabulary. C. Conceptual Framework Vocabulary is defined as the word that somebody knows or learns. In terms of second or foreign language learning, it is essential because it may facilitate someone to learn second or foreign language. Also, there are several things that should be considered as the teacher taught as well as the students learn vocabulary, for instance spelling, pronunciation, and so on. Game is an effective and interesting way of teaching, there are good things to do in teaching learning process. Games can provide oppourtunities for students to develop their abilities. In teaching vocabulary students can learn while playing. For students, who tend to be shy, they are expected to explore her abilities and finds her confidence in learning a foreign language.

39 27 Spelling bee help students know the meaning of the words that students listen, read, write, and speak because and its helps to memorize word well better. Junior high school students are still poor especially in vocabulary. Vocabulary for junior high school should be arranged at the level of their vocabulary so that the students will not be frustated over the difficult vocabulary. From the explanation above, the researcher thinks that game especially spelling bee games is the effective technique which can be used in teaching learning activities and the students will easily find out the words meaning by themselves. So, the vocabulary mastery of the students will be increased. D. Hypothesis Arikunto (2010:110) states that hypothesis come from two words namely hypo and these. Hypo means under and these mean the truth. On its development, the word hypotheses moved to hypothesis. So, the meaning of hypothesis is a temporary answer on the research problem, it s takes a proofing by collecting data. In this study, the hypothesis will be formulated: Ho : Spelling bee games is not effctive in teaching vocabulary at the seventh grade students of MTs Al-Hidayah Nusawungu in the academic in the year of 2016/2017.

40 28 Ha : Spelling bee games is effective in teaching vocabulary at the seventh garde students of MTs Al-Hidayah Nusawungu in the academic year of 2016/2017.

41 CHAPTER III RESEARCH METHODS A. Design of the Research In this chapter, the researcher using by quantitative research in processing the data and getting the result. The researcher used experimental research using post-test and pre-test because the researcher conducted an experimental to compare the result of post-test and pre-test to find out the result of learning vocabulary using spelling bee games at the seventh grade students MTs Al-Hidayah Nusawungu in the academic year of2016/2017. B. Time and Place of the Research The research has taken place at MTs Al-Hidayah Nusawungu at the seventh grade students in the academic year of 2016/ It is located in the district of Nusawungu, Cilacap Regency, Central Java. The address of this school is at Jl. Raya Danasri - Nusawungu Cilacap. The research was held on April25 th, 2017 until finish. The researcher maked the research timetable consist of the schedule of activities the research did. The timetable is areas follows: 29

42 30 Table 1 The schedule of the research Activities Proposing a title Finding theories Making proposal Getting research licence Making instrument Testing instrument Conducting pre-test Giving treatment Conducting post-test Analyzing data Discussing data analysis Writing report Collecting the report Mouth March April May June July C. Variables of the research Arikunto (2013:161) says that variable is research objects or points attention in one research. There were two variables in this research. They were independent and dependent variable. The researcher, then involved both of the two variable as follows. 1. Independent Variable The independent variable is the casual variable or free variable (Arikunto, 2013:162). In this research, the researcher wanted to observe the effectiveness of using spelling bee games in teaching vocabulary. Thus, teaching using Spelling bee games was considered as the independent variable and symbolized X.

43 31 2. Dependent Variable The dependent variable is the effect variable from the independent variable (Arikunto,2013:162). In this research, the dependent variable is vocabulary and symbolized with Y. D. Population, sampling technique and sample 1. Population According to Arikunto (2010:173), population is the whole of subject in research. Population is generalization area which consists of subject or subject which have quality and specific characteristic that is dermined by the researcher to be learned and concluded (Sugiyono, 2012:61) Based on those theories above, it can be conclude that a population is the whole of research subject which have quality and certain characteristic that are of interest to the research. The population of this study is the seventh grade of MTs Al-Hidayah Nusawungu in the academic year of 2016/2017 total number of population is 116 students. Table2 Population of the Research No Class Number of the sudents 1 VII A 30 2 VII B 30 3 VII C 28 4 VII D 27 Total 116

44 32 2. Sampling technique Sugiyono (2012:62) define that technique is certain technique to take sample. There are two type of sampling technique namely probably and none probably sampling. Arikunto (2010:177) stated that sampling is the way of drawing a sample is the research. There are type of sampling technique, which can be chosen in the research such as: a. Random sampling The researcher shuffles the subject of population so all subjects have a change to be chosen. b. Stratified sampling The researcher assumed that the population is divided into stratification, the sample drawn from each stratification. c. Purposive sampling The drawing of sampling is based on specific purpose by considering the time consumed and other factors. d. Propositional sampling This sample is to complete the area of probability sampling because sometimes each area has different numbers, the drawing sample in proportional sampling. e. Quota sampling This sampling is based on the quota the researcher needs. The samples have drawn random at area and stratification.

45 33 f. Cluster sampling The drawing of sample is based on cluster. g. Double sampling 3. Sample The researcher takes two samples. First sample is bigger than the second sample. The second sample is useful to check the truth of data of the first sample or to complete the number on the first sample. From the explanation above, the researcher uses purposive sampling in taking the sample. The reason why the researcher chooses this sampling is due to the limitation of time and that class possess lack of vocabulary. It is said that purposive sampling is drawing of sample that is based on specific purpose by considering the time consumed and other factors.. Sample is a part of representative of population of the research (Arikunto, 2010:174). The researcher takes two classes as sample. The experimental group is class VII A which consist of 30 students and the control group is class VII B in which consist of 30 students. Table 3 Sample of the research No Class Group Number of the students 1 VII A Experimental 30 2 VII B Control 30 Total 60

46 34 E. Instrument of the Research An instrument is a way to get the data. An instrument is very significant to collect data required in an experiment research. In collecting the data, the researcher uses test as the instrument. Instrument is a tool which uses many kinds of the method at the time of the research. There are two kinds of instruments namely test and non test. Some methods of collecting data that include non-test: questionnaire, interview, observation, rating scale, and documentation. Brown (2003:3), test is method of measuring of person ability knowledge or performance in a given domain. Test is any series of question or exercise or other to measure the skill, knowledge, intelligence, capacity or attitude of an individual. In this research, the researcher uses pre-test and post-test to getting the data. 1. Pre-test Pre-test provides a measure on some attribute or characteristic that you asses for participant in an experiment before they receive treatment (Creswell, 2012:297). Pre-test can be called a test before learning has occured. In this research, this test will give for pre activity did to know how far students competence before using spelling bee games. The test contained of 30 multiple choice and the time allocation was 45 minutes. The researcher gave pre-test on April 27 th, 2017.

47 35 2. Post-test Post-test is a measure on some attribut or characteristic that is assed for participant in a experiment after a treatment (Creswell, 2012:297). Post-test is given after learning has occured or is supposed so have occured. It is given after a lesson or a period of instruction to determine what the students have learned. In teaching, comparison of pretest and post-test result measure the amount of a progress a learner has made. The question will be different from the pre-test but still has a same meaning. Post-test was given after the students were taught vocabulary using spelling bee games. It was done to know the students vocabulary mastery after they get the treatment. The test contained of 30 multiple choice and the time allocation was 45 minutes. The test was done on 25 th,2017 In this research, the researcher used pre-test and post-test in getting the data. Pre-test which is given before the treatment, and post-test is given test writing after treatment. The test was in the forms of multiple choice 30 items. After getting the data, the reseracher can evaluate the assessments that are given to the students. The researcher accumulated the result of pretest and post-test. From this, the researcher abserved whether spelling bee games is appropriate or not as technique to develop the students vocabulary mastery and by calculating the score from both tests the writer can know how far the effectiveness of spelling bee games.

48 36 F. Technique of collecting the data In this research, the researcher takes the seventh grade students of MTs Al-Hidayah Nusawungu which is consist of 60 students. The researcher conducted in three ways. There are as follows: The researcher give a pre-test to the control group and experimental group. Here are the time allocations of the pre-test. 1. Giving pre-test to class VII A as the experiment group is on April 27 th, 2017 at am until am. 2. Giving pre-test to class VII B as the control group is on April 25 th, 2017 at am until am. After conducting the pre-test, the researcher conducted the treatment. The experimental group was given the treatment and taught by researcher as the experimenter while the control group was taught also by the researcher. Both group teaches in same material. Here are the time allocation of the treatment: 1. Teaching VII A as the experiment class group by using spelling bee games was on April27 th, 2017 at am until am. 2. Teaching VII B as the control group using common technique was on April25 th, 2017 at am until am. After giving the treatment to the students, the researcher conducted the post-test. The post-test in used to know whether there is a significant differences between the pre-test and post-test result. Here are the time allocation of the post-test:

49 37 1. Giving post-test to class VII A as the experiment group was on May 9 th, 2017 at am until am. 2. Giving post-test to class VII B as the control group was on May 9 th, 2017 at am until am. G. Technique of Analyzing the Data After collecting data, it was necessary for the researcher to make data analysis. This research is an experimental research using quantitative research. The analysis is related to the computation in answering the problem statement and the hypothesis. There are two kinds of techniques of data analysis: 1. Descriptive analysis The descriptive analysis is used to describe the variable of this research. The descriptive analysis includes the measurement of central tendency (mean, median,and mode), and the measurement of group variance (range, variance, and standard deviation). The researcher discuss the variable under study based on the mean and standard deviation. In addition, mean, mode, median, standard deviation, the highest, and lowest scores are also used to analyze the data. The discussion of mean and standard deviation will be explain as follow:

50 38 a. Central Tendency 1. Mean Sugiyono (2012:49) states that mean is the average score obtained by the subject of the study. Actually, there is a diffrence between mean in central tendency and mean in group data. The researcher use the following formula to determine the mean: M= xi N In which: M : Mean (average) xi : Total of scores observed N : Population (Sugiyono,2012:49) 2. Median Median is got by organizing the data begining from the lowest score to the highest score in a group of data and then to find the score in the middle of data. 3. Mode The researcher use the formula of mode to find the group data. The formula is written as follow: Mo =b + p ( bi ) b1+b2

51 39 In which: Mo B P b1 b : Mode : Low limit in mode : Interval : Frequency above the inverval of mode : Frequency under the interval of mode. (Sugiyono, 2012:52) b. Dispersion 1. Range Range is a way talk about the spread of distribution of scores. The range formula is as follow: R= X t - X r In which : R Xt Xr : Range : The highest data on the group : The lowest data on the group 2. Variance The formula is as follows: S² = (x x)² N 1 In which: S² : Sample variance N : Number of variance (Sugiyono,2012:57)

52 40 3. Standard Deviation The standard deviation is the way of showing spread of the score. In other words, it shows how all scores than the range, which simply describe the gap between the highest and the lowest scores and ignore the information provided by all the remaining scores (Sugiyono,2012:56-57). The formula to calculate Standard Deviation is as follows: SD = (x x)² N 1 In which: SD (x-x)² N : The square of devinition standard : The square of each score subtracted by mean : Number of variance(sugiyono,2012:56-57) 2. Inferential Analysis The researcher analyze the data to prove the hypothesis. This analysis is the done to find out the effectiveness of using spelling bee games in teaching vocabulary at the seventh grade students of MTs Al- Hidayah Nusawungu in the academic year of 2016/2017. Inferential statistical analysis in this study aims to test the research hypothesis. The discussion of the test of normality, test of homogenity and T-test will be explained as follows:

53 41 a. Normality Test Sugiyono (2012:79) gives a certain technique in the testing the normality of data with use Chi Square (x²). It is done by comparing normal curve that is found from the gathered data (B) with the standard normal (A). If B is not different significantly with A, B will belong to the normal distribution data. The formula is as follows: x² = (fo f) f In which: x² : The Chi-Square value fo : The observed frequency fh : The expected frequency b. Homogeneity Test The determine the t-test formula, the researcher apply the variance of homogeneity test to test variance of one sample. To know whether the variance of one sample is homogeneous or not, the researcher use F-test. The formula is as follows: F = teigestvariance telowervariance 3. Hypothesis Test If t-value smaller than t-table, the null hypothesis (Ho) is accepted, and on the contrary if t-value is greater than t-table, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. The

54 42 hypothesis is tested in this study by the independent sample t-test by using manual computation and by using SPSS The researcher uses t-test analyzing as the data analysis. The reason for choosing t-test is that the researcher compares the mean of the data sample in pre-test without treatment and post-test after doing the treatment. The t-test formula is a follows: Formula 1 The researcher uses formula 1 if the data homogeneous. t= x1 x2 n1 1 s1+ n 2 1 s2 n 1+n n n 2 Formula 2 The researcher uses formula 2 if the data is not homogenous. t= x1 x2 s1 n 1 +s2 n 2 In which: T : t-test x 1 : the mean score of experimental group S1² x 2 n 1 n 2 s 1 s 2 : the mean score of control group : the number of experimental group : the number of control group : deviation of experimental group : deviation of control group

55 CHAPTER IV RESEARCH FINDING AND DISCUSSION In this chapter the researcher is going to present the research findings and discuss how the researcher analyze the data. The researcher conducted a research about the effectiveness of using spelling bee games in teaching learning activity. The researcher used the test as the instrument of the research, its means that the test become the most collected from 60 students of the seventh grade students of MTs Al-Hidayah Nusawungu in the academic year 2016/2017. The researcher analyzed the result of the test, which conducted in experimental group and control group to find out whether the use of spelling bee games is effective in teaching vocabulary. A. DataDescription Before analyzing the data, the researcher is going to give some explanation. In conducting this research took two group from two classes as the sample in the research. Each class consist of 30 and 30 students. The two classes named as experimental group and control group. Class VII A is the experimental group and class VII B is the control group of MTs Al-Hidayah Nusawungu in academic year of 2016/2017. The researcher collected the data by using test. To compute the test result, the classification of the result based on criteria of scoring is needed. 43

56 44 The criteria is listed below. The criterion in the table is based on the criteria referenced scales (Arikunto, 2009:245). Table 4 Classification of the Students Achievement Score Grade Category A Excellent B Good C Sufficent D Fairly Sufficent <39 E Low The researcher collected some data by giving text, so, it concerned on the test result. The researcher collected the data from experimental group and control group. First, the researcher analyzed the experimental group data and then analyzed the control group data. The result of the pre-test and posttest in experimental and control group is presented as follows: 1. The Students Achievement of Experimental Class There were 30 students in pre-test and post-test of experimental class. Below is the table of vocabulary test result of experimental class.

57 45 Table 5 Pre-test and Post-test of Experimental Class No Sample Pre-test Post-test 1 S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S

58 46 2. The Students Achievement of Control Class There were 30 students in pre-test and post-test of control class. Below is the table of vocabulary test result of experimental class. Table 6 Pre-test and Post-test of Control Class No Sample Pre-test Post-test 1 S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S

59 47 B. Data Analysis 1. Descriptive Analysis The data of this research were got by conducing a test before the treatment (pre-test) and after the treatment (post-test). The description of the data is shown above. The researcher tried to analyze the data. Here are the description of control group and experimental group. a. Students Achievement of Experiment Class Table 7 Descriptive statistic of experimental class Statistics pretest posttest N Valid Missing 0 0 Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum From the table above, it can be known that there are 30 scores of pre-test which can be seen that highest score (H) is 76, the lowest score (L) is 34, the range (R) is 42, the mode (Mo) is 61, and the median (Me) is From the data above, the researcher tries to find the mean of the data. The mean (M) is 57.00, and the standard deviation (SD) is

60 48 Variance is the square of the standard deviation. It is Total score is From the data taken from post-test, there are 30 score which can be seen that the highest score (H) is 95, the lower score (L) is 46, the range (R) is 49, the mode (Mo) is 65, the total scores is 2049, the median (Me) is 69.00, the mean (M) is 68.30, the standard deviation (SD) is , and the variance is Table 8 Percentage test result experiment class Interval Interpretation Pre-test Post-test F Percentage F Percentage Excellent 0 0% 3 10% Good 3 10% 14 47% Sufficient 14 47% Fairly Sufficient 12 40% 4 13% <39 Low 1 3% 0 0% % 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Excellent Good sufficent Fairly Sufficent Low pre-test post-test Chart 1. The result of experiment class

61 49 b. Students Achievement of Control Class Table 9 Descriptive statistic of control class Statistics pretest posttest N Valid Missing 0 0 Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum From the table above, it can be known that there are 30 scores of pretest which can be seen that the highest score (H) is 73, the lowest is (L) 34, the range (R) is 39, the mode (Mo) is 55.00, and the median (Me) is From the data above, the researcher tries to find the mean of the data. The mean (M) is 57.10, and the deviation standard (SD) is Variance is the square of the standard deviation. It is Total score is From the data taken from post-test, there are 30 scores which can be seen that the highest (H) 85, the lowest score (L) 40, the range (R) is 45, the mode (Mo) is 70.00, the total is 1886, the median (Me) is 63.50, the mean (M) is 62.87, the standard deviation (SD) is 9.801, and the variance is

62 50 Table 10 Percentage test result control class Interval Interpretation Pre-test Post-test F Percentage F Percentage Excellent 0 0% 2 7% Good 6 20% 10 33% Sufficient 7 23% 12 40% Fairly Sufficient 16 53% 6 20% <39 Low 1 3% 0 0% % 50% 40% 30% 20% pre-test post-test 10% 0% Execellent Good Sufficent Fairly Sufficent Chart 2. The result of control class

63 51 c. Students Achievement of Experimental and Control Class Table 11 Descriptive Statistic of experimental and control class Statistics experiment control N Valid Missing 0 0 Mean Median Mode a Std. Deviation Variance Range Minimum Maximum Sum a. Multiple modes exist. The smallest value is shown From the table above, there are 30 scores of experiment class which can be seen that highest score (H) is 95, the lowest score (L) is 48, the range (R) is 49, the mode (Mo) is 64, the total scores is 2049, the median (Me) is 69.00, the mean (M) is 68.30, the standard deviation (SD) is , and the variance is From the data taken from control class, there are 30 scores which can be seen that the highest score (H) is 85, the lowest score (L) is 40, the range (R) is 45, the mode (Mo), is 55, the total scores is 1886, the median (Me) is 63.50, the mean (M) is 62.87, the standard deviation (SD) is 9.801, and the variance is

64 52 Table 12 Percentage of test result of experimental and control class Interval Interpretation Experiment Control F Percentage F Percentage Excellent 3 10% 2 7% Good 14 47% 10 33% Sufficient 9 30% 12 40% Fairly Sufficient 4 13% 6 20% <39 Low 0 0% 0 0% % 45% 40% 35% 30% 25% 20% Experiment Control 15% 10% 5% 0% Excellent Good Sufficient Fairly Sufficent Low Chart 3. The result of experimental and control class

65 53 After knowing the result, the researcher compared the post-test experimental and control group. The scores of the students achievement of the experiment and control group are summarized by the table below: Table 13 The result of experimental and control class Group H L R Me Mo T M SD Experiment , ,0 10,32 Control , ,5 9,80 Note: H L R Me Mo T M SD : the highest score : the lowest score : range : median : mode : total score : mean :deviation standard 2. Inferential Analysis The researcher explained the result of test homogeneity of variance and test of normality. The result of homogeneity of experiment group, the homogeneity of control group the last was result of homogeneity test experiment and control group. While, the test of normality consist of the

66 54 normality of the experiment group, the normality of control group and the normality of experiment and control group. a. Test of Normality In order to make sure that the data is normal or not, the researcher did normality test. It is used to determine whether a data set is well modeled by a normal distribution or not, or to compute how likely an underlying variable is to e normally distributed. In testing normality of data, the researcher used Chi Square formula and SPSS program. 1. Post-test Experiment Class Table 14 Chi Square of experiment class INTERVAL f o f h f o -f h (f o -f h ) 2 (f o -f h ) 2 /f h ,19 1,42 1, ,12 0, ,76 45,71 4, ,24 17,97 1, ,06 9,36 2, ,19 0,04 0,04 SUM 30 10,59 Decision NORMAL 5% Chi Square value based on the computation is It is compound with the value of Chi Square table with df 6-1=5.Based

67 55 on the table on Chi Square, it can be known that Chi Square value on the significant level 0.05 is Because Chi Square obtained is lower than the value of Chi Square table (10.59<11.07), it indicated that the distribution of experimental group is normal. Another way to find normality test is using SPSS program. Table 15 Test normality of post-test of experiment Class One-Sample Kolmogorov-Smirnov Test posttest.ex N 30 Normal Parameters a Mean Std. Deviation Most Extreme Differences Absolute.172 Positive.168 Negative Kolmogorov-Smirnov Z.941 Asymp. Sig. (2-tailed).338 a. Test distribution is Normal. After the computation of the data, the significant value gained is This result, then compared with significant level 0.05 to consider that the data is normal distributed, the result must be higher than 0.05 from the explanation above, it can be concluded that the data is normally distributed.

68 56 2. Post-test Control Class Table 16 Chi Square of Control Class INTERVAL f o f h f o -f h (f o -f h ) 2 (f o -f h ) 2 /f h ,19 1,42 1, ,06 0,00 0, ,76 3,10 0, ,24 1,54 0, ,06 4,24 1, ,19 0,04 0,04 SUM 3,29 DESICION NORMAL 5% Chi Square value based on the computation is It is compound with the value of Chi Square table with df 6-1=5. Based on the table on Chi Square, it can be known that Chi Square value on the significant level 0.05 is Because Chi Square obtained is lower than the value of Chi Square table (9.09< 11.07), it indicated that the distribution of control group is normal. Another way to find normality test is using SPSS program.

69 57 Table 17 Test Normality of Post-test of Control Class One-Sample Kolmogorov-Smirnov Test Posttest.con N 30 Normal Parameters a Mean Std. Deviation Most Extreme Differences Absolute.111 Positive.100 Negative Kolmogorov-Smirnov Z.608 Asymp. Sig. (2-tailed).853 a. Test distribution is Normal. After the computation of the data, the significant value gained is This result, then compared with significant level To consider that the data is normally distributed, the result must be higher than From the explanation above, it can be concluded that the data is normality distributed. b. Test of Homogeneity of Variance Homogeneity test was done to know whether the data is homogeneous or not. Before that, the researcher tries to find the variance both experimental group and control group. The following are the variance of both experimental and control group.

70 58 The researcher find homogeneity test using F the computation is as follows. F = HigestVariance LowerstVariance = 106,56 96,05 = 1.11 To straighten the computation, the researcher also used SPSS program to find homogeneity test. Table 18 Test of Homogeneity Test of Homogeneity of Variance Levene Statistic df1 df2 Sig. nilai Based on Mean Based on Median Based on Median and with adjusted df Based on trimmed mean Based on mean, result of signification test is This result then compared with The significant level must be higher than The result from the first computation above is It is compound with the value of F table with df of numerator (30-1=29) and df of denominator (30-1=29). Based on the table on F table, it is known that at F value on the significant level 0.05 is It shown

71 59 that the value of F obtained is lower than the value of F table (1.11<1.86). Therefore, it means that the variance of two scores is homogenous. c. Test of Hypothesis There are three points involved in testing hypothesis. There are level of significance. The there points above are presented in the following. 1. Level of Significance In testing hypothesis, the researcher used the level of significance to minimize the false conclusion of the research. This is applied to reject the hypothesis in order to gain the objective conclusion. Generally, the level used in any research is 5% level and 1% level. In this research, the researcher used the level of significance 5%. It mean that the falseness of conclusion was 5% and the truth of conclusion was 95% 2. Null Hypothesis In testing hypothesis, the researcher commonly faces with the null hypothesis. By using the null hypothesis, the hypothesis statement will be easier to be proved. The hypothesis of this research says the use spelling bee games is effective in teaching vocabulary at the seventh grade students of MTs Al-Hidayah Nusawungu in the academic year of 2016/2017.

72 60 To prove whether the hypothesis is rejected or accepted, the researcher changes the research hypothesis into null hypothesis. Therefore, the null hypothesis says the use spelling bee games is not effective in teaching vocabulary at the seventh grade students of MTs Al-Hidayah Nusawungu in the academic year of 2016/ Test of Significance a. Manual Computation t = x1 x2 n 1 1 s1²+ n 2 1 s2² n 1+n n n 2 = 68,30 62, , , = 5, , , = = = 5, , , , , ,43 0,06 101,30 (0.06) 0,06 = 5,43 6,078

73 61 = 5, = After doing computation manual the researcher find out the result t-test and t-table T-test is higher than t- table b. SPSS Computation Below is the result of independent t-test using SPSS 16.0 Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Sig. (2- Mean Differenc Std. Error Differenc Interval of the Difference F Sig. t df tailed) e e Lower Upper score Equal variances assumed Equal variances not assumed In SPSS 16.0 computation t-test gained is 2.091, as the significance level After doing both computation using manual and SPSS 16.0 the researcher compared t-test (2.091/2.000) with t-table (2.000 df=60). T-test is higher than t-table. In SPSS computation, the researcher found that

74 62 significance value is It is lower than It means that the result is significant. Based on the hypothesis testing above, it can be conclude that Ho is rejected and Ha is accepted. Therefore, the hypothesis of this study which says the use spelling bee games is effective in teaching vocabulary at the seventh grade students of MTs Al-Hidayah Nusawungu in the academic year of 2016/2017 is accepted. C. Discussion and Result of the Research In this section, the researcher is going to describe the interpretation of research result about descriptive analysis and inferential analysis. The following are the details. 1. The Vocabulary Mastery of Experiment Group The highest score of the students of experimental group of the seventh grade students of MTs Al-Hidayah Nusawungu is 95 and the lowest one is 46. The mean of experimental group is and the standard deviation of it is The mean is included in the interval of It means that the students of experimental group of seventh grade students of MTs Al-Hidayah Nusawungu have a good result on their vocabulary mastery. 2. The Vocabulary Mastery of Control Group The highest score of the students of control group of the seventh grade students of MTs Al-Hidayah Nusawungu is 85 and the lowest one is

75 The mean of control group is and the standard deviation of it is The mean is included in the interval of It means that the students of control group of seventh grade students of MTs Al-Hidayah Nusawungu have a sufficent result on their vocabulary mastery. 3. The Effectiveness of Spelling bee games In the research, the researcher used Spelling bee games to teach vocabulary mastery in experimental group. Based on the mean score of both groups, the mean score experimental group after the researcher gave the treatments by Spelling bee games is It is increasing of score Meanwhile, the mean score of control group after the researcher gave the treatment without using Spelling bee games is and the mean score of control group before gave treatment is it is increasing of score is Therefore, the researcher concludes that the use of Spelling bee games is effective for teaching vocabulary of the seventh grade students of MTs Al- Hidayah Nusawungu in the academic year 2016/2017. From the previous analysis, it shows that with the number of samples (n1=30 and n2=30) and the level of significance is 5%, the result of the computation of t-value is 2,091. Based on the value on the table for df and the level of significance is 5%, the value of t-table is 2,000. The computation shows that t-values is higher than t-table (2,091>2,000). It means that using Spelling bee games is effective for teaching vocabulary of the seventh grade students of MTs Al-Hidayah Nusawungu in the academic year 2016/2017.

76 64 CHAPTER V CONCLUSION AND SUGGESTION In this chapter, the researcher presents the conclusion of the data analysis that has been discussed before. In addition, the researcher tries to give some suggestion related to the result of the data analysis that might be useful for the teacher and for the students. The goal of this study is to describe The Effectiveness of Using Spelling bee games in Teaching Vocabulary at the Seventh Grade Students of MTs Al-Hidayah Nusawungu in the Academic Year of 2016/2017. A. Conclusion Based on the analysis of the data, the testing hypothesis and the discussion the previous chapter, the conclusion can be drawn that spelling bee games is effective in teaching vocabulary at the seventh grade students of MTs Al-Hidayah Nusawungu in the academic year of 2016/207. It can be see from the result of the mean score of post-test experimental group was higher than mean of post-test control group (68.30>62.87). In addtion the result of t-test was higher than t-table was (2.091>2.000). It can be concluded that the use of spelling bee games in teaching vocabulary is effective to increase their vocabulary mastery. So, the hypothesis was accepted. B. Suggestion The researcher hopes that this thesis can be useful for the teacher, the students and the others researcher. Here, the researcher want to give some suggestion: 1. For the Teacher

77 65 a. The teacher should be creative in using methods, technique, or media on teaching learning process. b. The teacher should be flexible and understand student s need, so the teaching learning process can be fun, enjoyable and interesting. c. The teacher can apply spelling bee games as techniques on teaching not only can used to teach vocabulary but also all subject. 2. For the Students a. The students should be active on teaching learning process. b. The students should participate in all activities that done on teaching learning process. 3. For other Researchers It is recommended to be able to conduct research using the factors that influence learning English in the similar topic. Hopefully, with more researcher, the result will bee more useful to improve the English learning process.

78 66 REFERENCE Arikunto, Suharsimi Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta. Rineka Cipta Dasar- Dasar Evaluasi Pendidikan. Jakarta. Bumi Aksara. Alqahtani, Mofareh The Importance of Vocabulary in Language Learning and How to be Taught. International Journal of Teaching and Education. Vol. III. pp Becker, Katrin Choosing and Using Digital Games in the Classroom. Canada. Mount Royal University. Brown, H. Douglas Principles of Language Learning and Teaching (Fourth Edition). London: Addison Longman inc. Brown, H. Douglas Language Assessment Principles and Classroom Practices. London: Addison Longman inc. Crawford, Alan. et all Teaching and Learning Strategies For The Thinking Classroom. New York. International inc. Creswell, John W Educational Research. America: Person Education. Fauziawati, Endang Teaching English as a Foreign Language. Surakarta: Era Pustaka Utama. Fromkin, Victoria, et al. (2003). An Introduce to Language seventh edition. United Stated. Fry, Heather. et all A Handbook For Teaching and Learning in Higher Education. London. Kogan Page. H. Hiebert, Elfrieda and Michael L. Lamil Teaching and Learning Vocabulary: Bringing Research to Practice. London:Lawrence Erlbaum. Horobin, Simon Does Spelling Matter?. Oxford: United Kingdom.

79 67 Pepper, Philip Brainwave Spelling Bee Handbook. Macmillan. Oxford. Pritchard, Alan Way of Learning: Learning Theories ang Learning Style in The Classroom(Second Edition). London, New York: British Library Cataloguing in Publication Data. Rohmawati, Annisa Spelling Bee in Teaching Vocabulary. Journal of English and Education. Vol.3. pp Sugiyono Metode Penelitian Kuantitatif, Kualitatif. Bandung: Alfabeta. Linse, C. T. &Nunan, D. (Ed).(2005). Practical English Language Teaching: Young Learners. New york:mcgraw Hill ESL/ELT. Thornbury, Scott How to Teach Vocabulary. England: Pearson education Limited. Vaneeta, D Andrea and Gosling David Improving Teaching and Learning in Higher Education. A Whole Institution Approach. New York. Society For Research into Higher Education and University Press. accessed on Tuesday a.m July 11 th, accessed on Tuesday a.m July 11 th,2017.

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86 74 Sekolah Kelas Mata Pelajaran Semester : MTs Al-Hidayah Nusawungu : VII (tujuh) : Bahasa Inggris : 2 (dua) Silabus Pembelajaran Standar Kompetensi : 7. Mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Pencapaian Kompetensi Penilaian Alokasi Waktu Sumber Belajar Teknik Bentuk Contoh Instrumen Instrumen 1. Merespon makna dalam 1. Percakapan percakapan transaksional (to get things done ) dan singkat memuat interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang ungkapanungkapan : melibatkan tindak tutur : meminta dan memberi jasa, meminta dan memberi barang, serta meminta dan memberi fakta Contoh: 1. Tanya jawab Merespon tentang berbagai ungkapanungkapan : hal terkait materi 2. Membahas kosakata dan tata bahasa: noun phrase, adjective, adverb, verb 1.Meminta & memberi jasa yang terkait dengan meminta dan memberi jasa, meminta 2. Meminta & dan memberi Tes lisan Merespon ungkapan 1. Listen to the expression and respond to it 2x40 menit - script percakapan - rekaman media elektonik: kaset, VCD, DVD film

87 75 A :Pass me the pencil, please! B :Sure. Here you are. A : Give me a piece of paper, please! B : Sure, Here You are. A : Did you come here yesterday? B : I did. 2. Tata Bahasa Simple Past tense Quantifiers 3. Kosa kata barang, meminta dan memberi fakta 3. Mendengarkan percakapan sesuai dengan materi 4. Menjawab pertanyaan sesuai dengan isi percakapan 5. Menjawab pertanyaan tentang struktur percakapan memberi barang 3.Meminta & memberi fakta a. Tes tulis b.unjuk kerja Matching T / F Merespon tindakan 2. Listen to the expression and match it with the suitable response 3. Listen to the dialoque and decide whether it is TRUE or FALSE. 4. Pass me the pencil, please. Kata terkait tema Kata terkait jenis teks 4. Ungkapan Baku Sure Tes lisan Memberi jawaban singkat 5. Give short answer Please

88 76 Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Pencapaian Kompetensi Penilaian Alokasi Waktu Sumber Belajar Teknik Bentuk Contoh Instrumen Instrumen 7.2 Merespon makna dalam percakapan transaksional ( to get things done) dan interpersonal (bersosialisasi ) sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak turur : meminta dan memberi pendapat dan menyatakan suka dan tidak suka, meminta klarifikasi, dan merespon secara interpersonal Percakapan singkat memuat ungkapanungkapan : Contoh : 1.A: What do you Think? B: Not bad 2.A: I like tea B: I dont I like milk 3.A:.Are you sure? 1. Mendengarkan dan merespon introduction tentang topik materi yang akan disampaikan 2. Mendengarkan dan merespon penjelasan kosakata dan tatabahasa tentang topik materi yang akan dipelajari 3. mendengarkan percakapan transaksional dan interpersonal tentang topik materi yang dipelajari 4. mengidentifikasi tindak tutur ungkapanungkapan yang diperdengarkan 6. merespon ungkapanungkapan yang Merespon ungkapanungkapan : 1. Meminta dan memberi pendapat 2.Menyatakan suka dan tidak suka 3.Meminta klarifikasi Tes lisan Tes Lisan Tes tulis Merespon ungkapan Merespon ungkapan pilihan ganda Respond to the following expressions orally. 1. A: What do you think? B:.Not A: What do you like to drink? B: A: Are you sure? B:... 2x 40 menit Scriptpercaka pan di buku teks Rekaman percakapan buatan: CD,VCD,DV D, film Rekaman percakapan otentik

89 77 B : I am diperdengarkan a. Ok b. Fine c. Alright d. I am 4.A: Are you? B : Yes, I am 4. Merespon Tes tulis jwbn singkat 4. A: I m happy secara B: Are you? Tata Bahasa interpersonal A:. Verb : Like, need, want Kosa kata Daily need Kata terkait jenis teks Ungkapan Baku Not bad Great Standar Kompetensi : 8. Mendengarkan Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat

90 78 Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Pencapaian Kompetensi Penilaian Alokasi Waktu Sumber Belajar Teknik Bentuk Instrumen Contoh Instrumen 1. Merespon makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat Teks fungsional pendek berupa : 1. Instruksi 2. Daftar barang 3. Ucapan Selamat 4. Pengumuman Kosakata terkait tema dan jenis teks Ciri kebahasaan teks fungsional : - instruksi - daftar barang - ucapan selamat 1. Brain storming tentang kosakata terkait materi 2. Membahas kosakata dan tata bahasa terkait materi tentang : noun, noun phrase, adjective, verb, adverb. 3. Mendengarkan teks fungsional yang mengunakan gambit-gambit attention please, thanks, excuse me, sorry. 4. Menjawab pertanyaan sesuai dengan isi teks yang didengar 5. Menjawab pertanyaan tentang struktur teks fungsional yang didengar 1.Merespon makna Tes lisan dalam teks fung- sional pendek : - Instruksi - Daftar barang belanjaan - Ucapan selamat - Pngumuman 2. Menentukan Tes tulis Unjuk kerja Jwbn singkat -Pilihan ganda - melengkapi Melakukan perintah Jawaban Listen to the text and answer the questions. Listen to the text and choose the best option. Listen to the text and complete the sentences. Listen to the instruction and do it! What is the purpose of the text 2x40 menit script : di buku guru tentang : instruksi - daftar barang - ucapan selamat - pengumum -an Rekaman

91 79 - pengumuman Fungsi komuni- katif teks yang didengar. Test Lisan Singkat 3. Menentu kan ciri kebahasaan dari masing-masing teks fungsional yang didengar Tes Tulis Uraian singkat Listen and write all the verbs stated in the text Listen and write all the verbs stated in the text Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Pencapaian Kompetensi Penilaian Alokasi Waktu Sumber Belajar Teknik Bentuk Contoh Instrumen Instrumen 8.2 Merespon makna yang terdapat dalam monolog sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam Teks monolog berbentuk: 1. DeskriptIf 1. Mendengarkan dan merespon tentang berbagai hal terkait tema / jenis teks yang dibahas. Merespon informasi dalam teks lisan monolog berbentuk : - Diskriptif Tes lisan Pertanyaan lisan Listen and answer the following questions 2x40 menit Script teks monolog deskriptif/prose dur dalam buku guru

92 80 teks berbentuk descriptive dan procedure 2. prosedur Kosakata terkait tema / jenis teks Ciri kebahasaan teks deskriptif dan procedur. Langkah retorika teks deskriptif / prosedur Standar Kompetensi : 9. Berbicara 2. Memperhatikan penjelasan tentang kosakata dan tatabahasa yang muncul dalam teks deskriptif / prosedur 3. Mendengarkan model monolog teks deskriptif/prose dur 4. Menjawab pertanyaan secara lisan tentang isi teks deskriptif/prose dur 5. Menyebutkan fungsi komunikatif teks yang didengar. 6. Mengidentifikas i kata kerja dari teks yang didengar. 7. Mendengarkan teks deskriptif / prosedur lainnya. - Procedur Menentukan ciri kebahasaan teks yang didengar. Menentukan fungsi komunikatif teks yang didengar. Tes tulis Tes tulis Pilihan ganda Pilihan ganda Listen to the text and choose the best answer by crossing a,b,c or d Listen to the text and choose the best answer by crossing a,b,c or d Rekaman teks monolog deskriptif /prosedur mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

93 81 Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Pencapaian Kompetensi Penilaian Alokasi Waktu Sumber Belajar Teknik Bentuk Contoh Instrumen Instrumen 9.1 Mengungkapkan makna dalam percakapan transaksional ( to get things done ) dan interpersonal ( bersosialisasi ) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi jasa, meminta dan memberi barang, dan meminta memberi fakta Percakapan singkat memuat ungkapanungkapan : Contoh: 1.A : Pass me the pencil please! B : Sure. here you are. 2.A : Give me the paper Please! B : Sure, here it is. 1. Tanya jawab * Bertanya dan yang berkaitan menjawab berbagai dengan materi informasi : 2. Membahas kosakata dan tata bahasa: noun, adjective, 1.Meminta dan memberi jasa adverb, noun phrase 3. Menirukan ungkapanungkapan yang digunakan dalam percakapan sesuai materi 2.Meminta dan memberi barang 4. Berlatih dengan teman mengunakan ungkapanungkapan yang ada dalam percakapan sesuai materi 5. Bermain peran menggunakan ungkapan yang telah dipelajari. Unjuk kerja Tes Lisan Bermain peran Merespon ungkapan 1. Perform the dialogue with your friend in the front of the class! 2. Listen to the expression and respond to it, example : a. Pass me the salt, please. b. Give me the paper, please. c. Did you come late? 4x40 menit Script percakapan dari buku teks Alat peraga Rekaman 3. Create a dialoque based on

94 82 3.A: Did you come here yesterday? 3.Meminta dan memberi fakta Unjuk kerja Bermain peran the role cards and perform it. B : I did Tata Bahasa - Verbs: Like, need, want - Simple Past Tense Kosakata - Kata Terkait tema dan jenis teks ungkapan baku - Here it is - Here you are 9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done)&interpersonal (bersosialisai) sangat sederhana dengan 1. Percakapan singkat memuat ungkapanungkapan : 1. Mendengarkan Bertanya dan dan merespon menjawab berbagai pertanyaan tentang topik Informasi : materi yang akan disampaikan 4x40 menit Script percakapan dalam buku teks

95 83 menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi pendapat, menyatakan suka dantidak suka, meminta klarifikasi, merespon secara interpersonal Contoh : A : What do you think of this? B : Not bad A : I like tea B : I don t 2. Mendengarkan dan merespon pembahasan tentang kosakata dan tatabahasa yang terkait dengan topik materi yang akan disampaikan 3. Mendengarkan model percakapan transaksional dan interpersonal dengan topik materi yang dipelajari 1. Meminta & memberi pendapat Unjuk kerja Bermain peran 2. Menyatakan suka dan tidak suka Tes lisan Perform a dialogue about asking and giving opinion with your own words! Answer the following Daftar questions orally! pertanyaan Script otentik Rekaman percakapan Alat peraga A : Are you sure B : I am A :Do you? B : I do 2. Tata Bahasa - Verb be - Verb do 4. Menirukan model percakapan transaksional dan interpersonal dengan topik materi yang dipelajari 5. Melakukan percakapan transaksional dan interpersonal dengan teman dengan materi yang dipelajari 3. Meminta klarifikasi 4. Merespon secara interpersonal Unjuk kerja Tes lisan Bermain peran Menjawab singkat Create a dialoque based on the role cards and perform it Give your positive response a. Do You? b. Are You? c. Can You? d. Does she?

96 84 - Verb have 3. Kosa kata Kata terkait tema Kata terkait jenis teks 4. Ungkapan Baku Wonderful! Excellent! Standar Kompetensi : 10. Berbicara Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Pencapaian Kompetensi Penilaian Alokasi Waktu Sumber Belajar Teknik Bentuk Instrumen Contoh Instrumen

97 Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat 1. Teks fungsional pendek berbentuk : 1. Instruksi 2. Daftar barang 3. Pengumuman 4. Ucapan selamat 2. Tata Bahasa Imperatives Quantifiers 3. Kosakata Kata terkait jenis teks 4. Ungkapan Baku Well done Congratulations Happy birthday 1. Tanya jawab yang berkaitan dengan materi 2. Membahas kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb 3. Menirukan ungkapanungkapan yang digunakan dalam percakapan sesuai materi 4. Mendengarkan teks fungsional / pendek 5. Menjawab pertanyaan tentang isi teks yang didengar. 6. Menggunakan ungkapanungkapan yang ada dalam percakapan sesuai materi dengan teman berpasangan 7. Mengguanakan ungkapanungkapan sesuai dengan materi dalam keadaan/situasi nyata Mengungkapkan makna dalam teks fungsional pendek berbentuk : Instruksi Daftar barang Pengumuman Ucapan selamat Memberi instruksi secara lisan. Menyebutkan daftar barang tertentu. Mengumumkan sesuatu Mengucapkan selamat Unjuk kerja Uji petik berbicara 1. Give instrtruction to your friend orally based on the picture. 2. Mention the things you find in Announce a certain information to your friend 4. Say something to your friend when... a. He/She got good score at english test b. won the game 4x40 menit - Script percakapan dari buku teks - Alat peraga 10.2 Mengungkapkan makna dalam monolog pendek sangat sederhana 1. Teks monolog berbentuk : 1. Mendengarkan dan merespon berbagai hal tentang teks 1. Mengungkapkan berbagai informasi dalam teks Tes lisan Daftar pertanyaan Answer the following questions orally! 4x40 menit Script monolog teks deskriptif/pro

98 86 dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure Descriptive Procedure 2. Kosa kata terkait tema / jenis teks. 3. Ciri kebahasaan teks deskriptif / prosedur 4. Tata Bahasa Present Tense Imperatives 5. Ungkapan Baku Well,.. you know that? deskriptif/prose dur 2. Memperhatikan dan merespon penjelasan tentang kosakata dan tatabahasa dalam teks monolog Deskriptif/prose dur tentang Tea/How to make a cup of tea. 3. Mendengarkan model monolog lisan tentang teks deskriptif/prose dur 4. Mendiskusikan dalam kelompok draft monolog mendeskripsika n kembali, menyampaikan prosedur dengan katakata sendiri 5. Melakukan monolog lisan secara individu monolog berbentuk -Descriptive -Procedure 2.Menyebutkan fugsi komunikatif teks yang didengar. 3.Menyebutkan ciri kebahasaan teks yang didengar. 4.Melakukan monolog dalam bentuk deskriptif / prosedur Unjuk kerja Uji petik berbicara 2.a. Describe something / someone with your own words orally in front of the class! 2.b. Tell your friends how to sedur dalam buku teks Script otentik Rekaman monolog Alat peraga do something (make a

99 87 Uji petik berbicara cup of tea) Standar Kompetensi : 11. Membaca Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Pencapaian Kompetensi Penilaian Alokasi Waktu Sumber Belajar Teknik Bentuk Contoh Instrumen Instrumen 1. Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat 1. Teks fungsional pendek berupa : Instruksi Daftar barang Ucapan selamat pengumuma n 1. Tanya jawab yang berkaitan dengan materi 2. Membahas kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb 3. Mendengarkan contoh membaca nyaring yang dilakukan guru 4. Berdiskusi dengan teman menjawab 1.mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa: - Instruksi - Daftar barang - Ucapan Tes tulis Esai Pilihan Ganda 1.write down the answers completely 2.Choose the best answer by crossing a,b,c,d 4x40 menit Buku teks Yang relevan

100 88 2. Tatabahasa - Adverb phrase - Noun Phrase - Adj Phrase 3. Kosakata - Kata terkait tema dan jenis teks pertanyaan bacaan 5. Menjawab pertanyaan bacaan secara lisan individual 6. Membaca nyaring bergiliran selamat - Pengumuman 2.Merespon berbagai informasi dalam teks fungsional pendek 3.Membaca nyaring teks fungsional / pendek. Tes lisan Esai Jawaban Singkat 3.Answer the questions orally Teks otentik Ungkapan baku - Listen, Please - Attention, please Unjuk kerja Uji petik membaca nyaring 4.Read the text aloud Merespon makna dan langkah retorika secara akurat, lancar dan berterima dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk 1.Teks Esei berbentuk deskriptive/procedure 2. Kosakata terkait 1. Mendengarkan dan merespon introduction tentang teks deskriptif/prose dur dengan topik materi yang akan 1. Mengidentifikasi berbagai informasi dalam teks descriptive dan Tes lisan Daftar pertanyaa n 1. Read the text carefully and then answer 4x40 menit Buku teks Yang relevan

101 89 descriptive/procedure tema / jenis teks. dibaca. procedure the Teks otentik 3.Ciri kebahasaan teks : - procedure - descrptive 4.Ungkapan baku - Delicious! - It smells good! 2. Memperhatikan penjelasan tentang kosakata dan tatabahasa yang berkaitan dengan teks deskriptif/prose dur yang akan dibaca 3. Memperhatikan penjelasan tentang langkah retorika teks deskriptif/prose dur 4. Mengidentifikas i langkah retorika dalam kerja kelompok 5. Mengidentifikas i berbagai informasi dalam kerja kelompok 6. Mengidentifikas i langkah retorika dan berbagai informasi secara mandiri 2. Mengidentifikasi fungsi komunikatif teks deskriptif / procedure. 3. Mengidentifikasi langkah retorika teks deskriptif /prosedur menyebutkan ciri kebahasaan teks descriptive / procedure. Tes tulis Tes tulis Uraian Pilihan Ganda Jawaban singkat following questions briefly! 2. Answer the questions based on the text. 3.Choose the correct Answer Alat peraga List all the

102 90 verbs started in the text 11.3 membaca nyaring Teks Esei bermakna teks berbentuk fungsional dan esai descriptive / pendek dan sangat procedure. sederhana berbentuk descriptive/ procedure dengan ucapan, tekanan Pronunciation dan intonasi yang berterima Intonation punctuation 1. Mendengarkan dan merespon hal-hal yang perlu diperhatikandala m kegiatan membaca nyaring teks descriptive/proce dure tentang pentingnya pronunciation, intonation, punctuation, kualitas suara Melafalkan kata, frasa dan kalimat dengan baik dan benar Membaca kata frasa dan kalimat dengan intonasi yang benar Membaca nyaring teks descriptive/procedu re dengan baik dan benar. Tes unjuk kerja Melafalkan 1. Pronounce the following Intonasi words or phrases correctly! 2. Read the following sentences by applying 2x40 menit Buku teks Teks otentik 2. Mendengarkan model membaca nyaring teks descritive/proced ure Uji petik Membaca nyaring correct intonation! 3. Menirukan membaca nyaring dengan intonasi dan jeda sesuai model 3. Read the following text loudly! 4. Membaca nyaring sendiri dengan lafal,

103 91 Standar Kompetensi : 12. Menulis intonasi, dan jeda yang baik dan benar Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Pencapaian Kompetensi Penilaian Alokasi Waktu Sumber Belajar Teknik Bentuk Contoh Instrumen Instrumen 1. Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis 1. Teks fungsional Instruksi Daftar barang secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat Pengumuman Ucapan selamat 2. Kosakata terkait tema / jenis teks. 3. Ciri kebahasaan teks fungsional. 4. Tanda Baca 1. Tanya jawab yang berkaitan dengan materi 2. Membahas dan mengembangkan kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb, simple Pr tense, imperative 3. Membuat frasa, kalimat sesuai dengan materi 4. Membahas struktur atau ciriciri teks tulis fungsional pendek 5. Membuat teks tulis fungsional Menulis teks fungsional pendek berbentuk : - Instruksi - Daftar barang - Pengumuman - Ucapan Selamat Test tulis Melengkapi Menyusun kata acak 1. Complete the sentences 2. Rearrange the words into good sentences 4x40 menit - Buku teks - Alat peraga - Tempattempat umum yang ada teks fungsional

104 92 5. Spelling pendek terpimpin ataudengan teman 6. Membuat teks tulis fungsional pendek sendiri dengan bebas Menulis kalimat sederhana Tes tulis Esai bebas 3. Write down your own shopping list based on the situation given. 4. Write down list of instructions to be on time to school 5.Write a greeting card to your friend on his/her birthday Penugasan Tugas rumah Listen and make a draft of retelling descriptive/procedure text Materi Kegiatan Pembelajaran Indikator Pencapaian Penilaian Alokasi Sumber

105 93 Kompetensi Pembelajaran Kompetensi Waktu Belajar Dasar Teknik Bentuk Instrumen Contoh Instrumen 12.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks berbentuk descriptive/ procedure Teks monolog berbentuk Descriptive / procedure Unsur bahasa terkait teks. Langkah retorika terkait teks. Spelling Tanda baca 1. Mendengarkan dan merespon introduction tentang penulisan teks monolog deskriptif / prosedur. 2. Memperhatikan penjelasan tentang kosakata dan tatabahasa yang berkaitan dengan penulisan teks monolog deskriptif / prosedur 3. Memperhatikan dan membaca teks deskriptif / prosedur. 4. Menulsi frasafrasa, kalimatkalimat yang diperlukan untuk menulis teks deskriptif / prosedur. 5. Menulis teks deskriptif / prosedur dengan struktur teks yang benar. 1. Melengkapi teks - descriptive - procedure 2. Menyusun teks 3. Menulis teks berbentuk - Descriptive/ procedure Tes tulis melengkapi 1. Complete the blank menyusun teks Esai spaces Correctly. 2. Arrange the jumbled sentences into a good descriptive/procedure text 3. Write down a simple descriptive/procedure text based on the picture / with your own words 6x40 menit Buku teks Alat peraga Teks otentik

106 94 Mengetahui:...,... Kepala... Guru Mata Pelajaran, NIP/NRK NIP/NRK

107 95 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : MTs Al Hidayah Nusawungu Mata Pelajaran : Bahasa Inggris Kelas/Semester : VII (Tujuh) / 2 (Experiment Class) Aspek/Skill : Berbicara Alokasi Waktu :2 x 40 menit ( 2x pertemuan ) Standar Kompetensi : 10. Berbicara Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat Kompetensi Dasar : 10.2 Mengungkapkan makna dalam monolog pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure Indikator : - Mengidentifikasi kata sifat yang berhubungan dengan decribing people and things. - Menggunakan kata sifat sesuai konteks. - Mengeja dengan jelas dan lancar. - Membedakan sinonim dan antonim. A. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: - Siswa dapat mengidentifikasi kata sifat yang berhubungan dengan describing people and things dengan benar. - Siswa dapat mengaplikasikan pada latihan soal. - Siswa dapat mengingat kosa kata yang lebih banyak. - Siswa mampu membedakan sinonim dan antonim. B. Karakter siswa yang diharapkan : - Dapat dipercaya ( Trustworthines) - Rasa hormat dan perhatian( respect) - Tekun ( diligence ) C. Materi Pembelajaran Tall short

108 96 Thin slim Fat small Dark skin white skin Pointed nose Good Smart flat nose bad clever Expensive cheap D. Metode Pembelajaran: Spelling bee games E. Langkah-Langkah Kegiatan Pertemuan Pertama Dan Kedua. a. Kegiatan Awal 1. Apersepsi - Salam danabsen - warming up 2. Motivasi - Guru menyampaikan tujuan pembelajaran yang akan di capai - Guru menyampaikan metode pembelajaran yang akan di gunakan b. Kegiatan Inti - Siswa mendengarkan penjelasan guru tentang beberapa kosa kata tentang kata kerja,benda dan sifat. - Siswa menirukan beberapa kosa kata - Guru menjelaskan spelling bee game - Siswa merespon spelling bee games dan bermain dan guru sebagai pemandu. c. Konfirmasi - Siswa mendapatkan umpan balik dari guru tentang kosa kata - Memberi kesempatan pada siswa untuk bertanya d. Kegiatan akhir - Guru menanyakan kesulitan siswa selama KBM F. Sumber Belajar LKS Bahasa Inggris kelas 7 G. Penilaian Indikator Pencapaian Kompetensi Teknik Penilaian Bentuk Instrumen Instrumen/ Soal 1. Mengidentifikasi kata sifat yang berhubungan dengan - - -

109 97 describing people and things 2. Mengaplikasikan pada soal 3. Mengeja dengan benar dan lancar Tes tertulis Pilihan Ganda Answer the following question correctly and carefully by choosing (A, B, C, or D) 4. Membedakan sinonim dan antonim Berbicara Uji petik berbicara Spell words correctly and fluently. Tes Tertulis Pilihan Ganda Answer the following question correctly and carefully by choosing (A, B, C, or D) Instrumen: Terlampir RubrikPenilaian Uraian Skor Jawaban benar 1 Jawaban salah 0 Nilai benar = 30 x 100 Type equation here. 3 Nusawungu, April 2017 Mengetahui, Guru Mapel Mahasiswa Nur Fitriani, S.Pd Dwi Arumningsi

110 98 PRE-TEST Answer the following question correctly and carefully by choosing (A,B,C,or D). 1. He is a fast runner. The same meaning of the bold word is... a. quick c. slow b. energetic d. calm 2. He is tall. The antonym of the italic word is.. a. short c. huge b. big d. long 3. I am terrible at mathematics. The bold word can be replaced by... a. good c. awful b. great d. fantastic 4. It is rainy day. Many people bring umbrella. The antonym of the bold word is... a. sunny c. warm b. stormy d. brezzy 5. Tina is the... students in her class. a. clever c.cleverest b. cleverer d. more celever 10. My ruler is 30 cm long. Your ruler is 30 cm long. My ruler is... your ruler. c. he longest 11. This toy is inexpensive. The same meaning of inexpensive is... a. cheap c. expensive b. overprice d. good 12. This house is magnificent The antonym of magnificent is... a. big c.small b. unimpressive d. gigantic 13. My book is Rp. 2000,-. Your book is Rp. 4000,-. Your book is... than my book. a. cheaper b. longer c. more expensive d. the most expensive 14. The music is loud. The bold word can be replaced by... a. soft c. pleasant 6. This building seems like a good hotel. The antonym of the bold word is.. a. brilliant c. great b. bad d. dirty 7. She is foolish. The antonym of the underlined word is,.. a. smart c. idiotic b. bad d. dirty 8. That shoes seems expensive. The opposite meaning of the word is... a. overprice b. wealthy c. great d. inexpensive 9. Do you think i am stupid? The same meaning of the stupid is... a. dumb c. briliant b. intelligent d. fast a. longer c. shorter b. as long as d. t b. blaring d. catchy 15. My class is very crowded. The synonym of the bold word is... a. loud c. quite b. noisy d. small 16. He has a big house The same meaning of the bold word is... a. small c. tiny b. thin d. great 17. My girlfriend is very pretty. The same meaning of pretty is.. a. ugly c. beautiful b. strange d. stupid 18. A: What do you think about this restaurant? B: This restaurant is very popularin the country. The antonym of popular is.. a. dirty c. crowded

111 99 b. unpopular d. famous 19. Ann is a talkative students in her class. He is smart and pretty. The synonym of the bold word is... a. garrulous c. diligent b. quite d. clever 20. Mr. Jo has straight hair. The antonym of the word is... a. short c. curly b. long d. blond 21. I have a friend. She is tall and her skin is fair. The bold word has similar meaning with... a. bright c. dirty b. black d. pale 22. The furniture in his house is ancient. The same meaning of ancient is... a. old c. new b. good d. unique 23. The movie was depreesing. The audiece was carried away. The antonym of depressing is... a. frustration c. confuse b. sad d. happy 24. The Ungu s concert is fantastic. Many fans sing song together. The same meaning of fantastic is... a. excellent b. nothing special c. monotonous d. bad 25. The birthday party is fun. With a big cake and my friends are here all. The same meaning of fun is... a. lively c. quite b. bored d. noisy 26. You look so fat. The opposite of the word is... a. short c. slim b. tall d. small 27. If you feel so cold. I can close the window. The antonym of the bold word is... a. Cool c. warm b. Hot d. winter 28. Today i stay in uncle s house but I feel, I don t wanna live in this dirty house. The synonym of the bold word is... a. nice c. clean b. crummy d. good 29. Europe early in the autumn The same meaning of the bold word is... a. winter c.fall b. hot d. summer 30. My uncle is a lucky person. He always get q free snack from his job. The same meaning of the bold word is... a. great b. good c. fortune d. unfortunate

112 100 POST-TEST Answer the following question correctly and carefully by choosing (A,B,C,or D). 1. My uncle is a kind person. He always gives a candy to children around his home. The same meaning of kind is... a. generous c. lazy b. arrogant d. stupid 2. Zazkia is one of success artists in Indonesia. She is a presenter and actrees. She is a nice and friendly person. The opposite meaning of friendly is... a. diligent c. smart b. unfriendly d. funny 3. Ani is my classmate. She has pointed nose, thin, straight hair. The antonym of the bold word is... a. slim c. tall b. short d. fat 4. John is basket ball athlete. He has slating eyes and pointed nose. The word slanting eyes has the contrasted meaning with... a. black eyes c. shard eyes b. blue eyes d. round eyes 5. Kunai is my best friend. She has black skin and sharp eyes. She is very smart. She is the winner in competetition cerdas cermat. The synonym of smart is... a. briliant c. lazy b. stupid d. foolish 6. Seila is a high school students. She is young, short and slim. She has brown hair and blue eyes. The bold word has the oppositr meaning with... a. small c. thin b. tall d. fat 7. Rian is my uncle. he is handsome and humble. He is very saad because his wife passed away. The opposite of sad is... a. afraid c. angry b. happy d. stingy 8. Christian Ronaldo is a football palyer. He plays for Real Madrid. He s good-looking with black short hair. The same meaning of goodlooking is... a. ugly c. handsome b. old d. sweet 9. Santi is my close friend. We often spend time togetherin our foavorite cafe. The synonym of close friend is... a. enemy c. unknown b. stranger d.best friend 10. The music is loud. The black word can be replaced by... a. soft c. pleasant b. blaring d. catchy 11. My class is very crowded. The synonym of the bold word is... a. loud c. quite b. noisy d. small 12. He has a big house. The same meaning of the bold word is... a. small c. tiny b. thin d. great 13. My girldfriend is very pretty. The same meaning of pretty is... a. ugly c. beautiful b. bad d. fat 14. Mr. Jo has straight hair. The opposite of bold word is... a. short c. curly b. long d. blonde 15. I have a friend. She is tall and her skin is fair. The bold word has similar meaning with... a. bright c. dirty b. black d. pale

113 The furniture in his house is ancient. The bold word word has the closest meaning with... a. old c. new b. good d. unique 17. It is a rainy day. Many people bring umbrella. The word rainy can be replaced by... a. sunny c. warm b. stormy d. brezzy 18. He is a fast runner. The word fast has similar meaning with... a. quick c. slow b. energetic d. calm 19. This toy is inexpensive. The same meaning of inexpensive is... a. cheap c. expensive b. overprice d. good 20. My dad got a heart attact last year and now he must take care of his diet. The synonym of take care is... a. calm c. be careful b. confident d. worry 21. Tai is the head of class X IPA 2. She is abrave to express her opinion in front of class. The word brave has the constrasted meaning with... a. afraid c. good b. calm d. attractive 22. Mr. Junet is my Math teacher. He is fat and short. He has curly hair. The antonym of curly hair is... a. straight hair b. short hair c. long hair d. blonde hair 23. Anita is my sisiter. She is young and thin. She likes play doll with her friend. The word young can be substitud by... a. old c. pretty b. ugly d. beautiful 24. I have a nephew. He works in the hospital. When the mother is sick, he patiently cares for the mother. The antonym of patiently is... a. impatiently c. anglily b. happily d. politly 25. Raffi is a handsome young buy. Specifically he has slim body, dark skin, pointed nose, almond eyes, short wavy black hair and brown eyes. The word slim can be replaced by... a. Fat c. skinny b. Short d. small 26. I m so excited to learn and meet new friends!. the same meaning of bold word is... a. crowded c.tired b. amazing d. interesting 27. He s happy one moment and sad the next. The synonym of sad is... a. bored c. tragic b. kind d. sensitive 28. My husband is a generous person. He always buy me things. The opposite of generous is... a. rich c. confident b. stingy d. dictator 29. Our new teacher is so angry. If we don t understand something.. She goes over it again and again until we do. The word angry has the similar meaning with... a. bad tempered b. humble c. patient d. lazy 30. My classmate is very funny. He like to tell jokes in class. The synonym of the bold word is... a. sad c. lazy b. angry d. humorous

114 Kunci Jawaban Pre-test 1. A 11. A 21. A 2. D 12. D 22. D 3. C 13. C 23. D 4. A 14. B 24. A 5. C 15. B 25. A 6. B 16. A 26. C 7. A 17. A 27. B 8. D 18. B 28. C 9. A 19. A 29. A 10. B 20. A 30. B Post-test 1. A 11. B 21. A 2. B 12. D 22. A 3. D 13. C 23. A 4. D 14. C 24. A 5. A 15. A 25. A 6. B 16. A 26. B 7. B 17. A 27. C 8. C 18. A 28. B 9. D 19. A 29. A 10. A 20. C 30. D 64

115 65 DAFTAR NILAI EXPERIMENT CLASS NO NAMA SCORE PRE-TEST POST-TEST 1 AHMAD KHOERUL MUKHLIS AMBAR PRAMESTI NUR AZZAHRA ANDIKA YULIANTO ANGGUN RAHMAWATI ANNISA NUR DANIARTI ANNISA NURITAMI DESTA MARDIANA KHOLID DIMAS RESTU FIFI DWI ARYANI IRFAN PRAYOGI IVAD KHAMAD MUSYAFA JIMY NUR ARDIYANTO LINTANG DEMBAYU RESTU PUTRI MANUT SUROSO MUJI LESTARI NOVIA ILDA RAMAYANI NUR RIZKA AMBARWATI NUR WAHYUNI RAFI AKBAR AL-HAKIM RAFI RAHMAT SAPUTRA RAMLIYANA ISABELA SHERLY WIDIYANTI SITI MASRUROH SOFI AULIA UTAMI SRI AHYATI SURYA ASSIDIK TRIA ALIF RAHMADANI VIKA NUR FITRIA NOVIANA VIMA NUR IJAH WAHYU RIZALDI 55 95

116 66 DAFTAR NILAI CONTROL CLASS NO NAMA SCORE PRE-TEST POST-TEST 1 AHMAD SUBARKAH TOHA ALI AL AMIN AMANDA PUTERI ANGGRAENI AMINAH AMBARWATI ANA CHAERUNISA ANAS AZIZI ANDANA NUR RAIKHAN ANISA HANUN PRATIWI ANNA TRI WINARNI ASTI CINDY PRATIWI CHERSA MEILIN A.P DEWI SAGITA DHEA PANGESTU DICKY ARYANTO ELIANA NUGRAHENI FUAD HASYIM GALIH WICAKSONO IRFAN PRASETYO NUGROHO LABILUL AKMAL M. KANZUL FIKRI MARYAM SURYANI MEILA RAHMAWATI NAUFAL ASFA KURNIAWAN NELY KAROMATUL HAQ NIKMATUN SANGIDAH RIZKI MAULANA SAHRUL AKBAR FAUZAN TITIN SULVIANA WAHID HIDAYAT ZIDAN APRIYANSYAH 73 80

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