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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

Chapter IV discusses the research findings and discussion. The research

findings include pre-test findings, analysis of treatment, post-test findings, and the

differences of the students achievement in vocabulary mastery before and after

being taught by using Word Hunt game. The discussion includes the result of the

research.

A. Research Findings

It has been discussed that the researcher wants to know whether

there is difference on students vocabulary before and after being taught by

using word hunt game. The researcher took one class as the sample in SMP

Nurul Islam Semarang. The class consisted of 29 students. The research was

done for four days, which the first meeting was the pre-test and the last

meeting was the post-test and the others were treatments.

1. The students vocabulary mastery before being taught by using

word hunt game

Before the experiment was conducted, the students were given a

pre-test. It was done in written test. The pre-test was given to the

students consist of 20 items. The subject had to fill in the blank by

choose the right answer in the column and match the meaning of the

words given. They had to submit to the teacher if they had done. The

scores of the pre-test were obtained. The advantage of pre-test is the test

that is held before giving the treatment, in order to find out the prior

37

knowledge or ability of the students before the treatment was given, and

it was to investigate the students vocabulary mastery. The pre-test was

conducted on Thursday, September 6

th

2012. It consists of 29 students.

The result of the pre-test is shown in the following table:

Table 3.1

The List of Pre-test Score

NO SUBJECT

RIGHT

ANSWER

SCORE

1 E-01 11 55

2 E-02 12 60

3 E-03 12 60

4 E-04 11 55

5 E-05 10 50

6 E-06 10 50

7 E-07 11 55

8 E-08 9 45

9 E-09 12 60

10 E-10 11 55

11 E-11 12 60

12 E-12 13 65

13 E-13 12 60

14 E-14 12 60

15 E-15 13 65

16 E-16 11 55

17 E-17 13 65

18 E-18 11 55

19 E-19 12 60

20 E-20 11 55

21 E-21 10 50

22 E-22 9 45

23 E-23 10 50

24 E-24 13 65

25 E-25 11 55

26 E-26 12 60

27 E-27 12 60

28 E-28 13 65

29 E-29 12 60

TOTAL 331 1655

38

To know the mean of the pre-test could be calculated by using the

following formula:

= 57,07

Based on the mean of pre-test above, it can be known that the

students vocabulary mastery of the eighth year students of SMP Nurul

Islam Semarang before being taught by using word hunt game is fair by

referring the table of level achievement below.

Table 3.2

The List of Level Achievement

Score Category

80 - 100 Excellent

66 - 79 Good

56 - 65 Fair

40 - 55 Poor

30 - 39 Very poor

39

After the mean of pre-test was known the writer gave a treatment. It

was conducted on September 6

th

, 10

th

and 13

th

, 17

th

2012. This class

consists of 29 students. The students were taught descriptive text as the

material to know the students vocabulary mastery by using word hunt

game as the technique.

The treatment which has been done by the writer as follows:

On Thursday, September 6

th,

2012 (Treatment 1) the writer gave pre-

test. After pre-test has been done, the writer and the students did

treatment 1 in the classroom. Before the writer gave the game, she gave

an example how the game works. After that, all of the students did

word hunt game. The writer gave one key word KINDLINESS. The

students in a group of 4 wrote down the new words and their meaning

from the key word as many as possible in 10-15 minutes. Then, the

students exchanged the result intergroup. The delegation from each

group wrote down the result in the white board one by one. The writer

and the students discussed the new words in the white board together.

The writer added the new words which werent gotten by the students.

The group 1 got the most words. In the last, the researcher gave an

explanation about Present Tense and asked them to make a sentence

from the word they found.

40

On Monday, September 10

th

, 2012 (Treatment 2) the writer and the

students did treatment 2 in the classroom. The writer gave one key

word LEADERSHIP. The students in a group of 4 wrote down the

new words and their meaning from the key word as many as possible in

10-15 minutes. Then, the students exchanged the result intergroup. The

delegation from each group wrote down the result in the white board

one by one. The writer and the students discussed the new words in the

white board together. The writer added the new words which werent

gotten by the students. The group 3 got the most words. The writer gave

a picture, and asked the students to describe it. The writer gave a

descriptive text according to the picture.

On Thursday, September 13

th

, 2012 (Treatment 3) the writer and the

students did treatment 3 in the classroom. The writer gave one key

word WEIGHTLESSNESS. The students in a group of 4 wrote down

the new words and their meaning from the key word as many as

possible in 10-15 minutes. Then, the students exchanged the result

intergroup. The delegation from each group wrote down the result in

the white board one by one. The writer and the students discussed the

new words in the white board together. The writer added the new words

which werent gotten by the students. The group 2 got the most words.

The writer explained about descriptive text.

41

On Monday, September 17

th

, 2012 (Treatment 4) the writer and the

students did treatment 4 in the classroom. The writer gave one key

word HOUSEMOTHER. The students in a group of 4 wrote down

the new words and their meaning from the key word as many as

possible in 10-15 minutes. Then, the students exchanged the result

intergroup. The delegation from each group wrote down the result in

the white board one by one. The writer and the students discussed the

new words in the white board together. The writer added the new words

which werent gotten by the students. The group 5 got the most words.

In the last meeting, the writer gave post-test.

2. The students achievement in vocabulary mastery after being

taught by using word hunt game

After giving treatments, the next step was to give the students a

post-test. The post-test was done after the pre-test and treatments were

done. The post-test which was given to the students consists of 20

items. The number of students followed post-test was 29 students.

The result of post-test can be seen in following table:

42

Table 3.3

The List of Post-test Score

NO SUBJECT

RIGHT

ANSWER

SCORE

1 E-01 15 75

2 E-02 16 80

3 E-03 17 85

4 E-04 14 70

5 E-05 14 70

6 E-06 15 75

7 E-07 14 70

8 E-08 14 70

9 E-09 16 80

10 E-10 14 70

11 E-11 16 80

12 E-12 20 100

13 E-13 17 85

14 E-14 17 85

15 E-15 19 95

16 E-16 15 75

17 E-17 16 80

18 E-18 15 75

19 E-19 14 70

20 E-20 15 75

21 E-21 14 70

22 E-22 15 65

23 E-23 16 80

24 E-24 19 95

25 E-25 15 75

26 E-26 16 80

27 E-27 16 80

28 E-28 17 85

29 E-29 18 90

TOTAL 476 2285

To know the mean of the post-test could be calculated by using

the following formula:

N

x

e X

79 , 78

29

2285

e X

43

Based on the mean of post-test, it can be concluded that the

students vocabulary mastery of the eighth grade students of SMP

Nurul Islam Semarang after being taught by using word hunt game is

good by referring to the table of achievement.

3. The difference of students achievement in vocabulary mastery

before and after being taught by using word hunt game

After getting the result of each test, the next is putting the data into

t-test formula. The intention is to know whether there is a significant

improvement of students vocabulary mastery of the eighth grade

students of SMP Nurul Islam Semarang by using word hunt game.

The t-test formula is:

1

2

2

N N

N

D

D

D

t

Where:

= the mean difference for all pairs of scores

D

2

= the sum of the squares of the difference

D

2

= the square of the sum of the difference

N = the number of pairs of scores

(N 1) = the degree of freedom (one less than the number of pairs of

scores)

44

Firstly, the writer searched the differences between the pre-test

score with the post-test score.

Table 3.4

The list of Deviation (post test pre test)

NO SUBJECTS

PRE-TEST

(X

1

)

POST-TEST

(X

2

)

DEVIATION

(D)

QUADRATE

(D

2

)

1 E-01 55 75 20 400

2 E-02 60 80 20 400

3 E-03 60 85 25 625

4 E-04 55 70 15 225

5 E-05 50 70 20 400

6 E-06 50 75 25 625

7 E-07 55 70 15 225

8 E-08 45 70 25 625

9 E-09 60 80 20 400

10 E-10 55 70 15 225

11 E-11 60 80 20 400

12 E-12 65 100 35 1225

13 E-13 60 85 25 625

14 E-14 60 85 25 625

15 E-15 65 95 30 900

16 E-16 55 75 20 400

17 E-17 65 80 15 225

18 E-18 55 75 20 400

19 E-19 60 70 10 100

20 E-20 55 75 20 400

21 E-21 50 70 20 400

22 E-22 45 65 20 400

23 E-23 50 80 30 900

24 E-24 65 95 30 900

25 E-25 55 75 20 400

26 E-26 60 80 20 400

27 E-27 60 80 20 400

28 E-28 65 85 20 400

29 E-29 60 90 30 900

Total 1655 2285 630 14550

45

The writer put the data into T-test formula:

29

630

= 21,7

1

2

2

N N

N

D

D

D

t

28 29

29

396900

14550

7 , 21

x

812

13686,21 14550

7 , 21

812

863,79

7 , 21

06 , 1

7 , 21

03 , 1

7 , 21

068 , 21

46

After getting the t-value, the writer consulted the critical value on

the t-table to check whether the difference was significant or not.

Before the experiment was conducted, the level of significance to be

used in the experiment had been divided first. For this experiment, the

writer used 5% (0, 05) alpha level of significance as usually used in

psychological and educational research.

The number of subjects in this experiment was 29. The degree of

freedom (df) was N-1 = 29-1= 28. For the freedom degree of 28 by

standard of significant 5% the table shows the t= 2.048. The obtained t-

value was 21,068 so the t-value was higher than critical value on the

table (21,068 > 2,048). From the result, it could be concluded that the

difference was statistically significant. Therefore, based on the

computation there was significant difference between students

vocabulary mastery after and before using word hunt game.

B. DISCUSSION

After getting the result of the data calculation, the writer discussed

the implication of this research. The discussion in this case, deals with the

research problems which discussed detail as the following:

1. The students vocabulary mastery before being taught by using

word hunt game

In the first meeting, the writer saw the class was very noisy. The

students didnt pay attention to the writer and no enthusiasm. The writer

did the research in 8C class. She gave the pre-test before the treatment

47

was given. It was done in written test. The writer asked to the students

to fill in the blank by chose the right answer in the column and

matched the meaning of the words given on a paper that given by the

writer.

In this case, there were several students which difficult to did the

pre-test. They always asked the meaning each other and made the class

very noisy. Several students werent enthusiasm to do the pre-test, so

that the writer had to force them to do it. Until they finished the pre-

test, they still very noisy and didnt pay attention to the writer. From the

situation of the class, the writer could know that the students lacked of

vocabulary. It can be seen from the result of the pre-test too. From 29

students, two students got the lowest score 45 and five students got the

highest score 65.

After the writer gave the pre-test, she gave the treatment. Before

the writer did the treatment, she tried to make the class conducive and

ready to do the treatment. The treatment that was done by the students

was word hunt game. After the students knew that they would do the

game, they were quiet by their selves. The writer knew that they were

enthusiasm to do the game. So, the writer was unnecessary to force the

students to pay attention.

In the first treatment, the writer gave explanation about how the

word hunt game worked. So those, the students could do the game in

group. The writer gave one keyword KINDLINESS. In a group of 4,

48

the students made some new words from the keyword. For the first

time, they had difficulties to do the game. It caused the class very noisy.

But then, after the writer gave example, they could do it and made the

class conducive. The students have never been taught about descriptive

text, so that the writer not only gave the word hunt game, but also

explained about descriptive text. It also used second, third, and fourth

meeting with different keyword for word hunt game and descriptive

text in each meeting

2. The students achievement in vocabulary mastery after being

taught by using word hunt game

In the last meeting, the researcher gave a post test to the students.

The class was quite and the students paid attention to the writer. The

situation in the class was different with the situation when they were

given pre-test. The writer asked the students to do the post-test easily.

The item of post-test was same with pre-test. The form of post-test was

in written test. The writer asked the students to fill in the blank by chose

the right answer in the column and matched the meaning of the words

given on a paper that given by the writer.

In this case, many students did post-test enthusiasm. They felt

enjoy in classroom because they know the meaning of the words in the

post-test through word hunt game was given by the writer. When they

did the test, the class was conducive. It is different when they did pre-

49

test. In addition, the students were motivated in learning English and be

spirit in classroom especially in mastering vocabulary.

The result of the post-test was satisfied too. From 29 students, there

is only one student got 65 as the lowest score with the highest score was

100.

In conclusion, we know that the media in teaching learning process

will make students enjoy and not bored in mastering vocabulary.

Students can increase their vocabulary mastery by using game so that

they dont feel bored for learning.

3. The significant difference of students achievement in vocabulary

mastery before and after being taught by using word hunt game

The writer conducted in eighth grade student of SMP Nurul Islam

Semarang in mastering vocabulary before being and after being taught

by using word hunt game have been done well. The writer gave the pre-

test, treatment and post-test in 8C class.

According to the result of the pre test, post test and the result of

comparing the t-test and the t-table, it shows that mastering vocabulary

by using word hunt game is effective to the eighth grade students of

SMP Nurul Islam Semarang.

The effectiveness of using word hunt game in mastering

vocabulary can be seen from the mean of pre-test score of the students

is 57,07 and according to the table of achievement it is at the level of

fair, then the mean of post test score is 78,79 and according to the table

50

of achievement it is at level of good. Based on the results of the mean

of both tests, the mean of post-test is higher than the pre-test, so

mastering vocabulary after using word hunt game technique is better

than mastering vocabulary before using word hunt game technique.

After that, the writer got the result of each test. The next is putting

the data into t-test, but the writer searched the differences between the

pre-test score with the post-test score (Deviation). The result of

deviation is 630 from post-test score minus pre test score (2285-1655).

Finally the writer finds the result of the t-test is 21,068 and the value of

t-table with 29 students, N= 28 in the t-table that is 2,048 at 5% level of

significant. The result of t-test is higher than t-table, it means that the

Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is

confirmed. So, the hypothesis of this research that there is significant

different between the students vocabulary mastery of the eighth grade

students of SMP Nurul Islam Semarang in the academic year

2012/2013 before and after being taught by using Word Hunt game is

confirmed.

Besides that, the different can be seen from the situation of the

class. The situation of the class before being taught by using word hunt

game is very noisy. The students dont pay attention to the writer and

no enthusiasm to do the pre-test. But, the situation of the class after

being taught by using word hunt game is very conducive. The students

pay attention to the writer and very enthusiasm to do the post-test.

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