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CHAPTER 1

INTRODUCTION

A. Background of the Problem


English has been considered as an essential language to be learnt in this
globalization era. Taking into the benefits of English, Indonesia has organized English to
be taught in formal school as a compulsory subject. As stated in standard of content by
Kemendikbud 2013, the teaching of foreign language, specifically English, is aimed to
develop students’ ability to communicate with world society. Therefore, it is taught in
different kind of grade levels. The teaching includes the teaching of the four skills,
listening, vocabulary, reading, and writing.
In this case, vocabulary is one aspect of language that has to be taught by the
teacher of English as a foreign language. It is considered to be the most important aspect
besides the structure/grammar, pronunciation, and spelling because it will directly
influence the achievement of the four language skills, such as listening, vocabulary,
reading, and writing. Simply, it can be said that by mastering vocabulary it will be easier
for us to master the four language skills.
For this study mastering vocabulary means that understand the meaning of the
words. But, by teaching vocabulary first, the students easily able to read, understand and
memorize vocabulary more quickly because this is a very effective way. In English, there
are about 2000 most frequently used words that will be very useful to support someone to
be able to do communication in daily life. When someone already acquire the 2000 most
frequency words they will understand almost 90% of the native speaker.

Students may have many difficulties to get much vocabulary. They don’t know
how they can get it easier than before. There are many methods and techniques in
teaching learning. Teacher has to find the more innovative and creative technique that
makes the students feel comfort and happy in teaching learning process. The techniques
will help the students in mastering the subject. The teacher has to combine something
new in teaching learning process. There are also various medias used for teaching English
and to know vocabulary which could make the student feel interest to the learning
process and enjoy it, such as picture, sound of music, animation video, English song and
English movie.

In the present paper, the examples of such integrated sources and techniques the
use of games, songs, verse, and problem solving activities will be clarified and several
examples will be provided. Teaching vocabulary with appropriate media is very helpful
for students. Because it can make students feel interesting and enjoy in learning
vocabulary in the classroom.
Teaching methods and learning strategies have been developed worldwide with
the express purpose of improving students’ English ability (Freeman, 2000). There are
many methods, models and techniques that can be used to make students more interesting
in learning English especially in vocabulary. Teachers have to make the teaching-learning
activity interesting, fun and creatively so that the learners feel comfort and enjoy the
learning process well. One of the most interesting techniques in learning vocabulary is
playing games. In addition, a better way and easier to teach English, especially
vocabulary to students is by using games, such as Word Search game. Because this game
could be an alternative or variation in the methods of English teaching for teachers. With
this method, students will not feel bored in learning English. But they will become
critical and active children in learning English (Damayanti, 2014).
Games have proven to have advantages and effectiveness in learning vocabulary
in various ways:
 Games bring in relaxation and fun for students, thus help them learn and retain new
words more easily.
 Games usually involve friendly competition and they keep learners interested.
 Vocabulary games bring real world context into the classroom and enhance students'
use of English in a flexible, communicative way.
 Games are highly motivating and they give students more opportunity to express their
opinions and feelings.
 Games add diversion to the regular classroom activities," break the ice", but they are
also used to introduce new ideas.

The Word Search game has some benefits for students improving their vocabulary
achievement and try to remember and find the vocabulary as soon as possible. The
students can enjoy to learn vocabulary. This game can also build students' self-confidence
because it is used in the game itself. So, the researcher is interested to observe students
entitled “The effect of Word Search game on student’s vocabulary achievement.”

B. Scope and Limitation of the Study

The problem above make the researcher really wants to know the effect of using
Word Search game students’ vocabulary achievement:
The scope of the study is teaching vocabulary using Word Search game on SMPN
1 Kedamean.
The limitation of the study is focused on student’s vocabulary by using Word
Search game at first grade of SMPN 1 Kedamean.

C. Statement of the Problem

The statement of the problem in this paper can be formulated like: Is there any
effect of using Word Search game on students’ vocabulary achievement ?

D. Definition of Operational Variable

There are two kinds of variable, they are independent variable and dependent
variable.

1. Independent Variable
Independent variable is also called a variable stimulus, Predictor, antecedent. This
variable is often referred to as variable-free. According to Sugiyono (2013:61) states that
“independent variable is a variable that affects or is the cause of the change or the
emergence of the dependent variable (dependent)”. The symbol of this variable is X. In
this research, the independent variable or a free variable is the using Word Search game.
Games are the methods to practice English, which are significantly effective in learning
language as the student are fun in learning, making the student feel enthusiasm and
courage to use English.
Using Word Search game in teaching vocabulary is able to make the lesson
interesting and more meaningful. Students will be easier to memorize and find new
vocabulary with funny technique. Then the student will not feel that they are forced to
learn.
2. Dependent Variable

This variable also called a variable output, criteria, consequently. This variable is
often referred to as a bound variable. According to Sugiyono (2013: 61) states that “the
dependent variable is a variable that is affected or become due, because of the
independent variables”. Dependent variable is usually symbolized with the letter Y.

In this research, the dependent variable or bound variable is the student’s


vocabulary achievement. Student’s vocabulary achievement refers to the students’ ability
to memorize the new vocabularies.

E. Purpose of the Study

Related to the research problem above, the purpose of the study is to investigate
the effect using Word Search game on students’ vocabulary achievement in SMPN 1
Kedamean.

F. Significance of the Study

1. The Teacher : the result will help the teachers to create the classroom activity
more active with variety techniques. In this way, the teacher get the way to
develop students’ vocabulary achievement. Games help the teachers create
context of language is more useful and meaningful.
2. The Student : it is hoped that students get new vocabulary by using Word Search
game and solve the paper fastly.
CHAPTER II

A. Review of the Related Theories

1. Vocabulary

A. Definition of vocabulary

Vocabulary can be defined as '' words we must know to communicate


effectively; words in speaking (expressive vocabulary) and words in listening
(receptive vocabulary)'' (Neuman & Dwyer, 2009, p. 385). Hornby (1995) defines
vocabulary as ''the total number of words in a language; vocabulary is a list of
words with their meanings”. While Ur (1998) states: “Vocabulary can be defined,
roughly, as the words we teach in the foreign language. However, a new item of
vocabulary may be more than just a single word: for example, post office, and
mother-in-law, which are made up of two or three words but express a single idea.
A useful convention is to cover all such cases by talking about vocabulary "items"
rather than "words."

In addition, Burns (1972)defines vocabulary as" the stock of words which is


used by a person, class or profession. According to Zimmerman cited in Coady
and Huckin (1998)‘ vocabulary is central to language and of critical importance to
the typical language learning. Furthermore, Diamond and Gutlohn (2006) in
www.readingrockets.org/article state that vocabulary is the knowledge of words
and word meanings.”

From the definitions above, it can be concluded that vocabulary is the total
number of words that are needed to communicate ideas and express the speakers'
meaning. That is the reason why it is important to learn vocabulary.

B. The kinds of vocabulary

Some experts divide vocabulary into two types: active and passive
vocabulary. Harmer (1991) distinguishes between these two types of vocabulary.
The first type of vocabulary refers to the one that the students have been taught
and that they are expected to be able to use. Meanwhile, the second one refers to
the words which the students will recognize when they meet them, but which they
will probably not be able to pronounce. Hay craft, quoted by Hatch and Brown
(1995), indicate two kinds of vocabulary, namely receptive vocabulary and
productive vocabulary.

A. Receptive Vocabulary

Receptive vocabulary is words that learners recognize and understand when


they are used in context, but which they cannot produce. It is vocabulary that
learners recognize when they see or meet in reading text but do not use it in
speaking and writing (Stuart Webb, 2009).
B. Productive Vocabulary

Productive vocabulary is the words that the learners understand and can
pronounce correctly and use constructively in speaking and writing. It involves
what is needed for receptive vocabulary plus the ability to speak or write at the
appropriate time. Therefore, productive vocabulary can be addressed as an active
process, because the learners can produce the words to express their thoughts to
others (Stuart Webb, 2005).

C. The techniques in teaching vocabulary

Here are some techniques of teaching vocabulary as stated by Brewster, Ellis,


and Girard (1992).

a. Using Objects

Using this technique includes the use of regalia, visual aids, and
demonstration. They can function to help learners in remembering vocabulary
better, because our memory for objects and pictures is very reliable and visual
techniques can act as cues for remembering words state that real objects
technique is appropriately employed for beginners or young learners and when
presenting concrete vocabulary. Objects can be used to show meanings when
the vocabulary consist of concrete nouns. Introducing a new word by showing
the real object often helps learners to memorize the word through visualization.
Objects in the classroom or things brought to the classroom can be used.

b. Drawing

Objects can either be drawn on the blackboard or drawn on flash cards.


The latter can be used again and again in different contexts if they are made with
cards and covered in plastic. They can help young learners easily understand and
realize the main points that they have learned in the classroom.

c. Using Illustrations and Pictures

Pictures connect students’ prior knowledge to a new story, and in the


process, help them learn new words. There are plenty of vocabularies that can be
introduced by using illustrations or pictures. They are excellent means of making
the meaning of unknown words clear. They should be used as often as possible.
The list of pictures includes: posters, flashcards, wall charts, magazine pictures,
board drawings, stick figures and photographs. Pictures for vocabulary teaching
come from many sources. Apart from those drawn by the teacher or students,
they are sets of colourful pictures intended for schools. Pictures cut out of
newspapers and magazines are very useful as well.
Nowadays many readers, vocabulary books and course books contain a
vast number of attractive pictures that present the meaning of basic words. The
teacher can use learning materials provided by the school. They can also make
their own visual aids or used pictures from magazines. Visual support helps
learners understand the meaning and helps to make the word more memorable.

d. Contrast

Some words are easily explained to learners by contrasting it with its


opposite, for instance, the word" good" contrasted with the word "bad". But
some words are not. It is almost impossible to contrast the words whose opposite
is the gradable one. When the word "white" is contrasted with the word "black",
there is an "in between" word” grey”. Furthermore, verb "contrast" means to
show a difference, like photos that reveal how much weight someone lost by
contrasting the "before" and "after" shots Many more studies have also shown
that vocabulary is best acquired if it is similar to what is already learnt (e.g.
Rudska et al., 1982, 1985), it is not surprising that learning synonyms is a way to
expand our vocabulary. Learning about synonyms is important also because this
is how dictionaries are organised. Putting bilingual dictionaries aside, mono-
lingual dictionaries essentially use words to explain words, and in this process,
synonyms are often used (Ilson, 1991).

e. Enumeration

An enumeration is a collection of items that is a complete, ordered listing


of all of the items in that collection. It can be used to present meaning. In other
words, this technique helps when any word is difficult to explain visually. We
can say "clothes" and explain this by enumerating or listing various items.
Teacher may list a number of clothes e.g. address, a skirt, trousers etc. Then the
meaning of the word "clothes" will became clear. The same is true of ‘vegetable’
or “furniture”, ’for example (Harmer 1991).

f. Mime, Expressions and Gestures

Klippel (1994) implies that "mime or gesture is useful if it emphasizes the


importance of gestures and facial expression on communication. At the essence
it can not only be used to indicate the meaning of a word found in reading
passage, but also in speaking activity as it stresses mostly on communication.
Many words can be introduced through mime, expressions, and gestures. For
example, adjectives: "sad"," happy"; mime and taking a hat off your head to
teach hat and so on. Several studies have emphasised the role of gestures in
second language (L2) acquisition (Gullberg, 2008).
Teachers tend to gesture a lot (Sime, 2001; Hauge, 1999), especially when
addressing young learners and/or beginners. It is commonly acknowledged that
“teaching gestures” capture attention and make the lesson more dynamic. Using
analyses of video recordings of English lessons to French students, Tellier
(2007) determined three main roles for teaching gestures: management of the
class (to start/end an activity, to question students, request silence, etc.),
evaluation (to show a mistake, to correct, to congratulate, etc.) and explanation
to give indications on syntax, underline specific prosody, explain new
vocabulary, etc.).
Teaching gestures appear in various shapes: hand gestures, facial
expressions, pantomime, body movements, etc. They can either mime or
symbolise something and they help learners to infer the meaning of a spoken
word or expression, providing that they are unambiguous and easy to
understand. This teaching strategy is thus relevant for comprehension (Tellier,
2007). However, its utility may depend on the kind of gesture used by the
teacher. It has been highlighted that foreign emblems, for instance, may lead to
misunderstandings when it is not known by the learners (Hauge, 1999; Sime,
2001).
In addition to supporting comprehension, teaching gestures may also be
relevant for learners’ memorisation process. Indeed, many second language
teachers who use gestures as a teaching strategy declare that they help learners in
the process of memorising the second language lexicon. Many of them have
noticed that learners can retrieve a word easily when the teacher produces the
gesture associated with the lexical item during the lesson. Others have seen
learners(especially young ones) spontaneously reproducing the gesture when
saying the word. The effect of gestures on memorisation is thus something
witnessed by many but hardly explored on a systematic and empirical basis
(Tellier, 2008).

g. Guessing from Context

Guessing from context as a way of dealing with unfamiliar vocabulary in


unedited selections has been suggested widely by L1 and L2 reading specialists
(Dubin, 1993). Nation and Coady (1988) claim that there are two types of
contexts. The first type is the context within the text, which includes
morphological, semantic and syntactic information in a specific text, while the
second one is the general context, or non-textual context, which is the
background knowledge the reader has about the subjects being read. Williams
(1985) agrees with Nation and Coady in considering the specific context as ‘‘the
other words and sentences that surround that word….. it follows that other words
in the context of the unfamiliar word often ‘throw light on’ its meaning. These
other words can be found in the sentence containing the unknown word or other
sentences beyond the sentence of the unknown item. Similarly, McCarthy (1988)
sees context as within the text itself i.e. the morphological, syntactic, and
discourse information, which can be classified and described in terms of general
features.
Learning from context not only includes learning from extensive reading,
but also learning from taking part in a conversation, and learning from listening
to stories, films, television or the radio (Nation, 2001). In order to activate
guessing in a written or spoken text, there should be four elements available: the
reader, the text, unknown words, and clues in the text including some knowledge
about guessing. The absence of one of these elements may affect the learner’s
ability to guess. Furthermore, this technique encourages learners to take risks
and guess the meanings of words they do not know as much as possible. This
will help them build up their self-confidence so that they can work out the
meanings of words when they are on their own. There are many clues learners
can use to establish meanings for themselves, such as illustrations, similarity of
spelling or sound in the mother tongue, and general knowledge (Walters, 2004).

h. Eliciting

This technique is more motivating and memorable by simply giving pupils


a list of words to learn.

i. Translation

Even though translation does not create a need or motivation of the


learners to think about word meaning (Cameron, 2001), in some situations
translation could be effective for teachers, such as when dealing with incidental
vocabulary (Thornbury, 2002), checking students’ comprehension, and pointing
out similarities or differences between first and second language, when these are
likely to cause errors (Takač, 2008). There are always some words that need to
be translated and this technique can save a lot of time.

D. Scales

After the students have learnt two contrasted or related gradable items, this
can be a useful way of revising and feeding in the new items.

E. Examples of the Type

To illustrate the meaning of subordinates, such as flowers, vegetables, and


foods, it is a common procedure to exemplify them e.g. rose, jasmine, and orchid
are all flowers. But the technique cannot be applied in delivering the words that
belong to more than one ordinate.

Drilling

Drilling is employed to make learners get accustomed to the word form


especially to how it sounds. To make learners more familiar with the word, drilling
should be clear and natural (Thornbury, 2002). Drilling is very necessary since
learners need to say the word to themselves as they learn it to recall the words from
memory (Ellis & Beaton, 1993,in Read, 2000).
Spelling the Word

The primary means of spelling is actually memorizing words (Reed, 2012).


Word spelling needs to be considered since spelling forms of English words is not
always inferred by the pronunciation.

Learners’ Active Involvement

Employing this technique, the teacher encourages the students to find out
word’s meaning by elicitation (Takač, 2008). Elicitation maximizes learners’
speaking opportunities, and acts as a way of checking learners’ understanding
(Thornbury, 2002). This technique also includes personalization, which is using the
word by learners in a context or sentence that is related to their life.
Related to the above techniques, Pinter (2006) argues that teachers are
suggested to conduct planned presentations of vocabulary as various as possible,so
it is better that teachers present word meaning and form by combining more than
one technique. In addition, Takač (2008) points out that in choosing which
techniques to be used in the classroom, teachers consider time availability, the
content or teaching material.

F. The vocabulary teaching strategies

Beside the above techniques, there are also, vocabulary learning strategies that
teachers can take into account. They can train their students to use these strategies.
Schmitt and McCarthy (1997) propose strategies to learn vocabulary as follows: (1)
guessing from context, (2) using word parts and mnemonic techniques to remember
words, and (3) using vocabulary cards to remember foreign language-first language
word pairs. It is supported by Murcia (2001) who also proposes three strategies to
learn vocabularies.
1) The first strategy is guessing meaning from context; she says that a context is
rich enough to give adequate clues to guess the word's meaning.
2) The second strategy is mnemonic devices: she proposes keyword technique.
When seeing or hearing the target word, the learner is reminded of the
keyword.
3) The third strategy is vocabulary notebooks; she suggests a memory aid in
independent learning by setting up vocabulary notebooks. Based on the
techniques used for presenting new vocabulary and vocabulary learning
strategies, the experts suggest lots more techniques that are claimed to be
helpful for students to learn vocabulary in an easier way. What the researcher
sees as better way to teach vocabulary is by learning in rich contexts.

According to Stahl (2005) in http://www.readingrockets.org, students


probably have to see a word more than once to place it firmly in their long-term
memories. This does not mean more repetition or drilling of the word, but seeing
the word in different and multiple contexts.
Finally, teachers may encourage students to keep a vocabulary notebook
because a great deal of vocabulary growth ultimately depends on the learner. They
may have students who are successful vocabulary language learners share their
notebook methods. For students who need help, they can demonstrate how to set up
a vocabulary notebook that is neat and organized in a manner that will facilitate
multiple retrievals of the words. If the notebook is not set up well, then learners are
less likely to practice the word, which defeats the purpose of keeping the notebook
in the first place. Moreover, in presenting one planned vocabulary item, the teacher
usually combine more than one technique, instead of employing one single
technique. Teachers are suggested to employ planned vocabulary presentations as
various as possible (Pinter, 2006).

2. Word Search game


A. Definition of Word Search Game

According to Damayanti (2014:12) Word search is a game in the search foe


the word, either vertically, horizontally, and diagonally. This game can help
students increase their vocabulary and make them happy in doing search game of
word. According to Hornby (1995: 947 in Damayanti,2014:18), is a thing that is
difficult to understand or answer a mystery or a question or toy that is designed to
test a person’s knowledge, skill, intelligence, etc.
A word search is a word game that is letters of a word in a grid that usually
has a rectangular or square shape. The objective of this is to find and mark all the
words hidden inside the box. The words may be horizontally, vertically or
diagonally. Often a list of the hidden words is provided, but more challenging
puzzles may let the player figure them out. Many Word Search games have a
theme to which all the hidden words are related. The word search it self kind to
play that can be used to practice certain language features at certain phases in
learning process in order to develop communication skill.

B. Teaching Vocabulary through Word Search


To success in teaching vocabulary through word search, the teacher should
have different technique for different level. Teaching vocabulary through word
search enables the students to find out to information or guests the meaning on
unfamiliar words. So, the word search can help the students. The students may be
happy and interesting in learning and they always try to know the new words from
word search. Relating to the importance of teaching vocabulary through word
search, as far as it is know some students are always confused with the problem of
through it.
In this case, there are many ways to making the students interested in what
they are learning the teacher can create a game, which the student can think about
new words that related with the topic of word search. Teaching vocabulary by
using word search make students more relax, enjoyable, happy and the students
understanding the material. And also can improve their achievement. Children
without an extensive vocabulary have a hard time understanding what they’re
reading, especially as they get older and reading material becomes more difficult.
To complicate matters, most young readers, including different learners, have a
larger spoken vocabulary than a reading vocabulary. (Goodman, Lori. Wordplay,
2003:13)
C. The procedure of vocabulary game :

There are suitable procedure to do vocabulary games:


(1) The teacher giving clear instruction to explaining the games rules (2) The
teacher giving an example of playing the games
(3) The students focus on the teacher instruction
(4) Teacher giving the Word Search games and ask to the students to arrange,
mark and circling the words.

B. Review of the Previous Related Studies

The previous researches that used by the researcher is:


1. A research proposal by Ria Damayanti.2013.Teaching Vocabulary Through Word
Search to the Fifth Grade Students of SDN01 Ngaglik Blitar in the Academic Year
2013/2014. She was research the case in one of Elementary school in Blitar. She
used quantitative methodology. She explained the use of in teaching students’
vocabulary achievement. She also explained the effect of Word Search game in
teaching vocabulary.

The purposes of her research are to find out the advantages and
disadvantages of Word Search game to improve student’s vocabulary achievement
and to identify the students’ responses toward the use of Word Search game in
teaching speaking. Therefore, that research will be conducted to answer these
questions :
1. How is student’s vocabulary achievement before being taught using word
search puzzle?
2. How is student’s vocabulary achievement after being taught using word search
puzzle?
3. Is there any significant different achievement between student’s vocabulary
achievement before and after being taught using word search puzzle?
In collecting the data for this study, the written test will be used. A test is
any procedure for measuring ability, knowledge, or performance (Richards, et,al
1985:291). Test is given to help the students assess the effect of experimentation
and to know so far the students can understand what they have learned. They will
be to kinds of the best that will use by the writer. The first will be pre-test which
will by given before the treatment and the second one will by post-test which will
by given after the treatment. The test both pre-test and post-test for the
experimental group has the same procedure.
Basically, this study is almost the same used quantitative methodology. We
use the same technique and teaching but different method or approaches. In those
two studies, my research will be further research in order to improve the students’
vocabulary skil by using Word Search game.

C. Conceptual Framework

Conceptual framework is a framework to think about the relationship


between the variables involved in research or relationship between concepts and
other concepts of the problem. According to Miles and Huberman 1994, P18, said
that “ Conceptual framework is explain either graphically, or in narrative form,
the main things to be studied – the key factors, concepts or variables and the
presumed relationship among them.”

E
Y

C
E = Experiment Class
C = Control Class
Y = Students Speaking Achievement

D. Hypothesis
The hypothesis of the study are proposed in terms of null hypothesis (Ho) and
alternative hypothesis (Ha). They are follows:
a. (Ho) : There is no significant effect of using Word Search game on students’
vocabulary achievement.
b. (Ha) : There is significant effect of using Word Search game on students’
vocabulary achievement.
CHAPTER III

RESEARCH METHOD

A. Research Design

Researcher make a plan to do research because it is important part and can be


guide to construct in this study. This research quantitative one whose had goal to
identify,analysis and classify the students which given teaching by using song. The
researcher need data in the form of number. On the research design used True
Experimental Design. From the design, the writer use Pretest-Posttest Control Group
Design. It use two groups: experimental group and control group. Sugiyono stated in this
design, there are two groups which were chosen randomly. The first group will given a
treatment (X) and the other is not. The group which have a treatment it call experiment
group and the one is control group.
The experimental group give treatment about the teaching vocabulary using word
games, but the control class not given treatment. All of groups are given pretest to know
there is any influence of using Word Search gameon the students’ vocabulary
achievement. After that the researcher give posttest on the same instrument. The
researcher use the pretest-posttest control group design for the quantitative. The
researcher use this design because it serve two variables, they are the experiment and
control class. The influence of treatment was (01:02). In the real research, the treatment
influence will be analyzed by T-test statistic, if there a different significant between
experiment and control group, there would be significant treatment which will be given.
The researcher use this design because she want to know the influence of two variables
which will be analyzed. The design can be diagrammed as follows:
The design can be described as follow:

Table 3.1 the design variable


Note:
R: The group of experiment and control group for students junior high school (SMP) of
take randomly
O1 & O3: Twice of group in the observations with the pretest to measure the ability.
O2: The ability of experimental group after being taught grammar using Word Search
game.
O4: The ability of control group after being taught grammar without using Word Search
game.
X: treatment. The group is a group of experiment give a treatment is teacher use Word
Search game and the group of control is teachers without using Word Search game.
B. Population and Sample

1. Population

According to Sugiono (2015: 215) stated that “Population is the


generalization region consisting of objects or subjects that have qualities and a
certain characteristic that set by the researcher to be learned and conclusions
drawn”. The reason of usage population to make the research easier in looking for
the data, it is needed to give the limited location. In this research, the subject that
used the first semester students in the 7th grade at SMPN 1 Kedamean that
consist of ten classes VIIA-VIIJ in which each class has 35 students. Therefore,
totally of the students are 350 students.

2. Sample
According to Sugiono (2015:215) stated that “The sample is part of the
number and characteristics possessed by this population”. The researcher use the
students as sample, and takes the sample from two classes are simple random
sampling. This technique uses in this research because the researcher take two
classes. They are (VII-A) consist of 35 students and (VII-B) consist of 35. So the
whole sample 70 students.

The reason why the researcher use simple random sampling technique is
as follows:

a. The number of existing population


b. Limited time in research
c. Save energy and cost
d. Easy way to collecting and analyzing data.

C. Data Collection Techniques

According to Sugiono (2015:225): “Data collection techniques can be done with


the interview (interview),a questionnaire (questionnaire), observation (observation), and
a combination of all kinds”. In collecting the data for this study, the test will be used. A
test any procedure for measuring ability, knowledge, or performance. The writer gives
two same vocabulary tests to the student. The first one is the pre-test and the second one
is post-test. The pre-test will be given to the student before the learning process begins
while post-test after it. Research instrument it can be served in the forms of test,
questionnaire, observation sheet, records of interview, interview sheet, and etc. There is a
kind of test that used in this research. There is objective test. Objective test will be given
for this vocabulary achievement because this vocabulary achievement using Word Search
game and students have to find the word and if the students find and write the wrong
word so the answer is wrong and they will not get score.
D. Data Analysis Technique
In analyzing the data collected from the test, the researcher will be analyzed them
by using matched t-test. It is used to know significance difference between the student’s
achievement in the pre-test and that in the post-test. The formula in the matched t-test
will be as follow:

Where:
X = Mean of first set of values
X = Mean of second set of values
S1 = Standard deviation of first set of values
S2 = Standard deviation of second set of values
n1 = Total number of values in first set
n2 = Total number of values in second set.

In this study, dependent t-test was calculated using SPSS 17 for Windows
Program. After getting the t Value ( t obtained), then it was compared with the t critical. If t
obtained ≥ t critical at the level of significance (p)=0,05, then the null hypothesis (H0) is rejected
and accepts the alternative hypothesis. However, if the t obtained< t critical, then the null
hypothesis is accepted.

E. Verification of Data

A validity test was measured to support any inferences that the researcher made
based on the data gained using a particular instrument. Pearson product moment was used
to analyse the validity of each item. The results of the pre-test were calculated using
SPSS 17 for Windows program.

Difficulty level (item facility) was defined as the proportion of the test takers who
answer the correct item. The difficulty level test was used to measure whether the item is
relevant with the students’ ability level or not. The following formula was used to
calculate the index of difficulty of each item.

P=∑x

SmN

P=∑x
SmN
P = index of difficulty
∑x = Sum of students who answer the items correctly
Sm= Maximum score
N = Number of students taking the test