SKRIPSI IMPROVING STUDENTS’ VOCABULARY MASTERY BY USING TEXT

SKRIPSIIMPROVING STUDENTS’ VOCABULARY MASTERY BY USING TEXTTWIST GAME AT PRIVATE ISLAMIC JUNIOR HIGH SCHOOL AL –HIJRAH 2 LAU DENDANG2016 / 2017 ACADEMIC YEARSummited the Faculty of Tarbiyah and Teachers Training, State IslamicUniversity of North Sumatera as a Partial Fulfilment of the Requirements forthe Degree of Sarjana PendidikanBy :WANDA LESTARINIM. 34.13.1.077DEPARTMENT OF ENGLISH EDUCATIONFACULTY OF TARBIYAH AND TEACHERS TRAININGSTATE ISLAMIC UNIVERSITY OFNORTH SUMATERAMEDAN2017

ABSTRACTThis research was aimed to find out the improving students’ vocabularymastery by using text twist game. The subject of this research was seventh gradeof SMPS IT AL-HIJRAH LAU DENDANG 2016-2017 Academic Year. It wasconsisted of one class and 21 students as respondents. The object of this researchwas to improve students’ vocabulary mastery by using text twist game.The research of this study was conducted by using calssroom actionresearch. The technique of analyzing the data of this research was applied byqualitative and quantitative data. The qualitative data were taken from observationsheet, interview, and documentation. The quantitative data were taken from thetest. Data was taken from test result which was carried out in two cycles. And twocycles conducted in four meetings. The test was given to the students in form ofpre-test, post test in the first cycle, and the post-test in the second cycle.The result of the analyzing the data showed that there was an improving onthe students’ vocabulary mastery from each cycles. It was showed from the meanof pre-test was 63.95. Where, there were6 students got successfull score criteriaor it was only 29 % and 15 students’ got unsuccessful or it was 71%. After doingcycle I by using text twist game, there was an improving of the result of thestudents’ mean was 72.23. Where, 8 students got successful criteria score or it wasonly 38% and 13 students’ got unseccessful criteria score or it was 62%. Thendoing repairing for second cycle after reflection on the first cycle, there wasimproving of students’ mean was 83.19. Where, 18 students’ got successfulcriteria score or it was 86% and 3 students’ got unsuccessful criteria score or itwas 14%. In other words, the students’ vocabulary mastery was improved. Andbased on interviewed, observation sheet, and photographs, it showed that theexpression and excitement of the students were also improve.Keyword: Vocabulary Mastery and Text Twist Gamei

ah, praise be to Allah, the cherisher and sustainer of the world,the beneficient and merciful and giving the deepest sense of gratitude to AllahAzza Wajalla for a life full happiness. Because of his generosity, the writercompleted this challenging study well. And also for the last prophet MuhammadSAW, then greatest teacher of great teacher.This skripsi is submitted to the Department of English Education, Facultyof Tarbiyah and Teachers training, State Islamic University of North Sumatera asa Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan.The writer realized that the would never finished writing this skripsi withoutsupports and help from many people. Therefore, the writer would like to thanksfor:1. Dr. AmirruddinSiahaan, M.Pd as the dean of Faculty of Tarbiyah andTeacher Training State for Islamic University of North Sumatera Medan.2. Dr. SholihatulHamidahDaulay, S.Ag, M.Hum the Head of EnglishEducational Department.3. Dr. DidikSantoso, M.Pd as my first advisor who has given me charmideas, advice, suggestion, correction and encouragement in process ofcompletion of this skripsi.4. Maryati Salmiah, S.Pd, M.Hum as my second advisor who has given meadvice, dedication, and suggestion in completion of this skripsi.5. All Lectures of Educational English Department for teaching preciousknowledge.6. The principal of SMPS IT Al-Hijrah 2 Lau Dendang Mhd. Taufiq S.Pd,English teacher Karmila Sari Ritonga and all students of VII-b classwho helped the writer during the research.7. A profoud gratitude is directed to my beloved parents, for my motherSalmiah who always give pray, support, loving to me and my fatherSadaruddin. So, I can finish my S1 Degree. I dedicate this skripsifor youii

8. My beloved brother Ahmad Ruansyah,my belovedcousin Mawarti,Herianto, July Agustina Lubis, that always give me support incompleting my study, so I can do everything for this study9. All of my dearest friends in PBI-3, especially nun,HelenHutriMaulida,Syafrini Rezeky, Erni Yunita, Lily Agustia, EkoSusanto, Ratna SariLubis, Desrayanti Sullama. Thanks for their support and sharing thehappiness and sorrow during finishing this skripsi. I’ll never forget themall.10. All of my dearest friends in dormitory; Amalia Shalihah, Nurul Amalia,Gabby Angelia Ghazali. Thanks for their support and sharing thehappiness and sorrow during finishing this skripsi. I’ll never forget themall.11. And thanks to my brothers Harisman Nst and Gilang Rinanda, thatalways give support, advice, always pray to me and motivation to finishthis skripsi.Overall, the writer hopes this skripsi can give a bit contribution to thelanguage education, especially major of English, and further pedagogical research.May Allah guides them always and give them all happiness through their life.Medan,17 April 2017The writerWANDA LESTARINIM. 34.13.1.077iii

TABLE OF CONTENTSABSTRACT . .iACKNOWLEDGEMENT. .iiTABLE OF CONTENT. .ivLIST OF APPENDIX . .viCHAPTER IINTRODUCTION.11.1 Background of the Problem .11.2 Identification of the Problem .21.3 Limitation of the Problem .31.4 Research Problem .31.5 Objective of the Study.31.6 Significance of the Study .3CHAPTER II THEORETICAL REVIEW.52.1 Theoretical Review .52.1.1 Vocabulary Mastery .52.1.1.1 Mastery.52.1.1.2 Vocabulary .62.1.1.3 Kinds of Vocabulary .82.2 Text Twist Game .102.2.1 Definition of Text Twist Game .112.2.2 Principle of Text Twist Game .112.2.3 Design of Text Twist Game .122.2.4 Procedure of Text Twist Game .13iv

2.2.5 Advantage and Disadvatage of Using TextTwist Game .142.3 Related Study.142.4Conceptual Framework .152.5Actional Hypothesis .15CHAPTER III: RESEARCH METHODOLOGY3.1 Research Setting .163.2 Data and Data Source .163.3 Research Method .173.4 Techniques of Collecting Data .183.5 Techniques of Analyzing Data .203.6Techniques of Establishing the Trustworthiness.21CHAPTER IV : RESEARCH FINDING AND DISCUSSION. .244.1Research Finding.244.1.1 Preliminary Study .244.1.2 Cycle I .264.1.3 Cycle II.304.2 Discussion.33CHAPTER V : CONCLUSION AND SUGGESTION.355.1 Conclusions.355.2 Suggestions .36REFFERENCES .37APPENDICES .BIOGRAPHY .v

LIST OF APPENDICESAppendix I: Lesson PlanAppendix II: Pre-TestAppendix III: Post-Test IAppendix IV: Post-Test IIAppendix V: Key AnswersAppendix VI: The Quantitative DataAppendix VII: The Students’ Scores Result for Pre-TestAppendix VIII: The Students’ Scores Result for Post-Test IAppendix IX: The Students’ Scores Result for Post-Test IIAppendix X: Distribution of Students’ Vocabulary Masteryfor Pre-test, post-test I, and Post-test II.Appendix XI: The Testing HypothesisAppendix XII: The Students’ Attendence ListAppendix XIII: The First Interview with StudentsAppendix XIV: The Last Interview with StudentsAppendix XV: The Fisrt Interviwe with English TeacherAppendix XVI: The Last Interview with English TeacherAppendix XVII: Observation SheetAppendix XVIII: The Schedule of Research at SMPS IT ALHIJRAH 2 LAU DENDANGAppendix XIX: The Schedule of MeetingAppendix XX: Photographsvi

CHAPTER IINTRODUCTION1.1Background of the ProblemThe objective of teaching vocabulary is that the students are expected to beable to use vocabulary with appropriate of contexts. In order the students canproduce many sentences in written or spoken form. The students also could beable to pronounce the vocabulary correctly. So, the teacher must anticipate howmuch vocabulary can be taught. In teaching vocabulary, the teacher can use thisactivity to make the students understand the meaning of words that students taughtby the teachers. So that they can use vocabulary in their daily lives and they cancommunicate with immediate environment.However, in reality, based on my experience when doing PPL at seventhgrade student’s of SMPS IT AL-Hijrah 2 Lau Dendang, the researcher found thatmost of students had many problems in mastering vocabulary and this situationmake them feel lazy to study English. Namely, the students’ have low ability inmemorize vocabulary, the students’ have less practice their vocabulary, theteacher still applies a traditional method.The limited numbers of vocabulary mastered by the students are caused bymany factors : internal and external factors. The internal factors are students’motivation, interest, IQ (Intelligence Question ) and others. The external factorsare teaching method, parents, friends, facility, environment, including game.One of the methods that can be used to solve this problem is by usinggames. By using games in teaching English, it is hoped that students will learn

joyfully, enjoy, and interest in learning English especially in mastering thevocabularies and of course it will help the learning purposes reached optimally.There are many kinds of game: Crossword puzzle, scrabble, wordsquare,Anagram, text twist game. Game that I’m going to use in this research istext twist game. Text twist is a game for personal computer which allows peopleto improve their knowledge about vocabulary by twisting some letters. This factmay support the English teacher to improve their role in teaching English. It ishoped by increasing the teaching and learning process the problem will overcomesoon and make the students will study English easily.Based on the problem above, the researcher is interested in conducting aresearch by the title‘’Improving Students’ Vocabulary Mastery by Using TextTwist Game at SMPS IT AL – Hijrah 2 Lau Dendang’’.1.2Identifications of the ProblemThere are many problems that can be identified related to Englishvocabulary:(1) Does teaching method influence the students’ English vocabularymastery? (2) Does parents influence the students’ English vocabulary mastery? (3)Does friends influence the students’ English vocabulary mastery? (4) Does facilityinfluence the students’ English vocabulary mastery? (5) Does environmentinfluence the students’ English vocabulary mastery? (6) Does game influenceEnglish vocabulary mastery? and etc. There are still many problems that can beidentified. Therefore, the researcher only limits identification of the problem ongame.

1.3Limitation of the ProblemThere are a big number of problem to be researched related to vocabularymastery. Therefore, the researcher would like to limit on game to improve thestudents’ vocabulary mastery. Game in teaching vocabulary are still many such as: Anagram, crossword puzzle, scrabble, word square, including text twist game. Inthis research text twist game will be used to improve the students’ vocabularymastery. And the study focuses only on the students’ vocabulary, especially incontent words category; nouns and verbs.1.4ResearchProblemBased on the background of the problem, the research problem of thisstudy is formulated as the following :“How can text twist game improve thestudents’ vocabulary mastery?1.5Objective of the StudyThe objective of the study is to find out the improvement of students’vocabulary mastery by using text twist game.1.6 Significance of the StudyThe result of this research is expected to be useful theoritically andpractically. Theoritically, this research is to enrich the theory of teaching Englishvocabulary. Practically, this research is useful for: (1) The students, this researchis expected to be useful to make the students more interested and motivated inimproving mastery their vocabulary. (2) The teachers, this research is expected to