THE EFFECT OF GUESSING GAME ON STUDENTSAo
VOCABULARY KNOWLEDGE
(A Quasi-experimental Study at the Seventh Grade of a state Islamic Junior High School of Tangerang Selata.
Raudlatul Hasanah1.
Ismalianing Eviyuliwati2.
Maya Deviyanti3 Faculty of Educational Science.
Syarif Hidayatullah state Islamic University.
Jakarta Email: raudlatul.
hasanah15@mhs.
id1, ismalianing.
eviyuliwati@uinjkt.
defianty@uinjkt.
Abstract The purpose of the study was to know and describe the effect of guessing game technique on studentsAo vocabulary knowledge at the seventh grade of a state Islamic Junior High School (MTsN).
This study applied a quantitative method and a quasi-experimental design.
The samples of the study were chosen using purposive sampling technique with the total number of 63 students.
There were two classes consist of the Experimental class and controlled class.
The experimental class was taught by using guessing game technique while the controlled class was taught by listening to the teacherAos explanation on the textbookAos material and doing assignments.
The data were collected through pretests and post-tests and analyzed using t-test.
The result of the pre-test showed that the mean score of the experimental class was 57.
9 and the controlled class was 68.
However, after given guessing game treatment, the experimental class mean score increased up to 78.
4 while the controlled class mean score was 70.
It means that Ha was accepted.
In addition, the effect size was 1.
oderate Therefore, it can be concluded that there was a significant effect of using guessing game technique on studentsAo vocabulary knowledge at the Seventh Grade of a state Islamic Junior High School (MTsN).
Keywords: Vocabulary.
Knowledge student of Islamic School.
Guessing game
RESEARCH BACKGROUND
The role of language is very important since it is an immoral thing that human will continuously using it in their daily life.
It is an element that can link to other skills .
peaking, listening, reading and writing.
Having more vocabulary knowledge can assist people success the process of communication.
Vocabulary as a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write (Richards & Renandya, 2.
should be comprehend.
Because by having vocabulary, people will be able to express their ideas and understand what other people are saying.
The urgency of vocabulary in learning any languages is not only needed in first language (L.
but also in the second language (L.
Research found out that there were problems encountered by the students in enriching their Vocabulary knowledge: .
Students spend their time in studying the language form rather than vocabulary.
Whereas David Wilkins stated that without grammar very little can be conveyed, but without vocabulary nothing can be conveyed (Thornbury, 2.
Since SIBATIK JOURNAL | VOLUME 1 NO.
2 (JANUARI 2.
https://publish.
ojs-indonesia.
com/index.
php/SIBATIK THE EFFECT OF GUESSING GAME ON STUDENTSAo
VOCABULARY KNOWLEDGE
(A Quasi-experimental Study at the Seventh Grade of a state Islamic Junior High School of Tangerang Selata.
Raudlatul Hasanah.
Ismalianing Eviyuliwati.
Maya Deviyanti DOI: https://doi.
org/10.
54443/sibatik.
vocabulary has unmanageable components, it interferes the students to remember the Vocabulary easily.
Students are not confident because they are worry about the mistake of their grammatical form.
By knowing the studentsAo problem in enriching their Vocabulary knowledge, the role of game becomes one of suitable and appropriate teaching methods to be implemented since game is a fun activity and has informal setting that encourages students to be unafraid to talk and at the same time practice their fluency, i.
a valuable communication skill.
The strategy itself is aimed to reach the goal.
According to the previous studies, a practice and effective strategy that can be used to teach vocabulary knowledge is by conducting guessing game.
Guessing game is a game in which the participants compete individually or in teams to identify something that indicate obscurely (Niarti et al.
, 2.
It is a game in which class is divided into four groups.
one chairperson is given a picture of the object, and then tells a group a clue about the object is household tool, clothes, vehicles, or any other stuff.
Guessing game can also be implemented by using picture.
Each group chose a picture that given by the teacher and the students make simple sentences as sentences describing the instructions for the form or the word.
Then each group advancing alternately to provide clues to the other groups to guess the images contained in the group in front.
(Yuliani, 2017, ) shared the steps of teaching vocabulary by using guessing game such as: First, the writer gave 20 things in the classroom as the materials to the students.
Then, the writer gave some clues related to things in the classroom, for example, a thing that is usually used for writing.
Next, the students had to guess what thing is.
After the student guessed it correctly, the writer asked the student to write the words at the board.
If there was a student who wrote the words incorrectly at the board, so the writer informed the student about the correct words.
After that, the writer gave the picture of thing that had been guessed correctly by the student.
last, the student showed the picture to their friends in front of the class.
METHOD
In the Methodology of the research.
The researcher decided into 5 parts of Information.
Method and Design research The Purpose of this research is to solve the problem faced by the students to improve their Vocabulary knowledge.
This research method used in this research was quantitative method through quasi-experimental research design.
A quantitative method is a mean for testing objectives theories by examining the relationship among variables (Fraenkel & Wallen, 2.
In Quantitative data analysis, the data using a mathematical procedure which is known as statistical procedure which provides information to address the research question or hypotheses (Fraenkel & Wallen, 2009: .
a quasi-experimental is used to establish possible cause and effect between dependent and independent variables (Creswell, 2012:
In this study, the researcher collaborated with the seventh grade of a state Islamic junior SIBATIK JOURNAL | VOLUME 1 NO.
2 (JANUARI 2.
https://publish.
ojs-indonesia.
com/index.
php/SIBATIK high school student at Tangerang Selatan.
In conducting the research, the researcher used Guessing game technique in order to improve studentsAo vocabulary knowledge.
To know whether or not the vocabulary was increased, the researcher conducted preAitest and postAi test and saw its score after getting treatment.
Place and time of the Research The population of this research were 7.
1 Ae 7.
3 and 7.
5 students at A state Islamic Junior High School of Tangerang selatan.
Banten.
The total numbers of the students were 124 The researcher took this population because the students were expected to have more vocabulary and the material was also matched with the researched topic, which focused on descriptive text.
This study was conducted started on December 2020.
Research Instrument In order to know how well the students had mastered the vocabulary knowledge, the researcher conducted a test as the Instrument.
An Instrument is a tool for measuring, observing or documenting a quantitative data (Creswell, 2012: ) The researcher used multiple choice to test studentsAo vocabulary as the main instrument.
The test was given twice, pre-test and post-test.
Both of pre and posttest consist of 20 items which were taken from the English book of 7th grade students of Junior high school.
The test items were made based on the course objectives in the curriculum.
The pre Ae test was given to both of the controlled and experimental class before guessing game was applied to the experimental class.
Pre Ae test was conducted in order to find out how well students have the vocabulary knowledge.
And after that the post Ae test was also given to both of the classes in order to find out the significant difference between the controlled class which did not use any technique and the experimental class who was taught by using Guessing game technique.
Technique of Data Collection Before the test was given in the class, the instrument was given first to other classes to know the validity and reliability.
To find out the InstrumentAos validity and reliability, the researcher used software ANATES.
Also, in order to measure the validity and reliability of the test, the researcher used Kolmogorov Smirnov by Using SPSS Version 24.
Before the test was used as PreAitest and PostAitest, the test items were tried out to other students in the school who were not taken as samples of the research.
They were tried out to the students of Class 7.
to get their validity and reliability.
After being measured of its validity and reliability, the test items were used as the PreAitest and distributed to Classes 1, 7.
2 and 7.
After given the test.
Class 7.
1 was assigned to be the experimental class due to the lowest score they got among the three classes.
While Class 7.
3 was chosen as the controlled class because its mean score was little bit higher than Class 7.
the experimental SIBATIK JOURNAL | VOLUME 1 NO.
2 (JANUARI 2.
https://publish.
ojs-indonesia.
com/index.
php/SIBATIK THE EFFECT OF GUESSING GAME ON STUDENTSAo
VOCABULARY KNOWLEDGE
(A Quasi-experimental Study at the Seventh Grade of a state Islamic Junior High School of Tangerang Selata.
Raudlatul Hasanah.
Ismalianing Eviyuliwati.
Maya Deviyanti DOI: https://doi.
org/10.
54443/sibatik.
received a treatment where the researcher taught the students by using guessing game, while the controlled class .
was taught by using the materials from studentsAo After the treatments had already been done, the post test was given to both classes.
The postAitest was conducted in order to find out whether there was any development or not after the students were taught by using guessing game.
Technique of Data Analysis In analyzing the data, t-test was used to find out the differences between studentsAo preAitest and postAitest scores in both experimental and controlled classes.
Before analyzing the data using t-test, the normality and homogeneity tests were done.
Test of Normality The next step before doing the research was to test the normality of the data.
It had a purpose to indicate either the sample come from a normal distribution or not.
The analysis of normality used in this study was Kolmogorov Smirnov by Using SPSS Version 24.
In order to have the normal data, the score of the normality test should be In other words, the data distributions were not normal when the normality test indicated less than 0.
The steps to compute the data of normality test were as .
Open SPSS Version 24 Software .
Input the data .
Click Analyse>>Descriptive Statistics>>Explore on the top menu.
In the Explore dialogue box, fill in the dependent list with the variable to be tested for normality .
re-test score, post-test scor.
by either drag and dropping or using the .
Then, fill in the factor list with the sample groups .
ontrolled, experimenta.
to see if it's normally distributed in each group or class by either drag and dropping or using the button.
Click plots, then checklist >>normality plot with test, histograms and power Click Continue and OK to see the normality test result.
Homogeneity test This test was a statistical test procedure which aimed to see the similarity from both of the samples.
the experimental and controlled classes.
To get the homogeneous data, the score of the test should be above 0.
Here are the steps to calculate the data of Homogeneity test using SPSS:
Open SPSS Program .
Input the data .
Click Analyze .
Select compare means SIBATIK JOURNAL | VOLUME 1 NO.
2 (JANUARI 2.
https://publish.
ojs-indonesia.
com/index.
php/SIBATIK .
Select One-Way ANOVA .
Click option .
Select homogeneity of variance test .
Click continue .
Click OK T Ae Test The T-Test is the main data analysis process where its purpose is to test any significant difference between the two classes can be identified.
It is determined which of the hypotheses offered, the null hypothesis or alternative hypothesis is accepted or The t-test used in this research is independent-samples T-test with two-tailed test of significance.
If the result shows p-value or sig .
-taile.
is higher than sig =0.
%),
then the null hypothesis is accepted.
On the contrary, if the p-value is lower than sig =0.
%), then the alternative hypothesis is accepted.
Open the SPSS file of the input research data.
Click Analyze>>Compare Means>>Independent-Samples T-Test on the top menu.
In independent-Samples T-Test dialogue box, fill in the test variables with the variable to be tested for normality .
re-test score, post-test scor.
Then, fill in the grouping variable with the sample groups .
ontrolled, experimenta.
Highlight the relevant groups by clicking define groups.
then enter Au1Ay in Group 1 box and enter Au2Ay in group 2 box and click continue button.
Note: .
nsert numbers according to the tables given in dat.
If the confidence interval percentage required to be changed for the research, click options button.
Click OK to see the independent-samples t-test result.
After calculating all the statistical data, the researcher calculated and analyzed the effect size.
The Effect Size was used to see the level of the effect of the guessing game technique on studentsAo vocabulary.
The researcher used CohenAo d calculation.
ycAyceycaycu ycuyce yciycycuycycy 1 Oe ycAyceycaycu ycuyce yciycycuycycy 2 yc yc ycIycycc.
yayceycycnycaycycnycuycu 1 ycIycycc.
yayceycycnycaycycnycuycu 2 To determine the level of significance, hereAos the2 criteria of the Effect size:
0 Ae 0.
21 Ae 0.
51 Ae 1.
> 1.
= Weak effect = Modest Effect = Moderate effect = Strong effect.
SIBATIK JOURNAL | VOLUME 1 NO.
2 (JANUARI 2.
https://publish.
ojs-indonesia.
com/index.
php/SIBATIK THE EFFECT OF GUESSING GAME ON STUDENTSAo
VOCABULARY KNOWLEDGE
(A Quasi-experimental Study at the Seventh Grade of a state Islamic Junior High School of Tangerang Selata.
Raudlatul Hasanah.
Ismalianing Eviyuliwati.
Maya Deviyanti DOI: https://doi.
org/10.
54443/sibatik.
RESULT
This study was conducted as a group work or Individual, the use of guessing game in fact was not difficult to be Implemented.
There were several steps to implement it.
The first step, a teacher should decide the group and each group contained of 4 people, 3 of them were asked to guess the thing correctly while 1 person became the spoke woman, who was only required to answer yes/no or give the clue.
On finding the answer, the group should ask to the chairperson, for instance.
Auis it in noun? Is it in the bathroom?Ay while the chairperson was only allowed to say yes or no to the group.
Then the group got the point whenever they could answer it correctly.
In conducting this game, a student was not only expected to have more vocabulary, but they were also expected to know the difference between a noun, verb, adjective and Adverb.
Table 1 Statistic of The Result of the Experimental class Statistic PreAitest PostAitest Mean Minimum Maximum Median The data above showed with an average score of 57.
the cumulative preAitest score was 1854 with the lowest score 45.
While the highest preAitest score was 70.
After the students was taught by using Guessing game, the score of the experimental students It was proven from the data which showed the highest score after getting treatment was 92 and its lowest score was 68.
Table 2 Statistic of The Result of the Controlled Class Statistic PreAitest PostAitest Mean Minimum Maximum Median Above data .
indicated the mean score of controlled class.
The cumulative score of the preAitest in controlled class was 2125 with the lowest score 52.
And the highest score of the preAitest was 80.
Controlled class was taught by using their English textbooks.
As the result, the lowest score of the postAitest was 53 while the highest score was 85.
SIBATIK JOURNAL | VOLUME 1 NO.
2 (JANUARI 2.
https://publish.
ojs-indonesia.
com/index.
php/SIBATIK After getting the data of normality and homogeneity, the researcher used independent t-test for hypothetical test.
The result of independent t-test can be seen in table 3.
Table 3 Table 3 described that the Independent sample test of postAitest in p value or sig .
000, which means that the result proved the null hypothesis was rejected and the alternative hypothesis was accepted because the p value .
was lower than sig = 05 .
%).
In other words, there was a significant effect of using guessing game on studentsAo
DISCUSSION