THE EFFECTIVENESS OF USING WORD GAMES IN TEACHING

ENGLISH VOCABULARY
(An Experimental Research at the First Grade Students of SMP Maarif NU
1 Ajibarang in Academic Year 2014/2015)

An Article
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department

Arranged By:
LIDIA ALFI
0801050182

ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
2015

ARTICLE APPROVAL

Tittle

: The Effectiveness of Using Word Games in Teaching English

Vocabulary (An Experimental Research at the First Grade
Students of SMP Maarif NU 1 Ajibarang in Academic Year
2014/2015)

Name

: Lidia Alfi

NIM

: 0801050182

Faculty

: Teacher Training and Education Faculty

Department : English Department

Supervisors : Drs. Pudiyono, M. Hum.

Writer

Lidia Alfi
0801050182

Approved By
Supervisor

Drs. Pudiyono, M. Hum

NIP. 19560508 198603 1 003

THE EFFECTIVENESS OF USING WORD GAMES IN TEACHING

ENGLISH VOCABULARY
(An Experimental Research at the First Grade Students of SMP Maarif NU 1
Ajibarang in Academic Year 2014/2015)
Lidia Alfi
Muhammadiyah University of Puwokerto
lidia.alfi@gmail.com
Pudiyono
Muhammadiyah University of Puwokerto
Abstract
The aim of this research was to know the effectiveness of Word Game in
teaching vocabulary for Junior High School students. The subject of this research
was the first grade students SMP Maarif NU 1 Ajibarang in academic year
2014/2015. The method of this research was quasi experiment. In this method
took two classes or groups. The first group was class VII D as the experimental
class which consist of 33 students and second, class VII E as the control class
which consist of 33 students. The total sample of this research was 66 students.
This research was carried out in October 2014. The treatment was given to the
experimental class. The instrument of this research was test in the form of
multiple choice and jumbled letter. The kinds of test were pre-test and post-test.
Pre-test was conducted before giving the treatment whereas post-test was
conducted after giving the treatment. Based on the result, it was concluded that
Word Games was effective to teach vocabulary in junior high school. It could be
proved by the test result it was 3,960, and t-table for df = 64at the level of
significant 0,05 was 1,669. It showed that t-test was higher than t-table ( 3,960 >
1,669 ). Therefore, the hypothesis which said that Word Game was effective in
teaching English vocabulary at the first grade students of SMP Maarif NU 1
Ajibarang in academic year 2014/2015 was accepted.
Key words : Word games, English Vocabulary
INTRODUCTION
Vocabulary has an important part in learning English. Tarigan(1984: 2)
states that language skill mostly depends on the mastery of vocabulary which can
improve language skills; reading, speaking, writing, and listening. The ability of
the student in English can be measured from their vocabulary mastery.
Vocabulary is important to be mastered in learning language skills. That is
why vocabulary is better given in the beginning level. According to Finocchiaro

(73) at the beginning level we should concentrate on the function words and the
more frequently use vocabulary items which are needed to give practice in the
basic structures and sounds of the language.
There are common problems faced by the students. Among others are
revealed through a research conducted by Huyen and Nga from Vietnam (2003).
Where; first, Vietnamese students consider the teacher's explanation for meaning
or definition, pronunciation, spelling and grammatical functions boring. Second,
students only think of vocabulary learning as knowing the primary meaning of
new words. Third, students usually only acquire new vocabulary through new
words in their textbooks or when given by teachers during classroom lessons.
Forth, many Vietnamese students do not want to take risks in applying what they
have learnt. Students may recognize a word in a written or spoken form and think
that they already "know the word", but they may not be able to use that word
properly in different contexts or pronounce it correctly.
There must be same variations in teaching vocabulary, one way that the
teacher can do by using certain game. There are so many kinds of game which can
be use to helps student learning the materials. One of them is word game. Word
game is a game which is taught to learn the words (Wright,1997:113). In word
game student can study vocabulary, they can also play it. By studying with
playing, student do not bored, because word games have some fun, and repetition
elements. Here, the writer uses word game to teach vocabulary, such as:
crossword puzzle and jumbled letter. For that reason the writer is interested in
conducting a research entitled The Effectiveness of Using Word Game in
Teaching English Vocabulary at First Grade Student in Junior High School.
THEORETICAL REVIEW
Vocabulary
There are some definitions about vocabulary, such as: a.) Vocabulary is
one of the basic components of language and there is no language exists without
words (Pieter A. Napa, 1990:5). b.) Vocabulary is a sum or trick or words
employed by a language group and individual or in work relation to a subject

(Webster, 1975:2560). c.) Vocabulary is a list of words with their meaning,

glossary of words used in a language or particular book or branch of science.
From the explanation above, it can be concluded that vocabulary is the
main source in using a language. In line with Cameron (2001:85) said that
vocabulary teaching focuses on assisting learners to enrich knowledge of words,
which will make them able to use a language efficiently and successfully.
Tarigan (1984:82) pointed out of the importance of vocabulary in language
learning. He stated that language skill depends on competency of vocabulary. So,
it can be concluded that the importance of vocabulary is language skill depends on
competency of vocabulary.
However, there are two types of vocabulary according to Hughes
(1989:146). First, General vocabulary, which consists of every words have
acknowledge meaning in common usage. Second, Special or technical vocabulary,
which takes on special meaning when adapted to a particular subject matter field.
While Lado (1971:1) stated there are five aspects of vocabulary such as
meaning, the most important aspect of learning vocabulary. Spelling that is very
significant in learning vocabulary because it is as the connector of sounds and
letters. Pronunciation which means the way to say a word or letter. Word classes
are categories of word which are an important feature in semantic analysis and
word use is the way a word, phrase, or concept is used in a language.
According to Tarigan (1984:25) there are several ways to learn English
vocabulary such as by using dictionary; notebook; guessing; Mime, action, and
gesture; enumeration; word association; translation and games.
Games
A game is an activity with rules, a goal, and an element of fun (Haldfield,
1998:4). It can be concluded that game is the one of the way to teach English,
because it is a technique that can attract student attention to study English well.
There are some advantages of using games according Kim in Ismi
(1995:35). First, games add variety to the range of learning situation. Games can
be used to punctuate language formal teaching units and renew students energy

before returning to more formal learning. Games encourage students participation

and can remove the inhibitions of those feel intimidated by formal classroom
situation. Games can increase students communication and reduce the domination
of the classroom by the teacher. Games effective for education process, because it
can raise the students motivation, interest, and give the students happy learning.
Games also good keep a group of young learners motivated and they help the
learning more memorable and meaningful.
However, games also have some disadvantages such as usually making
games are more expensive. Sometimes using games need a longer preparation.
Not all students are interested in games. Sometimes using games can disturb other
class (Huyen and Nga, (2003:7).
According to Tyson in Ismi (2000) there are five ways how to choose
game; they are as follows: a game must be more than just fun, a game should
involve friendly competition, a game should keep all of the students involved and
interested, a game should encourage students to focus on the use of language
rather than on the language itself and the last, a game should give students chance
to learn, practice or review specific language material.
Word Games
Word game is any games involving the formation or alteration or
discovery of word. Word game is taught to learn words (Wright,1997:113). It can
be considered to give practice in all skill such as: reading, writing, listening, and
speaking.
Using word games in teaching and learning English have some
advantages. First, it can improve students vocabulary. It is also make the student
enjoy and not bored with the material and make the students practice English for
communication and to create using language.
Besides, it creates a variety of word games using teachers own word. And
the last, teacher can chose the vocabulary topic or grammar item form a large

database of exercise. All exercise are interactive and simple in learning English.
(www.nonstopEnglish.com2004).
There are some kinds of word games such as search a word where the
students asked to find the synonym of some words. Find the word where the
students asked to find words between unarranged letter. Missing letter where the
students asked to fill the missing letter. Matching, where the students asked to
match the correct pictures and words. Crossword puzzle where the students asked
to answer some questions and put the answers in the boxes. The last is jumbled
letter where the students should rearrange letters into a correct word.
Teaching English Vocabulary using Word Games
This research focused on vocabulary about noun and verb in writing and
speaking skill. It uses word games in teaching English vocabulary such us:
rearrange the letter used in writing skill and crossword puzzle used in speaking
skill.
Here are the procedure to teach vocabulary by using word game in
speaking skill. First, teacher choose the material that will be learn. Second,
teacher explain the material and student listen and comprehend it. Third, teacher
divides the student into group. Fourth, teacher provides the exercise dealing with
the material. Fifth, teacher explains the procedure of filling the crossword puzzle
and student listen the instruction. Sixth, teacher asks the group to do the
crossword puzzle in 15 minutes. Seventh, teacher check student work in peer
correction and give appreciation for the best group. Eighth, teacher asks the
student to make the dialogue about profession. Ninth, teacher asks the student to
practice the dialogue in front of class and the last teacher encourages the student
to review the material which had been learned.
While, the procedure to teach vocabulary by using word game in writing
skill, as follow: teacher choose the material will be learn, teacher read aloud the
material, teacher give the student jumbled letter one by one, teacher ask the
student rearrange the jumbled letter into good word, and teacher check the
students answer.

METHOD
The method of this research is experimental method. Experimental
research can be defined as a method that is done accidentally to create a condition
and then the effect of this research was observed. In addition, experimental
method is a way to find the causal relation between two factors which are done
accidentally (Arikunto, 2010:9).
In this research, quasi experimental was selected. Quasi experimental is a
method which is considered as one of the common designs used in educational
research. Moreover, this research is done to know the comparison between the
experimental class which get treatment and the control class which does not get
treatment (Suwartono, 2007: 58-59).
Below is the scheme of experimental research used by the writer:

EXPERIMENTAL CLASS

CONTROL CLASS

PRE-TEST

TREATMENT

PRE-TEST

POST-TEST

POST-TEST

This research was conducted in SMP Maarif NU 1 Ajibarang in academic

year 2014/2015 and it was conducted in seven months starting from making
proposal on July and August, making instrument on September, giving pre-test,
treatment and post-test on October, analyzing data on November and December
and making a report on January.
The participants of this research were first grade students of SMP Maarif
NU 1 Ajibarang in academic year 2014/2015. There are nine classes which consist
of 297 students. In this research, use purposive sampling. The sample of this
research consisted of two classes. One is the experimental class and the other is

the control class. VII D and VII E were selected to be investigated because it
depended on the teachers suggestion.
Data of this research was collected by using test. that consisted of pre-test
and post-test. Pre-test was conducted before the treatment while post-test
conducted after the treatment. The writer used multiple choices in testing
vocabulary of two different research groups. The test consists of 30 items which
are cumulating scored 100. The material of the test was taken from English books
which related to their subject based on junior high school curriculum. The data
also collected by found the validity and reliability value.
The method used to analyze the effectiveness of using word games in
teaching English vocabulary used T-test computation.
RESULT AND DISCUSSION
Result
The chart below showed pre-test and post-test result in experimental class:
The percentage of students score in Pre-test
(Experimental Class)
bad very bad
6%
0%

good very
18% good
0%

fair
76%

Based on the table above, it showed there were about 18 % of students

belonged to good category and 76 % of students belonged to fair category. The
other result, there were about 6% of students belonged to bad category.
Afterwards, there was no students belonged in very good and very bad category.
Based on the explanation that have already discussed, it could be said that most of
the students in experimental class failed to gain a fair score.
9

Based on the pie chart above, it could be concluded that the highest score
percentage from pre-test in experimental class was got by the student who got the
score in range from 41 to 60 that was about 76 % of the students in experimental
class. On the other hand, the lowest percentage score that was got by the students
was in the range from 0 to 20 and 81 to 100 that was 0 %.
The Percentage of Students Score in Post-test
(Experimental Class)
fair
15%

bad
0%

very
bad
0%

very
good
35%

good
50%

From the table above, it can be concluded that the post-test result of
experimental class showed better result than the pre-test result. The result showed
there were 36.36 % students belonged to very good category. The other result,
there were 51.51 % students belonged to good category. Moreover, in fair
category there were about 15.15 % students.
Based on the description above, it could be concluded that the highest
score percentage of post-test in experimental class was obtained by the students in
category of good. There were about 51.51 % students. Inversely, the lowest score
percentage belonged to category bad and very bad, because there was no students
got the score in that category.
While this is the data of control class.
The Percentage of Students Score in Pre-test
(Control Class)

10

bad
6%

very bad
0%

very good
0%

good
21%

fair
73%

Based on the chart above, it could be seen that the students who belonged
to good category were about 21.21 %. Moreover, the range score for fair category,
there were about 72.72 % students. The other result, there were 6.06 % students of
the control class belonged to bad category. Then, the chart showed there was no
student in the category of very good and very bad.
Based on the explanation mentioned previously, it was seen that the lowest
percentage score of pre-test in control class were 0 % students who belonged to
very good and very bad category. On the other hand, the highest percentage score
of pre-test score in control class were about 72.72 % students. They got the score
in the range from 41 to 60.
After conducting the pre-test, the writer conducted post-test. Here is a pie
chart of percentage score of post-test result in control class.
The Percentage of Students Score in Post-test
(Control Class)

11

bad very
0% bad
0%

fair
21%

very
good
0%

good
79%

From the table above, the result showed there were 78.78 % students in
control class belonged to good category. The other result, there were 21.21%
students belonged to fair category. Then, the chart showed there were no students
in the category of very good and very bad.
Based on the explanation that have already discussed before, it could be
concluded that the highest score percentage of post-test result was obtained by the
range from 61 to 80 or in the category of good. There was about 78.78 % students
in control class. Then the lowest percentage score of post-test in control class was
got by the range from 0 to 20 in the category of very bad.
The Comparison of Pre-Test Result

12

The comparison of the test result used for comparing post-test of both
classes. Pre-test was given before the students had not gained any treatments and
aimed for testing the students vocabulary mastery. The chart above showed that
the percentage score of control class was higher than experimental class. It seems
in the range score from 61 to 80. Besides that, the sum up of the result both those
classes, control class had better increase than experimental class.
The Comparison of Post-Test Result

100

exp
con

50

Column1
exp

The chart above showed that experimental class had better result in posttest than that in control class. There were 36.36 % of students in experimental
class belonged to very good category or in the range score from 81 to 100 while
control class, there was no student belonged to very good category or in the range
score from 81 to 100. Besides that, there were about 51.51% students of
experimental class belonged to good category or in the range score from 61 to 80
while in the control class there were 78.78 % students. It means that the students
in experimental class could increase their result in doing post-test and it was
higher than control class.

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Discussion
The data were calculated by using t-test computation. The t-test result was
3,960 and t-table in degree of freedom (df) = 64 at the level of significance 0,05 is
1,997. It shows that t-test was higher than t-table (3,960> 1,997).
Based on the fact above, there was difference in increasing students
vocabulary mastery, between experimental class and control class. The difference
in the students vocabulary score was caused by the different treatment. After the
experimental class was given treatment in teaching vocabulary by using word
game there were better result of the students vocabulary mastery. Teaching
vocabulary by using word game was also effective to increase the students
vocabulary mastery. It could be seen from the students vocabulary score of the
experimental group who got better than that in control group. Based on the result
of this research, it shows that word game was effective in teaching vocabulary.
CONCLUSION AND SUGGESTION
Conclusion
The result of data analysis in chapter VI show that word game was
effective in teaching at the first grade students of MTs maarif NU 1 Ajibarang
academic year 2014/2015. It was supported by t-test computation, where t-test
result was higher than t-table value (3,960>1.997). Thus, the hypothesis stating
that word game was effective for teaching vocabulary was accepted.
Suggestion
From the conclusion above, the writer would like to offer some
suggestions for English teacher and further research. The Teacher can use word
game in teaching learning process as an alternative way not only to give fun but
also to increase students ability in masteringvocabulary. English teacher should

14

manage the time limitation, preparation, and determine the level of students
vocabulary mastery that can apply word game.
For the further Research, word game is expected to become new
innovation and more give the advantages in teaching vocabulary and through
word game research, further research is able to strengthen the concept in term of
effectiveness within the teaching vocabulary.
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