CHAPTER I

INTRODUCTION

1.1. Background of the Study

Language is one of the most important things in our life. Language as

a tool of communication is used among human beings in order to establish
social relationship. According to Ramelan, language is said to be social,
because it is only used in a social group which involves at least two persons,
the speaker and the hearer. Without language it is hard to imagine how people
can cooperate and get along with one another.

English as an international language is used in many countries over

the world including Indonesia. In Indonesia, English is the first foreign
language which is taught in most of schools. The Indonesian government has
chosen English as the first foreign language to be taught in schools because
English is the most widely used language in political, business, trade, and
diplomatic circle.

Vocabulary is one of the important aspects in learning English and

vocabulary is one of three language components besides grammar and
pronounciation, which has to be mastered and acquired by the students in
learning a new language. With the limited vocabulary, students will have
difficulties in learning and understanding the foreign language. So, students
who want to communicate in English well must have wide range of
vocabulary.

Whenever we want to communicate with other people, we should

have mastered a stock of words related to the topic. It istrue, however, that
whenever we think of language learning, we usually think of mastering the
vocabulary. Without vocabulary nothing can be conveyed. Only with

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sufficient vocabulary we can express our ideas effectively, can understand the
language task and foreign language conversation. With the limited
vocabulary, we will have difficulties in learning and understanding the
foreign language. So, vocabulary is very important in learning foreign
language.

Teaching English in senior high school is not easy. Sometimes teacher

encounters difficulties in deciding what kind of method to be applied in
teaching vocabulary. The teacher has to know students’ interest and needs.
The teacher also has to provide a variety of activities and teach vocabulary
through enjoyable and interesting activities.

As teacher, we must be creative in teaching vocabulary, because most

of students have no interest in learning English especially vocabulary. They
feel that English is a difficult language to be learned, and sometimes they feel
bored to learn it. So, we have to apply the appropriate method or media in
teaching vocabulary based on students’ level. Game is one of many methods
in teaching vocabulary. Game is a method to create interesting and enjoyable
learn atmosphere in teaching and learning process. In order to make the
students memorize English vocabulary fun and easily, the researcher uses Hot
Seat and Go Touch game in this research.

Hot Seat and Go Touch game as a method in teaching and learning

process is expected to stimulate the students in memorizing vocabulary. The
students will get the new vocabulary, because it also informs the students
about the meaning, synonym and antonym of words. However, Hot Seat and
Go Touch game must be well selected according to the age, interest, and
educative value. According to (Callum, 2010) Hot Seat is a good activity to
get your students to go in the morning. It is also excellent for revising
vocabulary. Some of the reasons why the hot seat suitable for teaching
vocabulary because it is an activity that is very lively and fun, can arouse
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students' selfconfidence, have fun expanding vocabulary and can be adapted

to different class sizes.

This research will be hold in SMAN 6 Banjarmasin. The reason why

the writer choose SMAN 6 Banjarmasin as the subject for collecting the data
is because the reseacher’s friend had done the PPL II in that school, so the
reseacher’s friend already familiar with the SMAN 6 Banjarmasin school’s
environment and share the experience with the writer.

To see the situation directly, the writer try to do the pre-research

there. However, based on the interview with the headmaster and the teachers,
the writer found that the teacher commonly still used conventional method
while teaching English. The conventional method that the teacher used such
as explained the materials from the book, then gave the students assignments.
The teachers also said that the students have very poor vocabulary which
make them have difficulties in reading and speaking English.

All above explanations create inspiration to the writer to make an

experimental research about those two techinques. In this study, the writer
wants to know whether any significant different on students’ vocabulary
mastery after they are taught using the techniques or not. And also the writer
wants to know which one of these techniques that can be used to improve
students’ vocabulary mastery significantly in senior high school students.

1.2. Research Problem

Based on the background of the study, the research problem of this

study is formulated as follows: “How much difference on the student’s
vocabulary mastery after being taught using Hot Seat and Go Touch game at
the second grade students of SMAN 6 Banjarmasin in academic year
2019/2020 ?
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1.3. Research Objective

According to the problem statement of this research, the objective of this

research is to know students’ vocabulary mastery after being taught using Hot
Seat and Go Touch game at the second grade students of SMAN 6
Banjarmasin in academic year 2019/2020.

1.4. Research Hypothesis

1. The Null Hypothesis (Ho)

There is no difference on students’ vocabulary mastery after being

taught using Hot Seat and Go Touch game at the second grade students of
SMAN 6 Banjarmasin.

2. The Alternative Hypothesis (Ha)

There is a difference on students’ vocabulary mastery after being

taught using Hot Seat and Go Touch game at the second grade students of
SMAN 6 Banjarmasin.

1.5. Benefits of The Study

The researcher hopes that the results of this study can be used by the
teacher, students, educational institution, readers and the writer for the
following purposes :

1. For English Teacher

It gives the alternative techniques in vocabulary mastery, especially

using Hot Seat and Go Touch game . It also help teacher increase students’
score in English test.
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2. For Students

This study assits them to solve their problem in vocabulary mastery

and enrich their vocabulary. It’s also expected to be a useful input to help
students to improve their score in English test.

3. For further Research

For further writer who interested in doing research about

vocabulary at senior high school level can get the basic information about
the use of Hot Seat and Go Touch game. Morover, they can apply Hot Seat
and Go Touch game for other English material.

1.6. Scope and Limitation

1. The subject of this research is the second grade students of SMAN 6

Banjarmasin

2. The research is trying to find out students’ vocabulary mastery after

being taught using Hot Seat and Go Touch game.

1.7. Definition of Key Terms

The writer wants to clarify and explain the terms of the title to make
understandable meaning, they are following:

1. Teaching Vocabulary

Douglas Brown writes that teaching is guiding and facilitating

learning, enabling the learner to learn, setting the condition for learning.
While vocabulary is the basic element of language which an individu
needs in learning a new language especially to communicate effectively
with others.
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2. Hot Seat

Hot seat play allows players to play multiplayer games with only
one copy of the game on only one device. Because the hot seat play is
usually defined as a turn-based by nature, duration of the game can go
beyond that of a real-time multiplayer network game where each player is
proportional to take action at the same time.

3. Go Touch

Go Touch game is a fun way to get students to read and revise

vocabulary. It is a fun game to input a group of words with brain-based
technique. The purposes of this game are to warm-up, teach new words, or
review vocabulary. In teaching vocabulary, Go Touch game helps the
students to understand relationship between words and meanings easily.
Go Touch game not only a fun way for students to memorize the meaning
of words, but they can memorize the similar and opposite meaning of
words easily.
 CHAPTER II

REVIEW OF THE LITERATURE

2.1. Teaching Vocabulary

2.1.1. Definition of Vocabulary

There are some definitions of vocabulary according to experts.

Linse stated that vocabulary is a collection of words that someone knows
(2005: 212). Neuman and Drawyer defined that vocabulary is the words
someone must know to communicate effectively; words in speaking
(expressive vocabulary) and words in listening (receptive vocabulary)
(2009:385). While Fauziati said that vocabulary is central to language and
of critical importance to typical language center (2010; 61). Scriever
argues that vocabulary is a powerful carrier of meaning. Beginners often
manage to communicate in English by using the accumulative effect of
individual word(1994:73). According to Richard (2001:4), vocabulary is
one of the most obvious components of language and one of first things
applied linguistic turned their attention.

From definitions above , it can be said that vocabulary is the basic

element of language which an individu needs in learning a new language
especially to communicate effectively with others. Learning vocabulary is
one of the first steps of learning second language, because language is the
basic material to master the four of language skills. Those are speaking,
reading, listening, and writing.

The meaning of mastery is great skill or knowledge, control or

power (Oxford University Press, 2008:271). The meaning of vocabulary
mastery is a situation where someone has a great skill and knowledge of
words especially foreign words.

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2.1.2. The Importance of Vocabulary

Vocabulary has an important role in English learning. It is one

element that links the four skills of speaking, listening, reading, and
writing all together (Huyen and Nga, 2003). In order to master all skills,
the students nee to have a good vocabulary mastery. It will be easy for the
students to communicate their ideas both in writte or spoken form and
comprehend what people say if they have good vocabulary mastery.
Nation (2001) describes the relationship between vocabulary knowledge
and language use as complementary: knowledge of vocabulary enables
language use and, conversely, language use leads to an increase in
vocabulary knowledge.Dellar H and Hocking D stated when someone
spends most of his/her time to learn grammar, there is no significant
improvement in his/her English. However, the significant improvement
can be seen if someone learns more words and expressions. Someone can
say very little with grammar, but without words someone cannot say
anything at all. The lack of vocabulary will bring many troubles to the
students in learnin English because without good vocabulary mastery they
will get difficulties to communicate with others. The role of vocabulary is
really essential in English learning beacuse vocabulary will support
students in mastering English skills.

From the definition above, it can be concluded that reading

comprehension is a process of understanding a written text to loo the detail
information on it .

Abott (1985: 89) states that one possible way of establishing a

purpose for reading is by focusing the learner’s attention on particular
cognitive skill. Cognitive skill includes most of the following abilities:

a. To anticipate both the form and the content.

b. To identify the main ideas.

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c. To recognize and recall specific details.

d. To recognize the relationship between the main idea and their

expression.

e. To follow a sequence.

f. To infer from the text.

g. To draw conclusion.

h. To recognize the writer’s purpose and attitude.

From the statement above, it can be concluded that reading purpose

to identify main idea and to remind the purpose of the writer in order to
can obtain conclusion.

2.1.3. Types of Vocabulary

Hiebert and Kamil stated that vocabulary can be classified into two
types; productive and receptive vocabulary (2005; 3). Those types will be
explained bellow:

 Productive Vocabulary

Productive vocabulary is usually used when someone shares

his/her ideas when he/she speaks or writes. When someone speaks or
writes someting, he/she usually uses the words which are familiar with
him/her. According to Hiebert and Kamil (2005:3) productive vocabulary
is the set of words that an individual can use when writing or speaking.
They are words that well-known, familiar and used frequently. While
Haycraft in Hatch and Brown said that productive vocabulary is words
which students understand, pronounce correctly and use constructively in
speaking and writing.

 Receptive Vocabulary
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Receptive vocabulary is set of words for which an individual can

assign meanings when listening or reading. These words are often less
known to students and less frequent in use (Hiebert and Kamil, 2005: 3).
Receptive vocabulary is words that students recognize and understand
when they occur in context, but which he cannot produce correctly
(Haycraft in Hartch and Brown, 1995 :370).

2.1.4. The Aspects of Vocabulary

According to Lado as cited in Mardianawati, there are five aspects

of vocabulary which are needed to be learned by students. They are;
Meaning, Spelling, Pronounciation, Word classes and word use (2012:11).

 Meaning

Meaning becomes one of essential aspects that should be learned

by the students because meaning refers to how the word give its meaning
to the language users. A word may have more than one meaning when it is
used in different context. It is really important for the students to know the
meaning of the word, because it will help them to use and understand the
message from that word when it occurs in different context. For example,
the word “present” as a noun has meaning a period of time that is
happening now. But it can be defined as something that you give to
someone, usually for a particular occasion.

 Spelling

When the students encounter a word for the first time, they need to
know how to spell it. Spelling refers to what a word looks like. By
knowing the spelling, the students will know how to write it correctly in
written form.

 Pronounciation
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When the students learn vocabulary, they also need to know how to
the word sounds like. It will help the students understand what the other
means to say. if a word sound incorrectly, it will be difficult for someone
to understand it. It is really important to know how to pronounce a word
correctly because it will avoid missunderstanding in communication with
others.

 Word Classes

Word classes can be defined as categories of words. The categories

of words can be classified in some categories such as noun, verb, adverb,
adjective and preposition. The classifications depends on their function in
communication.

 Word Use

Word use refers to how a word is used in a language. Word use may
also involve grammar and thus be the subject of profound analysis
(Mardianawati, 2012:11).

2.1.5. Principle of Teaching Vocabulary

Douglas Brown writes that teaching is guiding and facilitating

learning, enabling the learner to learn, setting the condition for learning.
The teacher task is to teach and guide the students to learn and provide
anything to enable them to study. Besides that, the teacher is also the
controller of the class. It means that a teacher is obliged to plan and to
launch her strategies to obtain successful result. The teacher should look
for a new way by considering many factors influencing the teaching, such
as the students, the facilities, and so on. In addition, according to Wallace,
there are someprinciples in teaching vocabulary, they are:

1) Aims
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The teachers should understand clearly what the aims of teaching

vocabulary are, he or she expects the learners to master some difficult
words of vocabulary that are needed in his or her lesson.

2) Quantity

The teachers may have to decide on the number of vocabulary

items to be learnt.

3) Need

It is also possible for the teacher to put the responsibility of

choosing the vocabulary to be taught to the students according to the
students’ need.

4) Frequent Exploration and Repetition

It is impossible for us to remember new words by only hearing it

for once or twice. In learning vocabulary, there has to be a certain amount
of practice and repetition until there is evidence that students have already
mastered the vocabulary of the target language.

5) Meaningful Presentation

The learners must have a clear understanding of the words that are
taught i.e the meaning of the words which are being taught.

6) Situation Presentation

In teaching vocabulary to children, teacher should focus on a topic,

words about things around us are given in the one topic, words about
animals, is another etc.
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From the principles above, the teacher should be able to identify

who the students are, what their needs are, and how the teacher should
teach in a simple and interesting way. Good principles of teaching and
learning are useless without good teacher’s principles of teaching learning
and teacher’s principles. Then, the aim of teaching and learning can be
gained.

2.1.6. Vocabulary in the Classroom

Vocabulary is the essence of language. Without a sufficient

vocabulary the students cannot communicate or express their idea
effectively (Fauziati, 2010:61). According to Scrievener, in classroom
there are five role of vocabulary, they are;

1. Vocabulary is very important and need to be dealt with systematically

in its own right
2. The learner will be difficult to finish the work, if they have first met
some new vocabulary
3. Training in the use of English – Ebglish dictionary provides learners
with a vital tool for self-study
4. We need distinguish between vocabulary for productive use and
receptive recognition
5. We need to deal not only with single word lexical items but also with
longer-multi word items.

2.1.7. Technique for Teaching Vocabulary

Recent research indicates that teaching vocabulary may be

problematic because many teachers are not confident about the best
practice in vocabulary teaching and at times do not know where to begin to
form an instructional emphasis on word learning (Berne & Blachowicz :
2008). Teaching words is crucial aspect in learning a language as
languages are based on words (Thornbury :2002). The teacher should
prepare and find out the appropriate techniques, which will be
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implemented to the students so that students can learn it effectively.

According to Harmer cited in Yulianto(2010: 19-20), there are some
technique for teaching vocabulary as follows:

 Using Realia
Realia is the real object that can be seen in everyday life. To
convey the meaning of a word, tecaher can directly show the real thing to
students so they can easily understand the meaning of the word. However
this technique has limitation, because the teacher cannot show all the
things in real object. It is limited just for certain single thing or a word that
can be easily taken to the classroom or easily to be found by the students.
 Showing Pictures
The teacher can use some media such as wall pictures, blackboard
drawing, charts, flashcards, table or statistic, etc. Those media can be used
as visual representation of the real thing that cannot be shown directly by
the teacher.
 Mime, Action and Gesture
Sometimes it is almost imposible to explain about the meaning of a
word by using realia or showing pictures. In this case the teacher can use
mime, action and gesture to explain the meaning of the word easily to
students.
 Contrast
The teacher can explain the meaning of a word by contrasting the
word in its opposite. For example the sord “lazy” is contrasting with
“dilligent”
 Explanation
The teacher can use this technique by giving explanation about
certain word. The teacher can use one or more sentences to explain a word.
For example the word “scissor”, the teacher can explain it by using
sentense like a tool for cutting paper, hair, cloth, ect.
 Enumeration
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When the teacher finds difficulties in explaining a certain word, he

can use this technique. For example, he wants to explain the word “
transportation”, the teacher can enumerate a number of transportation such
as bus, motorcycle, car, etc.
 Translation
Sometimes, when a word is really difficult to be understood, the
teacher can translate that word into students’ mother tongue.
 Using Game
Games are an important part of a teacher’s repertoire. The purpose
of games in the learning process is to reinforce what has already been
taught. During the game, learners are engaged in an enjoyable and
challenging activity with a clear goal. Often, students are so involved in
playing the games that they do not realize they are practicing language. So
games can provide vocabulary practice. Vocabulary games facilitate initial
practice and periodic revision of vocabulary in an enjoyable context, thus
making classroom vocabulary study an amusing and satisfying experience
for teacher and student at the same time. Some games are played with the
whole class, often with the students divided into two teams, while others
can be played in pairs or small groups.

2.2. Game

2.2.1. Definition of Game

Wright et.al (2006:1) stated that game is an activity which

entertaining and engaging, often challenging, and an activity in which the
learners play and interact with others. Beside that Hornby defined that a
game is an activity that you do to have some fun. Games can present fin
and enjoyment in a classroom, it can be a good technique in language
learning. Game should be enjoyable, convinient, comfortable, and
interesting that will invite the students to concentrate in learning activities.
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Aydan Ersoz (2000) said that games are highly motivating because they
are amusing and interesting.

Many surveys proved that games have a positive and effective

influence on the learning of foreign languages (cf. Carrier, 1985; Chen,
2005; Jacobs,n.d; or Kupeckova, 2010). The reasons are as follow:

• Games get students involved in their learning; they motivate them

• Games encourage creative and spontaneous use of language

• Games introduce a change in formal learning situations

• Games unconsciously promote and practice all four basic language

skills

• Games are student-centered

• Games can promote collaboration among students

• Games decrease student’s anxiety to speak infront other students, they

feel less intimidated

• Games help the teacher to create contexts in which the language is

useful and meaningful

2.2.2. Principle of Choosing Language Games

Teachers have to be careful about which game should be used,

when to use them, and how to connect them with the syllabus, textbook,
and how beneficial they are. While choosing and adapting games in the
EFL classroom teachers should be careful at many points. Wright give five
essential criteria of language games, they are:
1. Easy for preparation: the time and energy required to make the game is
realistic
2. Easy for organization: using the game is easy and worth the effort
3. Intrinsic language: language must be used to play the game
successfully and that same language must be useful in other situation
4. Density of language
5. Likelihood of interest for the learner
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2.2.3. Types of Games

Jill Hadfield classified the games as follows:

1. Information Gap Games

The games may be played in pairs or small groups, where all
members of group have some information. The example of the
game: student A and B look at a picture then describe it to the
partner. Listen to the partner talking about the picture. After that
student A and B find five differences between the picture.
2. Guessing Games: The players with the information deliberately
withhold it, while others guess what it might be.
3. Search Games
In this game, every player has one peace of information, the
player must obtain all or large amount of the information available
to fill in a chart or picture to solve a problem.
4. Matching games
These involved matching corresponding pairs of cards or
pictures, and may be played as a whole class activity. Every player
must circulated until they find a partner with corresponding card or
picture.
5. Labelling games: it involved matching labels to items in a picture
6. Exchanging games
Players have certain articles, cards or ideas which they wish to
exchange for others. The aim is to make an exchange which is
satisfactory to both sides.
7. Board Games & Card Games: the aim is to be the first round a
board, or to collect the most cards, or to get rid of the cards first or
to build up a story.
8. Role-play Games: Students are given the names and some
characteristic of a fictional character.
Based on the types of games above and the previous study,
the writer found 2 interesting games which have similar
characteristics to the types of game above, as follow :
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1. Hot Seat
2. Go Touch
These two games are very interesting but rarely used by the
teachers in the English classroom. So, the writer is interested in
using them.

2.3. Hot Seat game

2.3.1. The Definition of Hot Seat game

Many researches on Hot Seat strategy on its use in educational

situations have been conducted dealing with its benefits and effectiveness
in improving students language skills. Hot seat strategy is an activity
which students are able to take on roles and use questions in an interview
situation. It can help the students either to build a character or to develop a
greater understanding of character in the text; it allows the students to
understand characters' motives, background, feelings, personality and
relationships to others and stimulate the students to actively participate in
the activity (Billikova and Kissova, 2013; Wile, 2013; Ashton-Hay, 2005).

2.3.2. Concept of Hot Seat game

Hot seat play allows players to play multiplayer games with only
one copy of the game on only one device. Because the hot seat play is
usually defined as a turn-based by nature, duration of the game can go
beyond that of a real-time multiplayer network game where each player is
proportional to take action at the same time.
According to (Callum, 2010) Hot Seat is a good activity to get your
students to go in the morning. It is also excellent for revising vocabulary.

2.3.3. The Benefits of Using Hot Seat game

Hot seating technique can be employed to serve various benefits.
Borich (2004), Moore (2005) and Trachtulcová (2007) state the essentials
benefits of conducting Hot Seat strategy, those are;
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a. it gives students self-confidence that gets them to trust their ideas and
abilities,
b. it creates wide imagination that gives students creative choices and
thus thinking of new ideas,
c. it encourages cooperation learning. This cooperative process includes
discussing, negotiating rehearsing and performing. It gets students
learn how to communicate the who, what, where, and the why to the
audience, and
d. it helps students to understand more about human characters.

2.3.4. How to Play Hot Seat game

Sutrisno (2012) here are the steps to start the game Hot Seat in
English language learning in the classroom:
- Before playing, divide students into two groups (or as needed).
- Then prepare some seats according to the number of groups and place it
in front of the classroom facing the students (back to the blackboard).
- Call one member of each group to come forward and sit in the hot seat.
- Write a word on the board. Pupils are prohibited from sitting in the hot
seat looking at the board.
- Ask other group members to give instructions to his friend who was
sitting in the hot seat of the word. Of course, everything must be in
English.
- Group can guess the first word will get points.
- Ask each student to come forward to take turns in the hot seat every
time to change the question.
- The group with the most points is the winner.

2.4. Go Touch game

2.4.1. Go Touch Game to Teach Vocabulary

Go Touch game is a fun way to get students to read and revise

vocabulary. It is a fun game to input a group of words with brain-based
technique. The purposes of this game are to warm-up, teach new words, or
review vocabulary. In teaching vocabulary, Go Touch game helps the
students to understand relationship between words and meanings easily.
Go Touch game not only a fun way for students to memorize the meaning
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of words, but they can memorize the similar and opposite meaning of
words easily.
The procedures in playing Touch and Go game are:
1) Divide students into two groups
2) Students make a line
3) Print out the flashcards of your choice (based on the theme).
4) Stick the flashcards on the whiteboard
5) Each team moves along by saying the meaning of words. We also can
modify this game by saying the synonym or antonym of words.
6) The first one who guess correctly moves to back of their line and the
next team member starts. But, when they reach the other team, they do
“rock, paper scissors” to see who keeps going. If they lose, the go to the
back of their line and the next team member starts.
7) Team who faster in finishing the game, they are the winner.

2.4.2. The Benefits of Using Go Touch game

There are some advantages of using Make a Match in teaching

learning process, as follows :

 The students certainly feel very happy and relax in class while
teaching and learning process
 The students participate actively, interested and developed their
confidence in the learning process
 Simple and easy to do
 Associated with recreational activity and can be less intimidating for
the students

2.4.3. The Advantages and Disadvantages of Games

In EFL classroom, games provided many advantages for promoting

learning the target language. In language classes, learners assume that they
have to be successful in the target language that they don’t know. Through
games, learners’ and teachers’ roles are change and teacher encourages
learners to participate actively in their learning. As a result, games give a
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chance to students to take responsibility for their own learning.

Constantinescu (2012) added some advantages of games, they are:
 Games build up learners’ English repertoire in a familiar and
comfortable environment (even for students who may have special
needs), where they feel confident
 Games increase motivation and desire for self-improvement
 Educational games are easy to understand and use
 Games developed critical thinking, problem solving and
imagination
 Games develop students’ ability to observe
 Games have clear rules and objectives
 Immediate feedback, both for students and the teacher

Games as alternative teaching technique have disadvantages, as follows:

o If the students number is too much, it will surface to involve all the
students in game. But if the teacher involved only some of them, the
others whom did not involved will disturb the process
o Not all materials of study can taught by games
o Games usually make noisy
o Most teacher use game only for a part time.

2.4.4. Previous Related Study

This research has been similar with other research which is

conducted by Dewi Astia with her thesis entitle “Improving The Students
Vocabulary Mastery Through The Hot Seat Games At Junior High School
Wahdah Islamiyah In Antang Makassar” which conducted in 2015. Her
thesis was conducted at Junior High School Wahdah Islamiyah In Antang
Makassar. This research aimed to find whether the Hot Seat game can
improve the students vocabulary of Junior High School Wahdah Islamiyah
in Antang Makassar or not. In her research, she used experimental method.
The conclusion of her study can be drawn that the students’ achievement
of vocabulary can be improved by Hot Seat technique in teaching learning
process, it can be proved from the score of the students’ post-test, where it
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was greater than pre-test. Hot Seat also makes the students enjoy and pay
their attention along the teaching learning process.

The second is “The Effectiveness Of Touch And Go Game In

Teaching Vocabulary (An Experimental Research with Seventh Grade
Students of SMP Askhabul Kahfi Semarang in the Academic Year of
2012/2013)” which conducted in 2013 by Renny Nawayanti. This research
was carried out at SMP Askhabul Kahfi Semarang . This research aimed to
find whether the Go Touch game is effective in teaching vocabulary to the
seventh grade students of SMP Askhabul Kahfi Semarang in the academic
year of 2012/2013 or not. The conclusion of her study can be drawn that
the implementation of Go Touch game showed positive responses in
experimental class by the increase of their score, so it was proved that Go
Touch game is effective for students’ vocabulary mastery.
 CHAPTER III

METHOD OF RESEARCH

3.1. Research Design

The research method that is used in this research is experimental

design, more specifically quasi-experimental design. The writer set one of
two selected classes as experimental class which is used as treatment
group and another as control class which was used as comparison group.
The experimental class is taught by using Hot Seat game and the control
group class is taught using Go Touch game. Both of the class are given
pre-test and post-test to know their learning improvement. Pre-test is
given before they are taught using the technique to know their vocabulary
mastery and post-test is given after they are taught using the technique to
know they achievement. The determination of class as experimental class
and control class is not randomly selected, it is based on their teacher
judgment.

3.2. Population and Sample

Population and sample are very important in conducting a research.

According to Sugiyono, the population is groups of subject that is
determined by the researchers to be studied and drawn the conclusion
(2010: 117). The population of this research is all the second grade
students of SMAN 6 Banjarmasin. The second grade students of SMAN 6
Banjarmasin are divided into seven classes. The number of population
greatly affects the course of population. If it is large, researcher will likely
find some difficulties in conducting the research, for examples; limited
funds, energy and time. To overcome these problems, researcher may take
the sample.

23
 24

According to Ary (2002:163), a sample is part of population or the

representative of a population. A sample is a small proportion selected
representative for observation an representative analysis. In this study, the
writer will use purposive sampling technique based on the teacher’s
judgement.

3.3. Setting of the Research

The setting of this research is at SMAN 6 Banjarmasin, Jalan

Belitung Darat Rt. 19 No. 130 , Kel. Belitung Utara, Kec. Banjarmasin
Barat.

3.4. The Technique Collecting Data

The researcher will collect the data as follows :

a. Test instrument

Test is a number measuring a person ability, knowledge, or

performance in a given domain. The test instrument is important role to
collect data. In this research there are two kinds of test, they are pre test
and post test. The researcher uses test in order to measure the students’
mastery in vocabulary. Pre test is used to know how far students’
competence before utilize Hot Seat and Go Touch techniques. Then, post
test is used to see how far the students’ competence after using Hot Seat
and Go Touch techniques. The test is consist of 40 questions and each
question has 2,5 point for the correct answer and 0 point for wrong answer.

b. Observation

The researcher will do observation in class with experimental

research. Observationis more than just looking and seeing. The reseacher
not only observe just one time, but also in every meeting. The function of
 25

observation is to know how far the action that they achieved. This method
also uses in finding concrete data easily and directly.

c. Documentation

The researcher will take picture about learning process or result of

learning in the class. So, the researcher needs documentation to know
about the situation shcool students. Documentation includes not only the
official organization papers, repots, brochure but also the more work-a-
day, lesson plan, and materials.

3.5. Validity and Reliability

3.5.1. Validity

According to Brown there are three methods of testing the validity of

a test, they are; content validity, -related validity and criterion-related
validity (2004:22). In this study, the researcher use content validity which
means that the test should representatively contain the items that are
supposed to be measured.

The validity of the tests can be seen where we find the relationship
between the consistency of the test and its objectives. The objectives of
this study is the students are able to understand the meaning of vocabulary
used in passage that is prepared by the researcher. During the research, the
students will be assigned to do various vocabulary exercises related to the
topic and they will be tested to use the same kinds of vocabulary tests in
the post-test. This means that the test will be considered valid based on the
content.

3.5.2. Reliability

Beside the validity, reliability is one of the criteria that makes a test
qualified. Brown has explained that a reliable test is consistent and
 26

dependable(2004:23). If we give the same test to the same students or to

matched students on two different occasions, the test should yield similar
results. Brown has added that there are several factors that may contribute
to the unreliability of a test, they are; student-related reliability, rater
reliability, test administration reliability, and test reliability. The pre test
will be tried out on another class before it is administered to the
experimental and control class. If the result is consistent, it means that the
test is reliable.

3.6. Data Analysis

For the next step of research is processing the data. The writer uses
comparative technique to evaluated hypothesis concerning to the
differences between two variables examined statistically. The writer uses
T-test to find out the differences score of students’ achievement in teaching
vocabulary using Hot Seat and Go Touch game which adapted from Anas
Sudijono.

The steps of the technique are:

1. Determining Mean of variable X

Mx =

Mx = mean variable X

∑X= the sum of variable X

N = the total number of students

2. Determining Mean of variable Y

My =
 27

My = mean variable Y

∑Y= the sum of variable Y

N = the total number of students

3. Determining standar deviation score of variable X

SDx =

SDx = Standar deviation score of variable X

= sum of variable X

= number of students

4. Determining standar deviation score of variable Y

SDy =

SDy = Standar deviation score of variable Y

= sum of variable Y

= number of students

5. Determining standart error mean of variable X

SEMX =
 28

SEMX = standard error mean of variable X

SDx = standard deviation of variable X

N = number of students

6. SEMy =

SEMy = standard error mean of variable Y

SDy = standard deviation of variable Y

N = number of students

7. Determining standard error mean of differences mean of variable X

and Y

SEMX – My =

SEMX – My = standard error mean of differences mean of variable X

and Y

SEMX2 = sum of standard error mean of variable X

SEMy2 = sum of standard error mean of variable Y

8. Determining t-table in significant level 5% and 1% with df

Df = (N1 + N2) – 2

DF = degree of freedom

N1 = number of students (control class)

N2 = number of students (experimental class)

 29

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