CHAPTER III RESEARCH METHODOLOGI AND FINDINGS A. Research Methodology 1.

The Purpose of Study The study is to know the influence of using games in teaching English vocabulary at Aulia English Course in two classes by comparing two classes. The first clas s uses games and the other class without games or using translation technique. 2. Method of the study The writer did field study, especially experimental research. The field study is done in the form of experiment by applying two different techniques for two d ifferent groups of students. 3. Population and Sample In this research, the writer took the population of the third level of Aulia Eng lish Course. The total population is about 40 students from two classes. 4. Place and time The experiment was done at Aulia English Course, from July 1,2008 to August 1, 2 008.

5. Data Collection The writer gives the students the pre-test and post-test used to test the two gr oups of student. Pre-test and post-test are the same in form as well as its cont ent but the time and aim are different. Firstly, both the experiment class and controlled class were given the pre-test before the lesson is begun to know the students knowledge of the material that w ill be taught. Secondly, both the experiment class and control class were given the same materials but with the different techniques of presentation. The experi ment class was given the games technique and the control class without games. Th e last step in the experiment is giving the post-test to the two classes, class A and class B. post-test giving after the lesson is finished, to know students t aught. 6. Technique of Data Analysis Data analysis is the last step in the procedure of experiment, in this case, pro cessing the data. Data processing is the first step to know the result of both t he experiment class and controlled class and also their difference. To find out the differences between students score in using games in learning En glish Vocabulary and without using games in learning English Vocabulary the wri ter uses t-test. The formula is as follow : t = M1 M2 M1 = Gained score of experiment class M2 = Gained score of control class x12 = Sum of square deviation score in experiment class x22 = Sum of square deviation score in control class N1 = Number of students of experiment class N2 = Number of students of control class M1 = x1 M2 = x2 N1 N2 X1 X2 df df = = = = X1 M1 X2 M2 degree of freedom Ni + N2 2

7. Procedure of Experiment This experiment was held in two classes, namely experiment class and control cla ss. Before the experiment done, the writer gives pre-test and post-test to all o f the students in experiment and control class with the same instrument to know

the students knowledge of the materials that would be taught.

1) Learning English Vocabulary by using games. In teaching learning process by using games at third level, the technique are ca rried out through game, and then followed by explanation and question answer. The following is the teaching-learning activities in class: Step 1 (a) The teacher asks the students to tell the kinds of occupation. (b) Then the teacher acts the kinds of occupation one by one, and she asks the students to guess it, and then she writes it on the whiteboard. For example: she acts like a policeman, and then the student should guess it and the teacher write it on the whiteboard: policeman. In this teaching learning activity, there are ten vocabularies that is taught, t here are: policeman, nurse, doctor, dentist, postman, pilot, carpenter, tailor, teacher, and soldier. Step 2 In the next step, the teacher started to play the game. There are two games used in this research, they are: (a) Jumble Letter Jumble letter is a kind of game is intended to measure the capacity of the stude nts to memorize words, read it and then rewrite it correctly. First, every stude nt is given letter cards, each cards containing one letter of the target words. The letter cards are given out of random order and that student has to arrange t hem in the correct word. Example: 1. n-o-m-p-a-s-t = postman 2. p-o-e-n-c-i-l-o-m-a = policeman 3. s-e-n-u-r = nurse 4. r-o-c-o-d-t = doctor 5. t-e-n-i-d-s-t = dentist (b) Guessing games (Who am I ) Guessing game can be used to teach about profession. In this game, the teacher d o like following: i. Divide the class into two groups ii. Prepare the cards, each card containing the name of occupation iii. Ask one of the students in one group to take and read the card silently and then he/she should act like the profession that written on the card, and his /her friends should guess who he/she is. iv. The group that gets many points is the winner. 2) Learning English Vocabulary without games. As mentioned before, the technique which used in this research are games techniq ue as an alternative to replace the conventional technique which does not really stimulate students to improve their vocabulary. The technique that is used at A ulia English Course is without game or translation technique. First of all, the teacher asks the students to tell the kinds of occupation, aft er that, the teacher writes some sentences as follows: 1. My father is a policeman 2. He is a doctor 3. The teacher is teaching in the classroom 4. The postman delivers the letter everyday After writing some sentences in the whiteboard, she explains and she translates the underlined words. After that, the students have to memorize the words, becau se the teacher will ask those words in the next meeting. B. Research Findings 1. Data Description As mentioned previously, the writer conducted field research. In the field rese arch, by conducting the experiment, she got the data from pre-test and post-test

. The pre-test was given before the lesson is begun and the post-test was given after the lesson finished. She compares the achievements of pre-test and post-te st of experiment class and control class, to know whether the using games in tea ching English vocabulary is more effective than without games or not. The data o f students score of pre-test and post-test can be seen on table 1, 2, and 3 in da ta analysis. 2. Data Analysis To know the result of test (pre-test and post-test) the writer makes the table o f the students scores of each group. The writer does not mention the students name s but their scores are as follow: Table 1 The Score of the Individual Students of the Experiment Class or by Using Games Std (N) Pre-test Post-test Gained scored 1. 34 79 45 2. 50 88 54 3. 25 80 55 4. 25 85 60 5. 55 95 40 6. 45 90 45 7. 40 90 50 8. 35 85 50 9. 38 88 50 10. 39 90 51 11. 24 78 54 12. 38 90 52 13. 25 90 65 14. 39 89 50 15. 40 90 50 16. 50 95 45 17. 50 95 45 18. 55 95 40 19. 45 90 45 20. 30 95 65 Table 2 The Score of the Individual Student of the Control Class or Without Game Std (N) Pre-test 1. 40 70 2. 30 70 3. 50 65 4. 35 40 5. 40 70 6. 55 70 7. 60 75 8. 55 75 9. 55 75 10. 35 60 11. 45 65 12. 40 70 13. 40 70 14. 50 75 15. 55 70 16. 50 75 17. 45 55 18. 40 70 Post-test 30 40 15 5 30 15 15 20 20 25 20 30 30 25 15 25 10 30 Gained scored

19. 20.

40 55

70 75

30 20

As mentioned before, that in analyzing the data from the result of pre-test and post-test, the writer uses statistic calculation of the t-test formula with degr ee of significance 5% and 1% as follows: t = M1 M2

Table 3 The Comparison of Scores of Each Student of the Experimental Class and the Contr ol Class Std (N) X1 1 45 2 54 3 55 4 60 5 40 6 45 7 50 8 50 9 50 10 51 11 54 12 52 13 65 14 50 15 50 16 45 17 45 18 40 19 45 20 65 X1= 1010 X2 30 40 15 5 30 15 15 20 20 25 20 30 30 25 15 25 10 30 30 20 X2= 450 X1 -5,5 3,5 4,5 9,5 -10,5 -5,5 -0,5 -0,5 -0,5 0,5 3,5 1,5 14,5 -0,5 -0,5 -5,5 -5,5 -10,5 -5,5 14,5 F1= 0 X2 7,5 17,5 -7,5 -17,5 7,5 -7,5 -7,5 -2,5 -2,5 2,5 -2,5 7,5 7,5 2,5 -7,5 2,5 -12,5 7,5 7,5 -2,5 F2= 0 X12 30,25 12,25 20,25 90,25 110,25 30,25 0,25 0,25 0,25 0,25 12,25 2,25 210,25 0,25 0,25 30,25 30,25 110,25 30,25 210,25 X22 56,25 306,25 56,25 306,25 56,25 56,25 56,25 6,25 6,25 6,25 6,25 56,25 56,25 6,25 56,25 6,25 156,25 56,25 56,25 56,25

X12= X12= 240,5 1405,5

M1 = 1010 = 50 20 M2 = 450 = 22,5 20 to = 50,5 - 22,5

28

28

28

= = df = =

28 2,07 13,52 20+20-2 38

5% = t0 : tt = 13,52 > 2,03 1% = t0 : tt = 13,52 > 2,72 3. The Test of Hypothesis To test the hypothesis, the data obtained from both classes are analyzed and cal culated by using the t-test formula. From result of the calculation, it is obtained the value of the t0 is 13,52. The degree of freedom (df) is 38 (obtained from (N1+N2) = (20+20-2). In this thesis , the writer uses the degree of significance of 5% and 1%. In the table of signi ficance, it can be seen that on the df 38 and on the degree of significance of 5 % and 1 %, the value of the degree of significance is 2,03 and 2,75. Comparing t he t0 with each value of the degrees of significance, the result is 2,03 < 13,52 > 2,75. Since t0 score in the table is smaller than tt score obtained from the result of calculation the alternative hypothesis (Ha) is accepted and the null h ypothesis (Ho) is rejected. Drs. Anas Sudijono states: 1. If t0 is equal or higher than critic value t that mentioned in the table (w ith tt), so the null hypothesis which stated theres no difference of Mean of both sample is rejected; it means the difference of Mean from both sample is signifi cance. 2. If t0 is lower than tt, so the null hypothesis which stated there is no difference of Mean from both sample is accepted, it means the Mean difference of both samples is not significant difference but a difference happens by chance b ecause of sampling error. This means, that teaching English Vocabulary by using games is more effective th an teaching English Vocabulary without games. 4. The Interpretation and Discussion of Data From the explanation about the analysis of the result on the table 3 above, we c an see that teaching English Vocabulary through games is adequate success. It ca n be seen on the table above that the students who accept the game in teaching v ocabulary get higher scores than the students who do not use game. It means that teaching English through games is much better than without using games.