CHAPTER I

INTRODUCTION

1.1 Background of the Study

Language is very important in human life. It is used by people to communicate

with another. There are many languages, which are used and learned by people in

many different places in many different ways.English is one example of the language

used by people to interest to each other.

As one of the International languages, English is used and learned by many

people in the world. In Indonesia, English is regarded as the first foreign language.

That is learned from Primary School to University, even in kindergarten, they have

started to study English. It needs teacher skill. The teacher should be able to create an

interesting method and technique in order to obtain a good result and avoid the

student boredom. There are some sub skills that should be taught in English learning.

They are vocabulary, grammar, pronunciation, etc. One of them is vocabulary.

Vocabulary is a part of linguistics competence. According to Canale and

Swain, ―linguistics competence is concerned with mastery of the linguistic code

(verbal or non-verbal) which includes vocabulary knowledge as well as knowledge of

morphological, syntactic, semantic, and phonetic rules.‖Vocabulary is then an

essential component learned in language learning. The most important point of the

statement above is that mastering vocabulary for students is the main component in

order to learn a language successfully. In listening, students‘ vocabulary influences

their understanding towards teachers‘ speech, class discussion, and other speeches.

The words that they choose in speaking affect how well they deliver a message. In

reading, students‘ vocabulary affects their ability to understand and comprehend a

text. In addition, dealing with writing, students‘ vocabulary also influences how clear

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they convey their thought to the reader. In short, vocabulary takes an important role in

equipping the students to be able to communicate in English.

Teaching vocabulary in Junior High School is very important because

vocabulary is the basic knowledge of someone to master all language skills in a higher

study for the further knowledge. The success of English language teaching in Junior

High School depends on the extent of the teachers‘ creativity. Since vocabulary

becomes one of the important aspects in teaching and learning of English, the

teaching vocabulary in the classroom should be appropriate in order to avoid

problems relates to the students‘ vocabulary mastery.

Up to now, many teachers have not still used any teaching media as the aid in

improving the students‘ vocabulary mastery and as the variety of teachers‘ techniques

of teaching in classroom. Meanwhile, the effort to increase the students‘ vocabulary

by using playing media has not grown well. Quite a few teachers teach using games or

other media during any of the lesson.

Based on the writer‘s experience when doing observation at SMP Sw. HKBP

Sidorame Medan, it is shown that 20 students of 24 students get score under 70 in

vocabulary test. So, the mean of the score of the students is 51,87. The students faced

many problems dealing with vocabulary. Those problems are: first, students were lazy

to memorize all the unfamiliar words that they heard or read in a text. Second,

students had difficulties in understanding and comprehending the meanings of

unfamiliar words. Third, students were bored and unmotivated to learn. The

conventional technology which is applied by the teacher seemed to force them to

memorize new vocabularies without the help of media. It made students tend to show

low attention on acquiring new vocabularies. To support the statement above there is

a table of the score of the students as follows:

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 Table 1. 1 The List of Vocabulary Score at SMP Sw. HKBP
Sidorame (VIII)
No Name of Students Score
1 AbdiPatuanSitanggang 50
2 CiciSiringo-Ringo 45
3 Dame Napitupulu 40
4 DandiMunthe 40
5 EkoPasaribu 40
6 Erika Siregar 55
7 Ester Marpaung 70
8 Ester Pardosi 45
9 Femi Manurung 60
10 FirmanSitanggang 50
11 Gidion 40
12 Johan Sirait 70
13 JosuaGohae 45
14 Kiki Siregar 65
15 LeonyMatondang 40
16 MeldaSihombing 50
17 Natal Sianturi 30
18 PestaSaragih 75
19 Putri Tania Silaen 60
20 Reni Simajuntak 45
21 Samuel Siregar 60
22 Tania Silaen 40
23 ViobellaNainggolan 60
24 WisrelSiregar 70

In relation to vocabulary teaching, the use of instructional media could be used

as a tool to attract the students‘ attention, interest, and motivation to learn. The

common media that are used in teaching Junior High School students are whiteboard,

pictures, slide projectors, and games. One of them is game.

However, learning English vocabulary using games has an important role for

Junior High School teacher and students. The first, as students, they have strong and

good motivation to deepen English language. The second, they are easy to accept the

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English language because they learn by playing games that nowadays has been grown

and developed in Indonesia. The third, teaching English vocabulary using games can

help teacher in teaching learning process. There are some kinds of games. They are

movement games, card games, board games, drawing games, guessing games and

dice games. One of them is dice games.

In this study, the writer chooses Dice game as the teaching media to increase

students‘ vocabulary mastery for making easy to do. Indeed, a dice game is an

interesting game, which is full of any challenge to play.

Based on the reason above, the researcher would like to conduct a research

entitled ―The Effect of Using Dice Game on Students Vocabulary Mastery.‖

1.2 The Problem of the Study

Based on the background of the study, the problem of the study was

formulated as the following:

―Does the use of Dice game significantly affect students‘ vocabulary mastery at the

second grade of SMP Sw. HKBP Sidorame?‖

1.3 The Scope of the Study

Based on the background above, the writer limited the research just focus on

the effect of using dice game on students‘ vocabulary mastery at the second year

students of SMP Sw. HKBP Sidorame Medan.According to Thornbury (2007:3) there

are some classes of vocabulary. They are nouns, pronouns, verbs, adjectives, adverbs,

prepositions, conjunction and determiner. In this study, the writer limits the

vocabulary on nouns. It refers to the concrete noun.Besides that, there are also many

types of games, such as; movement games, card games, board games, drawing games,

guessing games and dice games. This study was limited on the use of dice game.

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1.4 The Objective of the study

In relation on the problem mention above, the objective of the study was to

find out whether Dice game affectsstudents‘ vocabulary mastery or not.

1.5 The Significances of the Study

The findings of the study were expected to be useful for:

1. English teachers to improve the students‘ achievement in writing especially in

vocabulary mastery by using dice game,

2. The students of Faculty of Teaching and Education to overcome their

problems in vocabulary mastery,

3. The other writers to improve their knowledge to understand about vocabulary

mastery by using dice game.

1.6 Hypothesis of the Study

This research was to answer the question about the significance different

between teaching Vocabulary Mastery by using Dice Game and teaching Vocabulary

Mastery without using Dice Game. Therefore, writer proposed hypotheses as follows:

Alternative Hypothesis (Ha):

The Using of Dice Game significantly affects students‘ vocabulary Mastery.

Null Hypothesis (Ho):

The Using of Dice Game does not significantly affect students‘ vocabulary

Mastery.

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 CHAPTER II

REVIEW OF LITERATURE

2.1. Theoretical Framework

Theoretical Framework is aimed at giving some concepts in analyzing the

study in research. In conducting a research, there are some theories which are needed

to explain some concepts or term applied in the research concerned. The concepts

which are used must be clarified. The research follows some theories as; Hornby

(2007: 238,959), Nunan (2006: 101), etc. So, the writer and the readers might have

the same perspective of implementation on the field.

2.2. Vocabulary

There are some definitions of vocabulary proposed by linguist experts,

Hornby (2007: 959) defines vocabulary as: (1) all the words that a person knows or

uses; (2) all the words in particular language; (3) the words that people use when they

are talking about a particular subject; (4) a list of words with their meaning. It means

that a language that people used to talk a certain topic consists of a number of words.

Vocabulary is part of a language that underlies the understanding of the

language itself as stated by Nunan (2006: 101) that vocabulary is more than list of

target language words. Vocabulary is part of the language system. In addition, the

quality of learners‘ vocabulary influences the four language skills. Moreover, Richard

and Renadya (2007: 255) proposed that vocabulary is an important part of language

proficiency and grant much of the basis for how well learners listen, speak, read, and

write. He said that learners can achieve less than their potential without an extensive

vocabulary and strategies for acquiring new words. Furthermore, Thornbury (2007:

14) states that vocabulary means a large collection of items. He adds that learning

vocabulary is important because it enriches someone‘s knowledge of words. In line

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with Stahl (2005) in Thornbury (2007), defines vocabulary as knowledge; the

knowledge of a word not only implies definition, but also how that word fits into the

world. Vocabulary knowledge is not something that can over the course of a lifetime.

From these definitions, vocabulary is part of language system that people used to

communicate which consists of a large collection of items. Vocabulary is knowledge

of how the words fit into the world.

According to Charthy (2008: 3), vocabulary of a language like English

consists of several hundred thousand words. He also stated when we speak of the

vocabulary of a language we are speaking primarily, but not exclusively, of the words

of a language. It is most convenient to think of words as freestanding item of

language that has meaning.

Based on the explanation above, it means that vocabulary has an important

role in language. Vocabulary is also the basic of language that should be known by

the user. Because people cannot state what in their mind is, if they do not have

vocabulary.

2.2.1 Kinds of Vocabulary

According to Madya (2009: 13-14), there are two types of vocabulary. They

are productive and unproductive vocabulary. The active vocabulary is the vocabulary

made up of words that one uses in speaking and writing. On the other hand, the

unproductive vocabulary is composed of words which one understands when one

hears or reads them, and does not ordinarily use in one‘s speaking and writing or in

one‘s daily life. Thornbury (2007:3) divided vocabulary to teach into eight different

classess. They are:

1. Nouns : bits, pieces, record, player

2. Pronouns : I, them

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3. Verbs : like, looking, doing, to look

4. Adjectives : old, second-hand, to look

5. Adverbs : up

6. Prepositions : for, like

7. Conjunction : and

8. Determiner : --

In addition, Nation, Paul (2005: 24) also divides vocabulary into two types.

They are receptive vocabulary and productive vocabulary. Receptive vocabulary uses

distinguishing the form of a word while listening or reading and retrieving meaning.

Then productive vocabulary is used to express a meaning through speaking or writing

and producing the appropriate spoken or written word form.

There are kinds of vocabulary. Different expert has different kinds of

vocabulary. But it has the same sense. In this research, the writer chooses

Thornbury‘s theory related on the kinds of vocabulary.

2.2.2 Roles of Vocabulary

Vocabulary has an important role in the language learning. People can talk one

another because of vocabulary. Person can explain something to another because of

vocabulary. As a linguist David Wilkins in Thornbury (2007: 13) stated that ―without

grammar very little can be conveyed, without vocabulary nothing can be conveyed‖.

One should know a certain amount of vocabulary in order to be able to use the

language productively. It is not only for communicating orally, but also in written

form.

A large vocabulary allows for communicating in ways that are precise,

powerful, persuasive, and interesting. In conclusion, learners have to pay a greater

attention to the vocabulary teaching because the knowledge of vocabulary is very

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important. The teacher must have an effective and efficient method in order to make

the goal of teaching of vocabulary successful. Someone will be able to improve

achievement and enhance communication if he/ she can master vocabulary well.

2.2.3 Vocabulary Mastery

Vocabulary is needed by people to understand the meaning of words and it

helps them to express precisely. Limited vocabulary mastery can give bad influences

in the teaching-learning process of a language. Furthermore, mastering vocabulary

well is important for the language learners. Vocabulary mastery is a gradual process.

To reach out the good vocabulary mastery someone needs to follow the process. It can

be defined as through knowledge of the words of a language. The learners‘

vocabulary mastery is indicated by their ability in producing and understanding the

words in their daily life.

Further Krasen and Terrel (2010) stated that vocabulary mastery is also very

important for the acquisition process. Acquisition depends significantly on the

comprehensible input. The comprehensibility is dependent directly on the ability to

recognize the meaning of key elements in the utterance. Cameron (2006: 74) says that

learning word is not something that is done and finished yet. To master vocabulary is

to learn new words, meaning to increase vocabulary. The learning includes the

pronunciation, the meaning, the spelling, the usage, and the part of speech of the

words. She also adds that learning words is a cycle process of meeting new words and

initial learning, followed by meeting those words repeatedly, each time extending

knowledge of what the words mean and how they are used in the foreign language.

This means that every time learners meet those familiar words again, they in directly

improve their knowledge about the words. Vocabulary mastery of course relates to

what kinds of words learners have to master. According to Nation (2005: 7), the most

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important group of words is the high frequency words of the language. These words

occur very frequently in all kinds of uses of the language. They are needed in formal

and informal uses of the language.

He also adds that the high frequency words have the following characteristics:

(1) each high frequency words occur very often; (2) the high frequency words are

useful. They are also important for both receptive and productive use, for both oral

and written, and for both formal and informal use; (3) the high frequency words make

up a very large proportion of the running words in all kinds of texts and language use;

(4) they are a relatively small group of words about two thousand words that could be

covered in a school teaching program over three to five years.

Mastering vocabulary is one of the learners‘ needs in order to understand the

language. In English teaching-learning process, mastering vocabulary well can help

the students to understand the lesson. For junior high school students, they are

expected to master at least the first a thousands of high frequency words. In addition,

according to Nation (2005: 13) the high frequency words is very important because

these words cover a very large proportion of the running words in both spoken and

written texts. Furthermore, by mastering at least the high frequency words can help

the students in understanding the target language.

2.2.4 Teaching Vocabulary in Junior High School

Teaching vocabulary is not easy. The teacher needs a good preparation before

teaching vocabulary in the classroom. Depending on the teaching goal, a teacher is

required to have knowledge about what words to be taught. The teacher may refer to

the classes of vocabulary described by Thornbury (2007:3) when deciding which

word classes to teach.

1. Nouns : bits, pieces, record, player

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 2. Pronouns : I, them

3. Verbs : like, looking, doing, to look

4. Adjectives : old, second-hand, to look

5. Adverbs : up

6. Prepositions : for, like

7. Conjunction : and

8. Determiner : --

Beck et al., in Nation (2005:13-14) states that there are some principles for

teachers in the teaching of vocabulary.

1. High frequency words should be taught to the students because they are important

enough to deserve time in class.

2. Academic words should be taught to the learners with academic purpose.

3. Technical words are only learnt while the students are studying the contentmatter

of the certain subjects.

4. Low frequency words may be taught after the students have a good control of the

high frequency, academic and technical words. The teacher should not spend

much time to teach low frequency words because it is wasting-time. But the

teacher may give the students strategy to learn it.

Thornbury (2007: 30) suggests some implications in teaching vocabulary.

They are:

1. By building networks of association the learners need tasks and strategies to help

them organize their mental lexicon.

2. The learning of new words involves a period of ‗initial fuzziness‘ and the teacher

needs to accept it.

3. Learners need to wean themselves off a reliance on direct translation from their

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 mother tongue.

4. Words should be presented in their typical context so that learners can get a feel

for the meaning, register, collocations, and syntactic environments of those words.

5. Teaching should direct attention to the sound of new words, particularly the stress.

6. Learners should aim to build vocabulary range as quickly as possible.

7. The learning of words should involve the learners.

8. Learners need multiple exposures to words and they need to retrieve words from

memory repeatedly.

9. Multiple decisions about words should be made by the learners.

10. If new words are used to express personally relevant meaning, they may be

reinforced.

This means that vocabulary of any language is huge and its acquisition takes

time, even for native speaker. So, there should be efforts to improve students‘

vocabulary.

2.3. Games

Language games are not activities mainly aimed to kill time. Many people like

games. It is caused, games are fun to play. Games are interesting especially for

children. Hadfield (2010:1) defines game as an activity with rules, a goal and an

element of fun. The element of fun in games provides the students more life situation

with more chance to express their ideas in their own ways but under the rule. So,

games are not only fun an enjoyable, but also can provide excellent practice for

improving grammar, vocabulary, pronunciation, and the for language skills. The

inclusion of games as an integral part of any language syllabus provides an

opportunity for intensive language practice, offers a context in which language is used

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meaningfully and as a means to an end, and act as a diagnostic tool for the teacher,

highlighting areas of difficulty.

In addition, according to Wright, Betteridge and Bucky (2006) the word

´game´ means, an activity which is entertaining and engaging, often challenging and

an activity in which learners play and usually interact. Therefore the game does not

only help to learn new vocabulary or grammar but also develop learners‘ social and

communicative skills, their sense of fair play and encourage and increase cooperation.

Harmer (2005:101) states that games are a vital part of a teacher‘s equipment,

not only for language practice they provide, but also for the therapeutic effect they

have. They can be used at any stage of a class to provide an amusing and challenging

respite from other classroom activity and are especially useful at the end of a long day

to send students away feeling cheerful about their English class. From the definitions

above, it can be concluded that what differentiates language games from other

activities in EFL classroom is because games coincide principally in three aspects:

goal, rules, and enjoyment. While performing games, there is always a goal to reach,

rules to follow, and an enjoyment to experience.

2.3.1 Kinds of Games

Different writers have different classification of games. It means that there are

many games which is provided whether it is for children or adult. Lewis and Bedson

(2008:16-17) classify games into eleven different types:

1. Movement games. In these games, the children are physically active. They are

generally ‗rousers‘ and need to be closely monitored.

2. Card games. Children collect, give away, exchange, short, and count cards. The

cards can have a meaning or value in a game, or simply serve as symbols for

objects or actions. Cards are often components of other game types as well.

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3. Board games. It is any games which mainly involve moving markers along a path.

Board games can be made by the children as a fun craft activity.

4. Dice games. Dice games are incredibly versatile. Remember that the dice need not

only have numbers on the faces. They can have numbers, colors,letters of

alphabet—virtually anything you like. Dice need not be six-sided either. In special

shops you can find 12-sided dice or even round dice with a weighted ball in the

middle. Little children might only roll one dice, while older children can play

games with three or four dice at the same time.

5. Drawing games. Drawing games are special because they span a gap between key

function of the brain. On the one hand, drawing requires creativity and sensitivity

towards the world. On the other hand, the children must be able to understand

instruction and describe their art. Drawing games are particularly helpful with shy

children who are reluctant to talk. A picture is a very personal thing and although

children may not be ready to describe their picture, they will certainly respond to

your question with yes or no answers.

6. Guessing games. In guessing games, the aim is to guess the answer to a question

of some kind.

7. Role-play games. Role play games can be seen as simple, guided drama activities.

The language input can be quite rigidly prescribed or very open depending on the

language level, curiosity, and confidence of your class. Role plays stimulate a

child‘s imagination and are tests of true communication.

8. Singing and chanting games. Singing and chanting games often involve

movement, but we decided to list them separately since music plays such an

important role in early childhood learning.

9. Team games. Team games can belong to the other categories, but also require

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 cooperative team work.

10. Word games. These games utilize children‘s enjoyment of playing with words.

They are mostly for older children as they involve spelling and writing.

Hadfield (2010:5) said that games can take one of the following forms:

1. Information gap. Students ask their partners to get missing information to

complete the task or card they have or together solve a problem.

2. Guessing games. The player with the information deliberately withholds it, while

others guess what it may be.

3. Search games. Players must obtain all or a large amount of the information

available to fill in a questionnaire or to solve a problem.

4. Matching games. These games involve matching pairs of cards or pictures.

Everyone must find a partner with a corresponding card or a picture.

5. Matching-up games. Each player in a group has a list of opinions, preferences,

wants or possibilities. Through discussion and compromise, the group must reach

an agreement.

6. Exchanging games. Players have certain articles, or ideas which they wish to

exchange for others. The aim of the game is to make an exchange that is

satisfactory to both sides.

7. Collecting games. Players need to collect cards in order to complete a set.

8. Combining activities. Players must act on certain information in order to arrange

themselves in groups.

9. Arranging games. Players must acquire information and act on it in order to

arrange items in a specific order.

The kinds of games based on some theories above are different. It means that

there are many kinds of games that can be used by the teacher in teaching English.

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2.3.2 The Advantages of Games

Everybody knows that games are fun, but some people think that they are only

fun. In fact, games are not only fun and enjoyable teaching techniques for the students

to follow. Games make the students actively involved in the teaching learning

process. Games can be used to review the material at the end of the lesson. Besides

that, games can also increase the students‘ interest and motivation to follow the

lesson. As Lewis and Bedson (2008:5) said, games add variation to a lesson and

increase motivation by providing a reasonable incentive to use the target language. It

means that games are not only for time-filling activities when there are no more

activities to do in the classroom but it can be used to help the teacher in the teaching

learning process.

2.4. Dice Game

Jimbo (2015) states a die (plural dice, from Old Frenchdé, from Latin datum

"something given or played") is a small throwable object with multiple resting

attitudes, used for generating random numbers or other symbols. This makes dice

suitable as gambling devices, especially for craps or for use in non-gambling tabletop

games.

Hadfield (2010:6) also has a theory about dice game. According to him, dice

games are familiar game types, where the aim is to be able recognize written

numbers; drawing; matching, and for language like; face and/or body vocabulary;

basic game language. This game is easy and fun to play. In this game, a teacher

should draw an arrow from each number to a picture on the right-hand side. A picture

should relate on the topic, for example a part of face (nose, mouth, eye, ear, tongue,

and eyebrows. Then the teacher gives each child a piece of paper and put some pens

in the middle and explain to the children that they need to draw a face with all the

16
pointing, and show that each face parts has a corresponding number. Child 1 rolls the

dice. He or she must call out the number and the corresponding body part. The child

passes the dice to the child on the left and draws the face part he or she rolled. The

next child does the same, and so on. If a child rolls a number he or she has already

rolled, the dice moves on the next player. The first child to complete a full face wins.

This game is also aimed at passive understanding with young children. It is important

to talk to the children during the game and get them to understand the words they are

saying in different contexts. If a teacher ops for the second variation practice the

phrase before introducing them into the game. The teacher does not need to worry

about accuracy with these phrases. The children will use them as ‗chunks‘ at first and

only with time will they give meaning to all the words.

According to Hornby(2007: 238), Dice /dais/ n pl. (sing (formal die or dice) are

small cubes of wood, bone, etc. marked with 1-6 spots, used in games of chance.

Lewis and Bedson (2008:17) said that dice games are incredibly versatile. Dice

need not only have numbers in the faces. They can have numbers, colors, letter of the

alphabet—virtually anything you like. Dice need not be six-side either. In special

shops, you can find 12-sided dice or even round dice with a weighted ball in the

middle. Little children might only roll one dice, while older children can play games

with three or four dice at the same time.

A traditional die is a cube (often with corners slightly rounded), marked on

each of its six faces with a different number of circular patches or pits called pips. All

of these pips have the same appearance within a set of dice, and are sized for ease of

recognizing the pattern formed by the pips on a face. The design as a whole is aimed

at each die providing one randomly determined integer, in the range from one to six,

with each of those values being equally likely.

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 Guadart (2003) in Lee (2012:6) claims that with the current emphasis on

communication in teaching language, dice game was one identified solution for many

teachers. Dice game offer potential language practices if they are constructed

according to specific syllabus specifications. Besides transforming formulaic forms of

learning in the classroom to real life application, games can increase motivation and

enjoyment. She also adds that Project Relate, a research project using dice games

carried out over five years at University Malaya received a large degree of success

and satisfaction. She, however, reminds that dice game should suit learners‘ level of

proficiency and current knowledge. However, she claims that many teachers are not

keen to introduce games in the classroom because they find it troublesome to design

games of feel that they are not creative enough to do so.

According to Lee (2012: 25) the majority of the students indicated that they

like playing dice games but not many were able to play during language lessons. They

believed that dice games should be introduced in the English classroom as language

dice games could possibly help them learn the target language.

Dice game is a game which is fun to play. This game should be played in

group. This game is often use in gambling, but it is also good to be applied in teaching

English, especially for vocabulary. Even though, it can be played and effective to be

used in teaching especially for English teaching, teacher rarely uses this in the class.

This game has been proven success in teaching vocabulary.

2.4.1 The Advantages of Dice Game

Language learning is hard work. One must make an effort to understand, to

repeat accurately, to manipulate newly understood language and to use the whole

range of known language in conversation or written composition. Effort is required

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atevery moment and must be maintained over a long period of time. Games help and

encourage many learners to sustain their interest and work.

Using games in language teaching can help students develop their structure

and produce thesame grammar and structure repeatedly. We can also use game as

vehicles of the language teaching learning. Jimbo (2015) states four major advantages

of using games in language learning:

1. Dice games help and encourage many students or learners to sustain their interest

and work on learning a language.

2. Dice games can help teachers to create contexts in which language is useful and

meaningful. Teaching English involves the teaching of patterns. This pattern can

be taught meaningfully through games.

3. Dice Games provide the repeated use of language form or drill. By making the

language convey information and opinion, games provide the key feature of drill

with the opportunity to the working of language as living communication.

4. Dice games can be found to give practice in all the skills, in all the stages of the

teaching learning sequence and for many types of communication.

2.5. Previous Research

The writer took the review of relate literature from other graduation paper as

the principles or comparisons with this research. The first one was taken from

Prasetiawati (2012) entitled Teaching Vocabulary Using Hangaroo Game in the

secondgrade students of Junior High School, the main purpose of the thesis was to

describe how to use Hangaroo Game in learning vocabulary of the students at

Junior High School and to find out the advantages and disadvantages of Hangaroo

game in teaching vocabulary. The similarities with this study are the use of game in

teaching vocabulary and the field of taking data in the secondgrade students of

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 Junior High School. The differences are the kinds of the technique, in which the

study uses Hangaroo game while this study uses Dice game.

The other was Rondiyan(2012) entitled The Use of Dice Game to Improve

Students‘ Mastery in Simple Present Tensethe eighth Grade Students in MTs Negeri

02 Semarang in the Academic Year of 2011/2012. The study focuses on improving

students‘ mastery in grammar especially in Simple Present Tense. The similarity

with this study is that both use dice game as the technique. The different is that

dice game in the study is used to improving students‘ mastery in grammar

especially in Simple Present Tense, while in this study, dice game is used to

improve students‘ vocabulary mastery.

2.6. Conceptual Framework

As explained in the literature review, vocabulary is one of the main elements in

a language. It is known that vocabulary mastery supports the mastery of four language

skills, namely listening, speaking, reading, and writing. Vocabulary mastery also

influences the students‘ learning process and their achievement. The greater the

students‘ vocabulary is the greater the amount of the students‘ learning will be.

Teaching vocabulary is not only giving and explaining new words or

vocabulary, but also implementing the vocabularies in many various contexts which

make the students understand their meanings and then able to appropriately use them

in the different contexts. The assumption that the weakness of SMP students in

understanding spoken and written text is that they lack vocabulary in their minds has

supported the teacher to choose an appropriate method and medium to be used in

teaching and learning process.

In relation to the vocabulary teaching, the teacher should present the new

vocabulary within some interesting learning activities so that they can arouse the

20
students‘ interest. One way to create an interesting teaching-learning activity is by

involving the students. It can be the students-centered activity rather than teacher-

centered. Moreover, one of the interesting activities that can involve the students and

help them in memorizing new vocabulary is games especially Dice Games.

Dice Games are not only interesting but there are some reasons why the teacher

may use games in the classroom. Through dice games, the students experiment,

discover, and interact with their environment. Moreover, according to Lewis and

Bedson (2008) dice games also add variation to a lesson and increase motivation by

providing a reasonable motivation to use the target language. Dice Games can provide

the stimulus. The foreign language can be immediately useful for the students through

the dice game context. It brings the target language to life.

In addition, through interesting games the students can acquire the language

unconsciously. Besides, the students have a short attention span, so giving lively dice

games into classes can keep students enjoying themselves. Therefore, by using

communicative activities the teacher can enjoy the success of being a teacher.

Dice Games make students learn the target language without feeling that they

are forced to learn it. They feel relax and have fun with learning English through dice

games. Furthermore, if dice games which focus on vocabulary are implemented, they

can improve the students‘ vocabulary mastery.

21
 Students Problem in
Vocabulary Mastery

Game in Teaching
Dice Game
Vocabulary
Mastery
The Reason

1. Dice games help and

encourage many students.
2. Dice games can help Teaching
teachers to create Vocabulary
contexts.
3. Dice Games provide the
repeated use of language.

Teacher can make the

students able tomaster in Students learn how to
Vocabulary master in Vocabulary

The Effect of Using

Dice
GameOnStudents’
Vocabulary Mastery

Figure 2.1 The Conceptual Framework of The Effect of Using Dice Game On
Students‘ Vocabulary Mastery (Lewis and Bedson, 2008).

22
 CHAPTER III

RESEARCH METHOD

3.1 Research Design

The method of this research was conducted by applying Experimental Quantitative

Research. This research was conducted at the secondyear of the students in SMP Sw. HKBP

Sidorame Medan. It is designed by using three steps, namely: Pre-Test, Treatment, and Post

Test.

With the objective of testing or varying a theory rather than developing it, the writer

advanced a theory, collected the data and tasted it, and reflected on the confirmation or

disconfirmation of the theory by result.

Group Pre-Test Treatment Post-Test

Experimental  Using Dice Game 

Control  Without Dice Game 

(Conventional Treatment)

3.2 Population and Sample

The subject of this study wouldbeat the second grade students of SMP Sw. HKBP

Sidorame Medan.

3.2.1. Population

Population is the subject of a research. The subject of this research wasthe second grade

students of SMP Sw. HKBP Sidorame Medan in academic year 2015/2016. The second grade

of SMP Sw. HKBP Sidorame Medan in academic year 2015/2016 was two classes.It was

chosen based upon the unstructured interview result with the English teacher and observation

result in test form at that class proving that they have the lowest achievement of English test

especially in vocabulary. That was why theyneed an appropriate technique to help them in

mastering their English scores by students‘ vocabulary mastery.

23
3.2.2. Sample

Sample wouldbe a part of all representation of population that is analyzed. The

population in this study werethe second grade students of SMP Sw. HKBP Sidorame Medan

in academic year 2015/2016. The second grade of SMP Sw. HKBP Sidorame Medan in

academic year 2015/2016 has two classes. They were VIII-1 and VIII-2. The number of

students in VIII-1 class consists of 31 (thirty one) and VIII-2 consists of 30 (thirty). All of the

population was taken to be the sample that is called as total sampling.

3.3 The Instrument of Collecting Data

In this research, the data werecollected by quantitative and qualitative data. The

instrument of collecting data is used by the researcher to get the data observation by using:

1. Observations: is a technique for collecting data about researcher and students‘ activities in

teaching and learning process. Then observation sheet is given based on reality in the

classroom, the type of observation which is used in this research is direct observation.

2. Test: is used for getting data of research result and students activities in teaching learning.

There are two tests used in this research as follows:

a. Pre-test is done in control group and experimental group.

b. Post-test is implemented in control group and experimental group.

3.4 Procedure of the Study

The research was divided into two groups: experimental and control group. A set of

treatment is applied to experimental group. Then, the process of research consisted of three

steps namely pre-test, treatment, and post-test.

3.4.1 Pre-Test

The test was done to measure the sample‘s ability in vocabulary mastery. The test is

done before treatment done. The forms are multiple-choice, matching, gap-fill.

24
3.4.2 Treatment

The treatment was given to students after the writer get the score in pre-test. If the

score in pre-test was not good so it wouldbe done. In the experimental group, the students

achieve the treatment by using Dice Game, while the control group is taught Vocabulary

mastery without using Dice Game.

3.4.3 Post-Test

After conducting the treatment, the post-test was given to know the students‘

achievement in Vocabulary mastery by using Dice Game. The post-test was also given to find

vocabulary mastery well. The forms were multiple-choice, matching, gap-fill.

3.5 Scoring System

It was necessary to know the indicator before giving the test. In assessing writing, it

was needed to decide the criteria of scoring. By deciding the criteria of scoring, it was easy to

get information about how far the student‘s improvement in writing ability. In scoring the

written test, the scores were from 0-100 for all components students are getting 100 point.

𝑅
S= X 100%
𝑁

Where:

S= Score of the test

R= Number of the correct answer

N= Number of test items

3.6 Procedure of Analyzing Data

The data were analyzed by using some steps:

1. Calculating the data from the scoring of the experimental and control

group.

2. Identifying the score of the students who are being treated and who are not.

3. Comparing the score.

25
 4. Drawing the conclusion and answering the hypothesis.

3.7 The Validity and Reliability of the Test

The validity and reliability determined how well a test was. These two factors should

be fulfilled a test before it was used to derive valid data of the research.

3.7.1 The Validity of the Test

The writer employ the five validity criteria proposed by Anderson et al., 1994 in

Burns, 2010 (161-162). They are democratic validity, process validity, outcome validity,

catalytic validity, and dialogic validity.

The democratic validity can be seen in every steps of the research from the beginning.

Together with the research members I worked collaboratively to find the problems which had

been overcome and found the actions which had been implemented. In addition, all

participants of this research are given ample opportunities to give their feelings, opinions,

ideas, comments or suggestions related to the research.

The content validity refers to how comprehensively the measure assesses the

underlying construct that claims to assess. This measure would have low content validity if it

assessed whether the candidate was comfortable talking to many different people but not

whether they were comfortable with math, because the candidate would not have been

thoroughly evaluated on every facet of being a banker. The measure did not cover the full

breadth of what the job requires.

The outcome validity is related to the actions that lead to the results that are

successful within the research context. To fulfill the outcome validity, some indicators that

show the improvement of the students‘ vocabulary mastery in the teaching learning process

formulated together.

The catalytic validity is done by allowing each person involved in the research to

learn and gain more insights from the research processes. It fulfilled by encouraging them to

26
express their opinions about the changes they have experienced and to modify their

techniques to bring about improvement.

The validity of the test that the writer used was the content validity, because this

validity depends on the validity of the research process which is aimed at improving and

some indicators show the improvement of the students‘ vocabulary mastery in the teaching

learning process formulated together.

3.7.2 The Reliability of the Test

Reliability was one of the characteristics of good tests. It referred to the consistency

of the measurement. According to Best and Kahn (2006:289) reliability is the degree of

consistency that the instrument or procedure demonstrated: whatever it is measuring, it does

so consistently. A good instrument is not tendencies to lead the respondents in choosing

certain answers. If the data is appropriate to the fact, the result was the same although it was

exercised many times. It means the reliability refers to the consistency of the measurement.

In order to find out whether the test reliable or not, the writer used the formula of

Kuder Richardson (KR21) inArikunto (2010:238-240) as the following:

K M(K−M)
R= [1 − ]
𝐾−1 K𝑆 2

Where:

R : Reliability of instrument

K : The number of Items of the Test

S : Standard Deviation of the Score

M : Mean of the score

The calculation shows that the coefficient reliability of the test was R=

0.0-0.20 = the reliability is very low

0.20-0.40 = the reliability is low

27
 0.40-0.60 = the reliability is fair

0.60-0.80 = the reliability is high

0.80-1.0 = the reliability is very high

3.8 Technique of Analyzing Data

According to Arikunto (2010:354-355), to test the hypothesis, the T-test formula used

as the following:

𝑀𝑋 −𝑀𝑌
t=
Ʃ𝑋 2 +Ʃ𝑌 2 1 1
+
𝑁 𝑋 +𝑁 𝑌 −2 𝑁 𝑋 𝑁 𝑌

where:

t : The effect

Mx : Mean of experimental group

My : Mean of control group

Dx² : The deviation square of experimental group

Dy² : The deviation square of control group

Nx : The sample of experimental group

Ny : The sample of control group

3.9 The Test Specification

The writer made the test in students‘ vocabulary mastery by using dice game technique for

the specification based on Thornbury (2007: 129-143). Below was the explanation:

Content Items Kinds Of Test Score

Collocation 10 Multiple-Choice Completion 20
N Complete Sentence 5 Gap-Fill 20
O
Word
CHAPTER IV Definition 5 Gap-Fill 20
U
N Meaning 10 Matching 20
Selective Word 10 C-Test 20

DATA ANALYSIS
28
4.1. The Data

The data in this research is obtained from pre-test and post-test that is applied in

experimental group and control group. The experimental group is the group that is taught

by using dice game while control group is the group that taught without dice game. Pre-

test is administered to both groups. Treatment by using dice game is only given to the

experimental group. Post-test is given to the both group to see the difference. The

experimental and control group are given the same test, i.e. pre-test and post-test.

Firstly, the writer gave pre-test to both group, experimental and control group. Pre-

test is used to see ability of each student before doing the treatment. The next step, the

writer gave treatment by using dice game to the experimental group while the control

group without using dice game. After applying the treatment, the writer gave post-test to

both group, experimental and control group with the same test. The result of the pre-test

and post-test showed of the mean score both of the group, experimental and control

group.

From the result of the data analysis, the writer gets the total of the scores is 992 and

the mean of the score is 58.35 from the pre-test of control group.

After scoring all the students‘ paper, they are tabulated as follows:

Table 4.1.aThe Score of Pre-test of Control Group

Component in Scoring
Students' Vocabulary Total
No.
Name CS and Score
C M SW
WD
1 AS 16 12 12 16 56
2 AD 18 24 12 14 68
3 CS 14 24 12 16 66
4 CGM 8 16 12 12 48
5 CP 18 28 16 12 74
6 ET 14 28 10 14 66
7 EH 8 24 16 10 58
8 FG 10 16 14 14 54
9 FP 14 16 12 10 52

29
 10 GP 12 24 10 12 58
11 GS 8 0 10 12 30
12 GP 14 16 12 14 56
13 JS 16 20 14 10 60
14 KP 10 28 14 18 70
15 KS 16 24 12 12 64
16 LS 18 28 14 6 66
17 OS 12 32 12 10 66
18 PS 10 16 8 14 48
19 PB 12 20 10 12 54
20 SH 18 20 14 16 68
21 TS 14 16 12 10 52
22 WP 12 24 10 10 56
23 WG 20 18 16 18 72
24 YS 18 12 10 8 48
Total 992
Mean 58.3529

Note:

C = Collocation

CS = Complete sentence

WD = Word Definition

M = Meaning

SW = Selective Word

From the result of the data analysis, the writer gets the total scores is 1778 and the

mean of the score is 74.08 from the post-test of control group.

After scoring all the students‘ paper, they are tabulated as follows:

Table 4.1.b The Scores of Post-test of Control Group

Component in Scoring
No. Students' Total
Vocabulary
Name Score
C CS and WD M SW

30
 1 AS 20 32 16 18 86
2 AD 16 32 16 14 78
3 CS 18 32 16 16 82
4 CGM 14 20 16 18 68
5 CP 18 28 16 18 80
6 ET 14 28 12 12 66
7 EH 16 28 18 14 76
8 FG 16 24 18 14 72
9 FP 14 28 18 18 78
10 GP 16 28 12 12 68
11 GS 10 16 12 14 52
12 GP 18 32 14 18 82
13 JS 16 28 16 12 72
14 KP 20 24 14 18 76
15 KS 20 28 16 18 82
16 LS 20 32 14 10 76
17 OS 14 28 14 12 68
18 PS 12 24 10 16 62
19 PB 14 20 12 16 62
20 SH 20 24 16 18 78
21 TS 14 24 16 18 72
22 WP 18 28 20 18 84
23 WG 20 24 16 20 80
24 YS 20 28 16 14 78
Total 1778
Mean 74.0833

Note:

C = Collocation

CS = Complete sentence

WD = Word Definition

M = Meaning

SW = Selective Word

From the result of the data analysis, the writer gets the total of the scores is 1358

and the mean of the score is 56,58 from the pre-test of experimental group.

After scoring all the students‘ paper, they are tabulated as follows:

Table 4.2.a The Scores of Pre-test of Experimental Group

31
 Students' Content Total
No.
Name C CS and WD M SW Score
1 APS 14 12 10 16 52
2 CS 18 28 12 8 56
3 DN 14 24 12 16 66
4 DM 16 12 2 18 48
5 EP 8 12 10 14 44
6 ES 14 16 12 10 52
7 EM 16 24 10 14 64
8 EP 12 28 8 16 64
9 FM 18 12 10 8 48
10 FS 12 16 8 16 52
11 GD 20 12 10 14 56
12 JS 16 24 10 12 62
13 JG 16 28 14 16 74
14 KS 18 20 6 20 64
15 LM 20 36 4 14 74
16 MS 16 20 8 16 60
17 NS 18 16 12 10 56
18 PS 12 12 2 14 40
19 PTS 12 20 14 12 58
20 RS 14 8 8 4 34
21 SS 6 36 4 4 50
22 TS 14 20 8 16 58
23 VN 12 24 10 16 62
24 WS 18 36 4 6 64
Total 1358
Mean 56.5833

Note:

C = Collocation

CS = Complete sentence

WD = Word Definition

M = Meaning

SW = Selective Word

From the result of the data analysis, the writer gets the total of the scores is 1950

and the mean of the score is 81,25 from the post-test of experimental group.

32
 After scoring all the students‘ paper, they are tabulated as follows:

Table 4.2.b The Scores of Post-test of Experimental Group

Students' Content Total

No.
Name C CS and WD M SW Score
1 APS 20 36 20 18 94
2 CS 18 36 18 18 90
3 DN 20 32 20 18 90
4 DM 16 20 10 18 64
5 EP 14 24 16 20 74
6 ES 18 28 16 18 80
7 EM 20 36 14 20 90
8 EP 18 36 16 20 90
9 FM 20 28 16 16 80
10 FS 18 24 16 20 78
11 GD 20 20 16 18 74
12 JS 20 32 16 18 86
13 JG 20 36 20 20 96
14 KS 20 32 14 20 86
15 LM 20 36 10 20 86
16 MS 20 28 14 20 82
17 NS 20 24 20 16 80
18 PS 14 20 10 20 64
19 PTS 16 28 20 20 84
20 RS 14 24 14 10 62
21 SS 12 40 10 14 76
22 TS 14 32 20 20 86
23 VN 18 36 16 20 90
WS 18 28 8 14 68
Total 1950
Mean 81.25

4.2. Analyzing the Data by Using t-test Formula

To find out whether or not the use of Dice Game significantly affects the students‘

vocabulary mastery, the data are calculated by applying t-test formula as follows:

33
 𝑀𝑋 −𝑀𝑌
t=
Ʃ𝑋 2 +Ʃ𝑌 2 1 1
+
𝑁 𝑋 +𝑁 𝑌 −2 𝑁 𝑋 𝑁 𝑌

where:

t : The effect

Mx : Mean of experimental group

My : Mean of control group

Dx² : The deviation square of experimental group

Dy² : The deviation square of control group

Nx : The sample of experimental group

Ny : The sample of control group

∑𝑋 340
Mx = = = 14.167
𝑁 24

∑𝑋 578
My = = = 24.1
𝑁 24

(∑𝑋)2 115.600
∑X2 = ∑X2 - = 5720 - = 5720 – 4816.67 = 903.3
𝑁 24

(∑𝑌)2 334084
∑Y2 = ∑Y2 - = 14188 - = 14188 – 13920.17 = 267.8
𝑁 24

Nx = 24

Ny = 24

𝑀𝑋 −𝑀𝑌
t=
Ʃ𝑋 2 +Ʃ𝑌 2 1 1
+
𝑁 𝑋 +𝑁 𝑌 −2 𝑁 𝑋 𝑁 𝑌

14.167−24.1
t=
903 .3+267 .8 1 1
+
24+24−2 24 24

34
 9.93
t=
1171 .1 2
46 24

9.93
t=
25.5 0.083

9.93
t=
2.1165

9.93
t=
1.45

t =6.84

From the calculation, the result shows that the t-observed (6.84) is higher than the

t-table (2.00). It means that Ha hypothesis accepts the level of significance 0.05 with df =

60.

From the results, it is found that hypothesis shows that there is significant effect of

using dice game on students‘ vocabulary mastery.

4.3. Testing Reliability of the Test

In order to find the reliability of the test, the researcher used the formula of

Kuder Richardson (KR21)

K M(K−M)
R= [1 − ]
𝐾−1 K𝑆 2

K = 40

M =33.167

35
 (∑𝑋 )2
∑𝑋 2 −
𝑁
S2 =
𝑁

(796 )2
26734 −
2 24
S =
24

633616
26734 −
2 24
S = 24

26734 −26400 .67

S2 =
24

333.33
S2 =
24

S2 = 13.89

K M(K−M)
R= [1 − ]
𝐾−1 K𝑆 2

40 33.167(40−33.167)
R= [1 − ]
40−1 40(13.89)

40 33.167(6.83)
R= [1 − ]
39 555.6

226,5306
R = 1.025 [1 − ]
555.6

R = 1.025(1-0.4)

R = 1.025(0.59)

R = 0.61

It means that the reliability of the test is substantial and the test is reliable. The

calculation shows that the reliability of the test is 0.61. It means that the test is reliable

because it is categorized as high based on the categories of coefficient correlations.

4.4 Testing Hypothesis

36
 Testing hypothesis is conducted to find out whether the hypothesis is accepted or

rejected. Ha is accepted if the t-observed> t-table. Based on the result of the data analysis, the

researcher found that the value of t-observed (6.84) is higher that the value of t-table (2.00) at the

level of significant p= 0.05 and at degree of freedom (df) = 46 (obtained from, na+nb-

2=24+24-2=46), so it means that hypothesis alternative (Ha) is accepted. It indicates that

there is a significant effect of using dice game on students‘ vocabulary mastery.

4.5 Research Finding

It is found that the treatment conducted in the experimental group by using dice game

significantly affected on students‘ vocabulary mastery. It can be seen from the difference of

mean score from both of the groups.

Based on the calculation, the mean score of experimental group is higher than that of

control group and also because the result of t-test (t-calculated) is higher than t-table at the

level of significance p=0.05 (3.23>2.021). it means that there is a significant difference

between both of the groups. The treatment that conducted in experimental group is better that

that of control group.

CHAPTER V

37
 CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

After the process of analyzing the data completed, the conclusions are follows:

1. The mean scores of experimental group is higher than that of control group. The

result that t-calculated > t-table at the level of significance p= 0.05 (3.23>2.021).

The alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is

rejected. It means that dice game affected on students vocabulary mastery.

2. The treatment by using dice game shows that the students‘ vocabulary mastery is

better that without dice game.

5.2. Suggestions

Based on the result of the study, the suggestion and presented as follows:

1. The students should be active participants in learning English by asking some

questions of the problems met both at school and out of it.

2. The teacher should be creative in making the class alive and interesting.

3. The teacher should be a partner for students in teaching- learning process with

the high responsible as an English teacher.

4. The institution should have professional teacher who have knowledge of

psychology, educational philosophy, aims, contents, method, technique and

materials of instruction, skill and interest in teaching.

38