T H E E F F E C T I V E N E S S O F T E A C H I N G VO C A B UA R Y

By Using Jumbled Words Game For The Fifth Year

Students
At SDN Mojoagung 1 Prambon Nganjuk

Semester II FKIP Bhs. Inggris

 T H E E F F E C T I V E N E S S O F T E A C H I N G V O C A B UA R Y

• Extensive Reading, lecture is Irwan Sulistyanto, M.Pd

•Feren S
•Sinawang Deka FS
• 18.020.2300.13
• 18.020.2300.60

Semester II FKIP Bhs. Inggris 2

Abstra
ct
This research is aimed to know
whether there is any significant
teaching vocabulary by using
jumbled words game for the fifth
year students at SDN Mojoagung 1
Prambon Nganjuk or not.
It is recommended to the teacher
in order to use interactive and fun
in teaching in order to can
improve the students'’ vocabulary
mastery.
This is caused of vocabulary is the basic
component to master all of skills such as
listening, speaking, reading, and writing.
Students usually feel English is difficult matter.
There are several factors, examples factor
intern and extern factor. It is being effect
students can not memorize the vocabulary in a
large amount and they forget them easily.
The success of English teaching
learning in the school is not only sufficient by
implementing curriculum concept but also the
teachers. In this case, Pamela B. Richards in
Mujahid (2001) said that “the teacher is a most
significant factor for the success or failure of
the introduction of change into the learning
process”.
3
Semester II FKIP Bhs. Inggris
 T H E E F F E C T I V E N E S S O F T E A C H I N G V O C A B UA R Y

• Extensive Reading, lecture is Irwan Sulistyanto, M.Pd

• Use a good
technique will be
support the • Ghada
Sari in her journal said that
teacher’s games are used not only for more fun,
but more importantly for the useful
performance while presenting, practice and review of
teaching learning vocabulary to improve the learners’
process. communicative competence. And one of
• The appropriateness of making or the suitable games to be a technique is
using the teaching methods can pursue jumbled words game.
the achievement of education • Jumble to help them learn new
purposes. vocabulary words and increase the
students’ spirit and attract the
• One way to stimulate the students of student attention, because they can
elementary school to interest in guessing the object and also can
studying English is by using media, motivation in their brain to answer.
one of them is games.

Semester II FKIP Bhs. Inggris 4

T H E E F F E C T I V E N E S S O F T E A C H I N G V O C A B UA R Y
• Extensive Reading, lecture is Irwan Sulistyanto, M.Pd

Semester II FKIP Bhs. Inggris 5

 • Extensive Reading, lecture is Irwan
Sulistyanto, M.Pd

THE
EFFECTIVENESS
OF TEAC HING
VOCABUARY
6
Semester II FKIP Bhs. Inggris
 • Extensive Reading, lecture is Irwan
Sulistyanto, M.Pd

THE
EFFECTIVENESS OF
T E AC H I N G
V O C A B UA R Y

Semester II FKIP Bhs. Inggris 7

 2.
Teaching vocabulary
at
elementary
school
1.

3.

• Extensive Reading, lecture is Irwan Sulistyanto, M.Pd

Semester II FKIP Bhs. Inggris

 Recearch
Method

• THE EFFECTIVENESS OF TEACHING

VO CA B UA RY

Semester II FKIP Bhs. Inggris 9

 Table 1. Descriptive
statistic of pre-test and
PreTest
post-test.
PostTest • From table, it can be seen that the
N Valid 26 26 mean of pre-test is 60.62 and mean of
Missing 0 0 post-test is 74.38. Median of pre-test
is 62 and post-test is 74.38. Mode of
Mean 60.62 74.38
pre-test is 56 and post-test is 82.
Median 62.00 79.00 Standard deviation of pre-test is
Mode 56 82 20.883 and post-test is 15.190. Range
Std. Deviation 20.883 15.190 of pre-test is 68 and post-test is 54.
Range 68 54 The minimum score of pre-test is 24
and post-test is 42. The maximum
Minimum 24 42
score of pre-test is 92 and post-test is
Maximum 92 96 96. The last, sum of pre-test is 1576
Sum 1576 1934 and post-test is 1934.
THE EFFECTIVENESS
OF TEACHING
Semester II FKIP Bhs. Inggris 10
VOCABUARY
 Semester II FKIP Bhs. Inggr

Table 2. Categorization
of pre-test • Based on table above, there are 5 students
(20%) got score on 81-100 and in very good
Score Frequency Percentage Interpretation level. Next, 9 students (34%) got score on
61-80 or in good level. Then, 6 students
81-100 5 20% Very Good (23%) in fair level with got score 41-60. And
6 students again (23%) in bad level because
61-80 9 34% Good got score on 21-40. There are no students in
very bad level. Based on table category
41-60 6 23% Fair show that the students’ vocabulary mastery
is enough but it can increase again.
21-40 6 23% Bad • Maybe, the students got problems and
difficulties in mastering vocabulary. It was
0-20 0 0 Very Bad because of some factors. Firstly is factor
intern, like as they are felt bored when
total 26 100% learning process, they learn by heart or
passively through teacher’s explanation.
Secondly is extern factors like as, students
often talk with friends, disturb the other
THE EFFECTIVENESS friends and also because teacher’s
O F T E AC H I NG explanation which monotone and not
interest. It is being effect students cannot
VO C A B UA RY
memorize the vocabulary in a large
amount and they forget them easily.
 Table 3. Categorization Semester II FKIP Bhs. Inggr

of post-test • The categorization above showed that 10 students got score 81-100 or
38% of students got very good level. Then, 12 students also increase
with score 61-80 or 23% of total students in level good. Next, 4 students
got score 41-60 or in fair level with 15%. And there were no students
who got bad and very bad again.
Score Frequency Percentage Interpretation
• It proud that teaching vocabulary by using jumbled words game was
gave good effect to students’ vocabulary mastery. It showed from
81-100 10 38% Very good increasing students’ score after teaching being taught jumbled words
game. According to Julia khan (1992:142) “children play and children
61-80 12 46% Good want to play. Children learn through playing. In playing together,
children interesting they develop language skill. Games provide
41-60 4 15% Fair context for play, reasons for playing and routine for playing”. So, the
writer used this theory to make the lesson more interactive and fun by
21-40 0 0% Bad using jumbled words game. It was agreed with opinion from Nguyen
(2003) in Sumarni states that games are used not only for more fun, but
0-20 0 0% Very bad more importantly, for the useful practice and review of language
lessons, thus leading toward the goal of improving learners’
Total 26 100% communicative competence. The student’s likes playing that
unconscious they were learn while playing games.
• In this experiment which is represented by the fifth year students at
SDN Mojoagung I where the students is taught by using jumbled words
game have good influence and can increase of students’ vocabulary
THE EFFECTIVENESS mastery. It indicated that by using jumbled words game in teaching
O F T E AC H I NG vocabulary can help students to remembering of name and meaning of
VO C A B UA RY new words easily and interest in learning English lesson. It is because
game are fun, and nearly with everyone.
 Th e s i g n i f i c a n t d i f f e r e n t b e t w e e n s t u d e n t s ’ vo c a b u l a r y
mastery on pre-test and post-test

THE EFFECTIVENESS
O F T E AC H I NG
VO C A B UA RY
Semester II FKIP Bhs. Inggris
 The Effectiveness Of
Teaching Vocabulary By Method df t- t-table t-table Result
Using Jumbled Words statistic 1% 5%

Game
Using 25 8.01 2.79 2.06 significa
nt
After found the Jumbled
difference score
between pre-test and Word

post-test, the Games

researcher then
calculated of t-test.
The t-test score found
8, 01 with t-table at
level 1% (2.06) and 5%
(2.79).
The result showed
that t-test is higher
than t-table
Semester(2.06<8.01>2.79).
II FKIP Bhs. Inggris We
• The table above shows that using method
jumbled words game with degree of
freedom amount of 25 with t-statistic 8.01
is significant if compared with t-tables
levels at 1% (2.76) and 5% (2.06).
• It was concluded that it appropriate with
alternative hypothesis of this research
which show it is accepted (Arikunto 2002,
66-67).
• It means that teaching vocabulary by
using jumbled words game at the fifth
year students at SDN Mojoagung I is
THANK YOU!
• Any Questions?