Professional Documents
Culture Documents
•Feren S
•Sinawang Deka FS
• 18.020.2300.13
• 18.020.2300.60
ct
Students usually feel English is difficult matter.
This research is aimed to know There are several factors, examples factor
intern and extern factor. It is being effect
whether there is any significant students can not memorize the vocabulary in a
teaching vocabulary by using large amount and they forget them easily.
jumbled words game for the fifth The success of English teaching
year students at SDN Mojoagung 1 learning in the school is not only sufficient by
Prambon Nganjuk or not. implementing curriculum concept but also the
It is recommended to the teacher teachers. In this case, Pamela B. Richards in
in order to use interactive and fun Mujahid (2001) said that “the teacher is a most
significant factor for the success or failure of
in teaching in order to can the introduction of change into the learning
improve the students'’ vocabulary process”.
mastery.
3
Semester II FKIP Bhs. Inggris
T H E E F F E C T I V E N E S S O F T E A C H I N G V O C A B UA R Y
THE
EFFECTIVENESS
OF TEAC HING
VOCABUARY
6
Semester II FKIP Bhs. Inggris
• Extensive Reading, lecture is Irwan
Sulistyanto, M.Pd
THE
EFFECTIVENESS OF
T E AC H I N G
V O C A B UA R Y
3.
Table 2. Categorization
of pre-test • Based on table above, there are 5 students
(20%) got score on 81-100 and in very good
Score Frequency Percentage Interpretation level. Next, 9 students (34%) got score on
61-80 or in good level. Then, 6 students
81-100 5 20% Very Good (23%) in fair level with got score 41-60. And
6 students again (23%) in bad level because
61-80 9 34% Good got score on 21-40. There are no students in
very bad level. Based on table category
41-60 6 23% Fair show that the students’ vocabulary mastery
is enough but it can increase again.
21-40 6 23% Bad • Maybe, the students got problems and
difficulties in mastering vocabulary. It was
0-20 0 0 Very Bad because of some factors. Firstly is factor
intern, like as they are felt bored when
total 26 100% learning process, they learn by heart or
passively through teacher’s explanation.
Secondly is extern factors like as, students
often talk with friends, disturb the other
THE EFFECTIVENESS friends and also because teacher’s
O F T E AC H I NG explanation which monotone and not
interest. It is being effect students cannot
VO C A B UA RY
memorize the vocabulary in a large
amount and they forget them easily.
Table 3. Categorization Semester II FKIP Bhs. Inggr
of post-test • The categorization above showed that 10 students got score 81-100 or
38% of students got very good level. Then, 12 students also increase
with score 61-80 or 23% of total students in level good. Next, 4 students
got score 41-60 or in fair level with 15%. And there were no students
who got bad and very bad again.
Score Frequency Percentage Interpretation
• It proud that teaching vocabulary by using jumbled words game was
gave good effect to students’ vocabulary mastery. It showed from
81-100 10 38% Very good increasing students’ score after teaching being taught jumbled words
game. According to Julia khan (1992:142) “children play and children
61-80 12 46% Good want to play. Children learn through playing. In playing together,
children interesting they develop language skill. Games provide
41-60 4 15% Fair context for play, reasons for playing and routine for playing”. So, the
writer used this theory to make the lesson more interactive and fun by
21-40 0 0% Bad using jumbled words game. It was agreed with opinion from Nguyen
(2003) in Sumarni states that games are used not only for more fun, but
0-20 0 0% Very bad more importantly, for the useful practice and review of language
lessons, thus leading toward the goal of improving learners’
Total 26 100% communicative competence. The student’s likes playing that
unconscious they were learn while playing games.
• In this experiment which is represented by the fifth year students at
SDN Mojoagung I where the students is taught by using jumbled words
game have good influence and can increase of students’ vocabulary
THE EFFECTIVENESS mastery. It indicated that by using jumbled words game in teaching
O F T E AC H I NG vocabulary can help students to remembering of name and meaning of
VO C A B UA RY new words easily and interest in learning English lesson. It is because
game are fun, and nearly with everyone.
Th e s i g n i f i c a n t d i f f e r e n t b e t w e e n s t u d e n t s ’ vo c a b u l a r y
mastery on pre-test and post-test
THE EFFECTIVENESS
O F T E AC H I NG
VO C A B UA RY
Semester II FKIP Bhs. Inggris
The Effectiveness Of
Teaching Vocabulary By Method df t- t-table t-table Result
Using Jumbled Words statistic 1% 5%
Game
Using 25 8.01 2.79 2.06 significa
nt
After found the Jumbled
difference score
between pre-test and Word