Professional Documents
Culture Documents
INTRODUCTION
A. Background
(speaking and writing) and receptive skills (listening and reading). To reach
the goal, the students should master the four language components; those are
the writer’s experience in Teaching Practice Program, most students still feel
because it is used to communicate with the others. Aik and Hui (1999:248)
say, “a sentence is a group of words that make sense because the words are
or phrases in their proper place and order. By placing the words or phrases in
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the correct order will make a good sentence and avoid misunderstanding of its
meaning.
teaching English which can motivate the students so they will not consider
games. Hadfield (1990: v) says, “games can play an important part in the
language learning process generally. Games are usually fun. Students who
fun. If the students feel fun, they will be relax and enjoy the learning process.
Association Dominoes game belongs to word and card game. In this game, the
students should link two or more words to be a sentence. They have to find
links or associations between pair of words and then make them into a
sentence. It is believed that it can make the students enjoy the lesson so they
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C. The Aim of the Research
D. Hypothesis
The writer states the alternative hypothesis (Ha) that: there is a positive
sentences.
E. Research Methodology
He chooses pretest posttest control group design to investigate the cause and
effect between the experimental group and the control group with the formula:
X = treatment
T1 = pretest
T2 = posttest
Firstly, pre-test is given to experimental group and control group to
For the control group, students are taught through explanation only. It is given
three times. Finally, post-test is given to both experimental group and control
group.
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The population of the research is the first grade students of SMP
Muhammadiyah Bogor. There are four classes and each class consists of 30
sampling technique is used to take 60 students as the sample. Class VII C and
VII D which have the lowest score are chosen as the sample. Class VII C is
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CHAPTER II
THEORETICAL FOUNDATION
A. Sentence
One of the aims of learning English for students is that they are
arranged according to the grammatical rules. As Aik and Hui (1999: 248)
say, “a sentence is a group of words that make sense because the words
giving command.
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present the subject in an action or state of being, to complete the statement
2. Types of sentences
for academic and professional purposes, in order that the messages which
a. Simple sentence
contains only one clause. According to Voss and Keene (2000: 41), a
simple sentence contains one subject and one predicate. For example:
The subject of the sentence is ‘The ice’ and the predicate is ‘melts’.
and Keene (2000: 41), “as long as we have only one subject, predicate
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verb, and complete thought, additional non clause modifiers do not
The sentence is still a simple sentence because it only has one subject
Quirk (1990: 231) said that simple sentence may be divided into four
1) Declarative sentences
a period.
2) Interrogative sentences
question mark.
3) Imperative sentences
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e.g.: Sit down, please.
4) Exclamatory sentences
b. Compound sentence
c. Complex sentence
e.g.: Although his house is far from the school, Bryan doesn’t ever
come late.
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The independent clause is ‘Bryan doesn’t ever come late.’, while the
required.
will go around the world’ and ‘I will ask my friends to accompany me’,
for students is that they are able to communicate using English in their
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daily life. Ability itself is usually called as a natural skill or talent that
competence.
B. Game
games.
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rules, a goal and element of fun.” It means that in a game there must be
rules, goal and fun. Rules are things that will guide the players to play the
game. It must be obeyed by the players. Goal is the thing that the players
entertainment.
goal that the players try to reach and some set of rules that determine what
the players can do. He also defined the concept of “game” as a form of
and permissible means of attaining it. It means that game is used to attain
factors, those are rules, goal and recreation or fun. In conclusion, game is
an activity that has some rules, a goal to reach, and it is done for fun.
will feel fun, relax and enjoy the lesson so they will be motivated to learn.
language learning process generally. Games of any kind are usually fun.
Students who are having fun are usually motivated.” In other words, using
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games during the lesson can motivate students to learn and they will not
be bored so it will be easier for them to understand what they are learning.
especially shy students. As Hansen (1994: 118) states, “games are highly
motivating and entertaining and they can give an opportunity for the
students who are shy to express their opinions and feelings.” This is
students, especially shy students, will feel relaxed and they will not be
better to understand the material. As Uberman (1998: 218) states, “in the
remember things faster and better.” It means that the students will be more
focus in learning because they do not feel that they are forced to learn.
Moreover, game does not only motivate the students to learn but
also can help them to improve the four language skills and the four
only motivating and fun but can also provide excellent practice for
skills.”
communication.” The statements imply that games are very useful and can
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be used to develop students' language learning and provide the students an
students to learn, lower their stress since it usually makes them relaxed
motivation
c. they lighten more formal teaching and can help to renew pupils’
energy
to speak
h. they help create a fun atmosphere and reduce the distance between
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i. they can help reveal areas of weakness and the need for further
language
j. they can help to motivate and improve writing skill by providing a real
the language syllabus, not an amusing activity for Friday afternoon or for
the end of the term.” It means that games should be included in the lesson
appropriate time and integrate them into the regular syllabus and
curriculum.
According to Lewis and Bedson (1999: 6), “you can use language
introduce new material. Teacher can use game to lead the students to the
material that is going to be taught. Next, it also can be used as a tool for
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the students to practice what they have just learnt. Using game in this way,
teacher can check the students’ understanding about the material that has
more alive. When the students start to feel bored, teacher can use game to
card games since it uses words and dominoes in the practice. The goal of
the game is to find links or association between pairs of words and then
make it into a sentence. As Jones (1993: 6) says, “the aim is to find links
have a set of cards containing words and each player will have six cards.
The rest of the cards are placed facing down on a table and two cards on
top are turned over. Then, the player should find links or associations
between one of the words on the table and the words on their hand.
a. The players of a group sit facing each other around a desk or table.
c. The dominoes are shuffled and each player is dealt six cards, which
are hidden from the others. The remainder of the cards are placed face
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d. The top two cards from the pack are turned over and laid out on the
table. E.g.:
birds birthday
Player 1 looks at his/her cards and tries to find one or two words that
he/she finds a link, he/she places the new word or words next to the
one on the table, at the same time explaining orally the link. Suppose
the player has the word money, he/she places it next to birthday and
f. The rests of the group now decide whether to accept or reject the
so that there are always only two cards showing. Play passes to the
next player who now has to find associations for either birds or money.
If the association is rejected, the player removes the card from the
table and he/she has to take a new card from the pack until he/she can
g. The first player who gets rid of all his/her cards is the winner of the
game.
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CHAPTER III
RESEARCH METHODOLOGY
The research was conducted from 30th November to 4th December 2009.
There are four classes and each class consists of 30 students, so the total
used to take two classes which have the lowest score. Then, 60 students are
taken as the sample. They are class VII C as control group and VII D as
experimental group.
B. Research Procedure
There are several steps in processing the research. First, the students of
the experimental group and control group are given test to measure their
nouns and 10 verbs. The students should make sentences using the words
given. A correct answer scores 5 points, thus the total score is 100.
Next, the students of the experimental group are given treatment for
three times. They are taught how to make sentences using word association
dominoes game. For the control group, students are taught through explanation
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only without using word association dominoes game. Finally, the experimental
and control groups are given post test. The test is similar to the pretest but
After the pretest and posttest data are obtained, it is analyzed using t-
test to find out the effect of word association dominoes game on students’
M X − MY
t=
SD X + SDY 1
+ 1
n + n − 2 n
x y x n y
where:
t : t-test
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CHAPTER IV
A. Research Findings
In collecting the data of the research, the writer gave the pre-test
before the students got the treatments and the post-test after the treatments.
The following table is the results of pre-test and post-test for the experimental
group.
Table 4.1
19
24 29 50 21 441
25 57 74 17 289
26 34 66 32 1024
27 38 58 20 400
28 35 53 18 324
29 33 60 27 729
30 56 83 27 729
Total
1427 1998 571 11929
Score
Table 4.1 shows that the total score of the post-test is higher than
the total score of the pre-test in the experimental group. The total score of
control group.
Table 4.2
20
21 33 45 12 144
22 45 56 11 121
23 40 59 19 361
24 40 50 10 400
25 61 70 9 81
26 54 67 13 169
27 48 55 7 49
28 51 50 -1 1
29 65 78 13 169
30 55 69 14 196
Total
Score ∑D Y
= 434 ∑D 2
Y = 7338
Table 4.2 shows that the total score of pre-test in control group is
1303 and the score of post-test is 1737. It means that the results of post-
2. Mean
experimental group and control group, the writer calculated the mean to
find out the balance point or average of the experimental group (X) and
Mx =
∑D x
M =
∑D y
y
N1 N2
434
=
30
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3. Standard Deviation
Having got the mean of the experimental and control group, the
groups as follows:
(∑ D ) 2
(∑ D ) 2
SD x = ∑ D − SD y = ∑ D −
2 x 2 y
x y
N1 N2
(571) 2 ( 434) 2
= 11929 − = 7338 −
30 30
326041 188356
= 11929 − = 7338 −
30 30
4. t-test value
After the writer obtained the mean and the standard deviation of
experimental group and control group, the writer put it in the t-test formula
as follows:
Mx −My
t=
SD x + SD y 1
+ 1
n + n − 2 n
x y x n y
22
19 .03 − 14 .46
=
1060 .97 + 1059 .47 1 1
+
30 + 30 − 2 30 30
4.57
=
2120 .44 2
58 30
4.57
=
( 36 .55 )( 0.06 )
4.57
=
2.193
4.57
=
1.48
= 3.08
d. f = nx + n y − 2
= 30 + 30 − 2
= 60 − 2
= 58
B. Discussion
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From the calculation, the writer found that the t-test value is 3.08. He
According to Arikunto (2006: 310), “the significant score of this t-table can be
0.01(1%), which are usually used of education research.” With d.f 58 the
writer found that in t0.05 the value is 1.67 and in the value is 2.39. Since
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CHAPTER V
A. Conclusion
result of the t-test value which is higher than t-table. The result of the t-test is
3.08 and the t-table value with d.f 58 in t0.01 is 2.39 and in t0.05 is 1.67. It means
B. Suggestion
Having done the research, the writer would like to give suggestions for
the students and the teacher. Firstly, the students should enrich their
teacher should give very clear explanation about the rules and steps of doing
the game in order that the students really understand how to play the game.
Next, since word association dominoes game has a good effect on students’
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BIBLIOGRAPHY
Brewster, Jean, et al. 2003. The Primary English Teacher’s Guide. England:
Penguin English.
Ersoz, Aydan. 2000. Six Games for the EFL/ESL Classroom. The internet TESL
journal. [on line]. Available at http://www.teachingenglishgames.com [28th
August 2009]
Jones, Peter Watcyn. 1993. Games and Activities for Teachers. London: Penguin
Books.
Kelley, David. 1998. The Art of Reasoning. New York.: W. W. Norton & Co Inc.
Lewis, Gordon and Bedson, Gunther. 1999. Games for Children. New York:
Oxford University Press.
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Tan, May. 1997. English for Everyday Usage. Singapore: Books and Rights
International.
Uberman, Agnieszka. 1998. The Use of Games for Vocabulay Presentation and
Revision. English Teaching Forum. Vol. 36 No.1, January – March 1998.
Voss, Ralph F. and Keene, Michael L. 1. The Heath Guide to College Writing.
Toronto: D. C. Heath and Company.
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