THE EFFECT OF USING DIGITAL GAMES STUDENTS

VOCABULARY MASTERY OF FIFTH GRADE AT SDIT HAMAS

STABAT 2022/2023

Submitted to Magister of English Department Study Program Sekolah Tinggi Keguruan dan Ilmu Pendidikan
(STKIP) in Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan (S.Pd)

A THESIS

By
ALWI MUSTHOFA

NPM. 1902030002

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP)

AL MAKSUM
LANGKAT
2022
 ABSTRACT

The practice of communication with English is still lacking in current students.

Even though one way to be faster in mastering English is to practice it in communication.

By increasing the practice it is also easier to master vocabulary. Many students today are

still lacking in vocabulary mastery because of the rare factor of practicing English on a

daily basis. Not even a few students who do not know the names of animals, family

members, or basic vocabulary in English. This study aims to determine the effect of the

use of digital game media on the vocabulary mastery of grade 5 students at SDIT

HAMAS Stabat. The use of this digital game functions as a tool or media that can assist

teachers in teaching vocabulary mastery to students. With a total of 20 students, this

research was conducted at SDIT HAMAS Stabat. The results of data analysis showed that

there was an increase in students' vocabulary mastery through the use of digital games.

The students made good reactions or responses in each treatment. From the results of data

analysis, after treatment, students can get results with 1 student able to get a score of 46

with a frequency of 5%, 8 students able to get a score of 53-62 with a frequency of 40%,

10 students able to get a score of 77-85 with a frequency of 50% , and 1 student was able

to get a score of 92 with a frequency of 5%. In conclusion, students' vocabulary mastery

increases with the use of digital games. Digital games can improve students' mastery of

English vocabulary in four aspects: meaning, spelling, pronunciation, and word usage.

Keywords: Vocabulary, The Use of Digital Games

iii
 ABSTRAK

Praktik komunikasi dengan bahasa inggris masih kurang pada siswa saat ini.
Padahal salah satu cara agar lebih cepat dalam penguasaan bahasa inggris adalah
dengan mempraktekkannya dalam komunikasi. Dengan memperbanyak praktek juga
lebih memudahkan dalam penguasaan kosakata. Banyak siswa saat ini yang masih
kurang dalam penguasaan kosakata karna faktor jarang memperaktekkan bhasa
inggris dalam sehari-hari. Bahkan tidak sedikit siswa yang tidak mengetahui nama-
nama hewan, anggota keluarga, atau kosa-kata dasar dalam bahasa inggris. Penelitian
ini bertujuan untuk mengetahui pengaruh penggunaan media game digital terhadap
penguasaan kosakata siswa kelas 5 SDIT HAMAS Stabat. Penggunaan Game Digital
ini berfungsi sebagai alat atau media yang dapat membantu guru dalam mengajarkan
penguasaan kosakata pada siswa. Dengan jumlah siswa sebanyak 20 orang, penelitian
ini dilakukan di SDIT HAMAS Stabat. Hasil analisis data menunjukkan terdapat
peningkatan penguasaan kosakata siswa melalui penggunaan Game Digital. Para
siswa membuat reaksi atau respon yang baik di setiap perlakuan. Dari hasil analisis
data, Setelah dilakukan treatment, siswa dapat memperoleh hasil dengan 1 siswa
mampu memperoleh skor 46 dengan frekuensi 5%, 8 siswa mampu memperoleh skor
53–62 dengan frekuensi 40%, 10 siswa mampu memperoleh skor 77-85 dengan
frekuensi 50%, dan 1 siswa mampu memperoleh nilai 92 dengan frekuensi 5%.
Kesimpulannya, penguasaan kosakata siswa meningkat dengan Penggunaan Game
Digital. Game Digital dapat meningkatkan penguasaan kosakata bahasa Inggris siswa
dalam empat aspek: makna, ejaan, pengucapan, dan penggunaan kata.

Kata kunci: Kosakata, Penggunaan Game Digital

i
 ACKNOWLEDGEMENTS

Bismillahirahmanirrohim

In the name of Allah, Lord of the worlds. The Most Gracious and Most
Merciful, All praise belongs to Allah SWT. With His guidance and blessing, the
researcher has completed a final research paper as an academic requirement to
complete a bachelor's degree. Then, may blessings and greetings always be offered to
the last Messenger of Allah, Prophet Muhammad Shalallaahu Alahi Wassalaam who
has inspired and enlightened many people around the world. The researcher also
composed gratitude to my parents Adi Siswanto (Father) and the late. Nila Wati
(Mother) who has sacrificed everything to make ends meet during college. The
researcher realizes that this final project paper is still far from being perfect and
flawless. Constructive criticism and suggestions are needed to improve this paper.
Researchers would like to show their gratitude to all loved ones who have
encouraged, motivated and even assisted researchers in completing this research.
They :

1. Mr. Fernando De Napoli Marpaung, S.S,.M.Pd, as the first advisor and Mr.

Donny Adiatmana Ginting, S.Pd., M.S, , as the second advis or who has patiently

directed, supported, and advised the writer to finish this thesis well.

2. Rector of STKIP Al-Maksum Langkat, Dr. Muhammad Sadri, MM, who have

provided the time and opportunity for the writer to gain valuable knowledge and

lessons from STKIP Al-Maksum Langkat.

3. Mr. Muhammad Hassan, S.Pd.,M.Pd, as the Leader of English Department.

4. All of the lectures and academic cavities of STKIP Al-Maksum Langkat , who

provided so much knowledge and helped when I studied at this beloved institute.

ii
5. Headmaster, English teacher and students of MTs.S Al-Ikhlas Pangkalan Susu

who helped me to complete my research.

6. My beloved parents, M. Sabrik and Zulfarida, who have provided moral and

financial support, have shown me how to be patient and resilient. They also give

lots of prayers, support, advice, motivation and love, without them the writer

would not be able to finish this thesis

7. My beloved brother, Febrian Ramadani and My beloved Sister, Tasya Tri Alifia,

who have given encouragement, prayer and helped at all times.

8. All of the people who have helped me to finish my study that i cannot mention

one by one.

Finally, the writer realizes that this thesis is still far from being perfect.

Therefore, the authors really appreciate input and suggestions to strengthen this

thesis. Hopefully this thesis can be useful for further research and useful for readers.

Stabat, 24 November 2022

The Writer,

Alwi Musthofa

iii
 NPM. 1902030002

MOTTO

“The wind does not blow to shake the trees, but tests the strength of the roots.”

(Ali Bin Abi Thalib)

“Even the best can be improved,”

(Didik Gunawan, MA)

“Success is a bad teacher. Success seduces determined people into thinking they
cannot fail.”

(Bill Gates)

“We are all agents of change, good or bad our future determines. So now go out and
change the world”

(Writer)

iv
TABLE OF CONTENT

v
 CHAPTER I

INTRODUCTION

A. Backgound Of Study

Technology and human’s life have been two inseparable elements in the

world nowadays (Ovilia, 2018). Rapid technological development has assisted

human beings to reach easier and dynamic lives. In realm of education,

technology has played a significant role in this modern era as teaching medium or

teaching and learning’s assistance. In language learning in particular, the

existence and development of information and communication technology has

been found to be helpful both for teachers and language learners.

In educational environment, the integration of technology in classroom

practice has been originated since decades ago (Stern, 1983). In language teaching

particularly, the introduction of utilizing technology is signified by the

establishment of language laboratories since it was first developed in 1961 in

Great Britain. Nowadays, where language learning sources are only a click away,

technology (mainly the internet) has turn to become a powerful learning tool

(Ovilia, 2018). Many researchers have conducted studies to prove how technology

can help language educators to enrich their students’ language learning

experience. Among other topics related to the implementation of technology in

classroom setting, blended learning is widely discussed by either language

learning researchers or practitioners. (Wijayani as cited in Cahyono, 2015) . With

advances in technology, it will ease everything you want to do, including learning.

1
the researcher wants to apply technology in the form of Digital Game media to

improve students' vocabulary mastery abilities.

Studying a language cannot be separated from studying the components

(Derakhshan & Khatir, 2015). One among the other components of a language is

vocabulary. Vocabulary is association of letters that have meaning and can be

used to the human in the language (Derakhshan & Khatir, 2015). As a matter of

fact, it contains the words that someone knows or uses or all the words in a

particular language. We know that words support the speakers in communication

to express their ideas. Having a good knowledge of vocabulary supports students

to master English.

This study is focused on vocabulary because it is a very significant

element in mastering the four English skills. Vocabulary is one of the most

important aspects of a foreign language. This means that vocabulary is very

important for learning a foreign language. By mastering vocabulary, we are

expected to master the four language skills.

Vocabulary is a basic component in communication”.Based on the

statement, we can conclude that vocabularies are fundamental to language.

Vocabulary will be the first thing to develop language skill (Wilkin in Panjaitan,

2021). Brown and Lee provides a brief history of English vocabulary teaching in

some different periods. They highlight that traditional language teaching methods

devoted their time focusing on vocabulary learning through lists, definition,

written, and oral drills. However, as the emphasis of language learning shifted to

natural and authentic classroom activities, space for vocabulary learning has been

2
decreased. Teachers, as they took role more as facilitators in the classroom, rarely

lead their students to vocabulary learning focused classroom activities. (Olivia,

2018)

Teaching materials and the methods used by the teacher are important

factors in the success of teaching vocabulary. It's crucial for teachers to carefully

consider these aspects to create an effective learning environment.

Teaching materials can greatly impact vocabulary learning. Materials should

be engaging, relevant, and appropriate for the learners' proficiency level.

Textbooks, authentic reading materials, vocabulary games, online resources, and

multimedia tools can all be valuable resources for teaching vocabulary. Using a

variety of materials helps cater to different learning styles and keeps students

interested and motivated.

While translation and rote memorization are common methods used in

teaching vocabulary, it is essential to employ a more comprehensive approach.

Relying solely on translation can hinder students' ability to think in the target

language and can limit their vocabulary usage. Instead, teachers should

incorporate a combination of strategies such as context-based learning, visual

aids, word associations, word families, and authentic language use. Additionally,

active learning techniques such as discussions, role-plays, and real-life scenarios

can make vocabulary learning more interactive and meaningful.

When vocabulary learning becomes monotonous or disconnected from

students' lives. To counter this, teachers can make vocabulary lessons more

engaging by incorporating fun activities, games, and real-world examples.

3
Creating a supportive and interactive classroom environment encourages student

participation and fosters a positive attitude towards vocabulary learning.

Helping the students to learn English in interesting method is an important

aspect. In general, the big problems that the students face in English are the lack

of vocabulary, and pronouncing correctly even to arrange the word into good

sentence. So, it is the teacher’s duty to help thm. We know that the teachers

should have the unique or more interesting technique and method that make the

students enthusiasm and enjoy in learning English. By using technology, In this

study, researchers used digital game media in the form of the Duolingo

application to improve students vocabulary.

This application is language learning application created by Luis Von Ahn

and Severin Hacker with a play method so it is very suitable for children. This

game method is also very easy and childish, because English students will be

taught to recognize objects or words in English with pictures and repeat the word

continuously. This is of course very useful for students to increase their English

vocabulary.

Therefore, using digital game media that the researcher conveys can be an

effective vocabulary learning strategy and is able to increase mastery and add to

English vocabulary quickly, easily and fun. Accordingly, the researcher would

like to make a research about the effect of using digital games to improve

vocabulary fifthh grade students at sdit hamas stabat 2022/2023.

4
B. Identification of the Problem

Based on the background of the problems that have been stated, the

problems related to mastery of English vocabulary can be identified as follows:

1. Low student learning motivation

2. Vocabulary owned by students is quite limited

3. Students have difficulty remembering new vocabulary because of

differences between pronunciation and writing.

4. Students lack knowledge about how to use the technology of smartphone

well, beneficial and some of them use that smartphone only for pleasure

especially playing the games.

C. Scope of The Study

Based on background, the researcher limits of the problems to focus of the

research on improving student’s vocabulary using digital games strategy for fifthh

grade students at SDIT HAMAS Stabat.

D. Problem of The Study

Based on the explanation of the background of the problem as well as the

identification of the problems and the focus of the study, the problem is

formulated as follows : “Does digital games strategy effectively improve the

Student's Vocabulary Mastery For fifthh grade students at SDIT HAMAS

Stabat?”.

5
E. Significance Of The Study

This study is expected to be able to give some benefit theoretically and

practically. Theoretically this research findings can enrich the theory of teaching

vocabulary and practically this research finding will bring some benefits as

follows :

1. For researcher himself, this research is written to fulfill the

prerequisite of achieving bachelor degree.

2. For the teachers, to give an alternative way to enrich their vocabulary

knowledge in the learning process.

3. For learners, to increase learner motivation and provide a more

interesting learning environment, and can also be used to develop their

skills in English because it will have a positive effect on learners a lot

of new experiences to become good English.

4. For researchers, the results of this study are expected to broaden new

insights in conducting research on Duolingo applications in teaching

and learning vocabulary.

6
 CHAPTER IV

DISCUSSION AND RESEARCH RESULTS

A. Description of Research Results

This research was conducted on Thursday, January 9, 2023, to test Fifth

grade students' mastery of English vocabulary through pre-test and post-test. The

data collected in this study were from the pre-test and post-test of English

subjects. This section will discuss the research data that researchers obtained on

the field. The data to be explained is data of SDIT HAMAS Stabat students'

mastery of vocabulary through pre-test and post-test.

1. Research Action

This research was conducted on Thursday, January 9, 2023, this was done to

find out the mastery of English vocabulary of fifth grade students through pre-test

and post test. The data collected in this study are data obtained from pre-test and

post-test of English subject. In this study, the researcher conducted several

activities consisting of:

a. Preparation

1) The Researchers plan to make the classroom more pleasant so that

students can enjoy learning and learn vocabulary more easily by

using digital game

2) Preparing test questions (pre-test and post-test)

7
 b. Action

This activity was conducted on January 09, 2023 followed by 21 students.

The researcher started the lesson with prayer. After that, the researcher greeted

and introduced herself first to the students. Then the researcher gave an

overview of the material to be learned to the students.

The researcher started the English lesson by asking the student to say

alphabet. Some students were able to follow along, most were only partially

memorized, and some were completely silent and uninterested in learning. The

researcher then asked the students in English about some vocabulary in

Indonesian. Some words, such as "good" and "bad," can be correctly answered

by students. According to the researcher, this is because the vocabulary is

familiar to the students and the vocabulary is short, so the vocabulary is easily

remembered by the students. The researcher noticed that students did not dare

to ask if they did not know the answer to the word

2. The Data of Pre-test and Post-test result

Based on Pre-test and post-Test that have been stated, the scores related to

pre-test and post-test can be identified as follows:

Table 4.1 Pre-test and Post-test scores

Post-
Description Pre-Test
Test

Total 905 1426

Mean 45,25 71,3

Standart 8,745713236 12,95800

8
 Deviation 9

Maximum 62 92

Minimum 31 46

Modus 46 62

Median 46 77

The statistical calculation table above, as well as the results of the data

analysis above, show the vocabulary mastery scores of students in class V. The

highest score in the pre-test was 62, obtained by two students, and the highest

score in the post-test was 92, obtained by one students. The lowest score of the

pre-test was 31, obtained by three students, and the lowest score of the post-test

was 46, obtained by one student. In the following table, the frequency of scores is

shown.

The researcher discussed the results of the pre-test and post-test using SPSS

25.0. Descriptive statistics of pretest and post-test data of class V to obtain an

overview of the values before treatment and after treatment and to see the

improvement of each student. Before treatment with 6 students scored 34-38 with

a frequency of 30%, 11 students scored 46-53 with a frequency of 55%, 1 students

scored 54 with a frequency of 5% and 2 students scored 62 with a frequency of

10%.

After the treatment, students can get results with 1 student able to get scores

46 with a frequency of 5%, 8 students able to get 53–62 scores with a frequency

of 40%, 10 studenst able to get 77-85 scores with a frequenscy 50%, and 1

students able to get scores 92 with a frequency of 5%.

9
B. The analysis of the data

Based on the data description, the researcher calculated statistics to test the

class V test results. The t-test can be employed if the data distribution for the class

is normal and the class is homogeneous. The data was evaluated by comparing the

pre-test and post-test scores of class V, as follows :

1. Normality Test

Table 4 1 Test of Normality

Class V Shapiro-Wilk

Study Learning Results Statistic Df Sig.

.907 20 .056

In testing normality, researchers use SPSS software to process data. Based

on these data, if the significance value (sig) > 0.05, it can be concluded that the

research data is normal. It can be seen from the table above that the V class pre-

test value of 0.46.

2. Homogenity Test

10
 Table 4 2 Test of Homogeneity of Variance

Levene
df1 df2 Sig.
Statistic

8.368 1 38 .006

If the significance value (sig) based on the mean is higher than 0.05 in the

homogeneity test, the data is homogeneous. Based on the data in the table

above, it can be concluded that the data is homogeneous since the data value is

0.499 > 0.05.

3. T-Test Analysis Result

To find out whether there is a difference between the use of Digital Game

by Duolingi on students' vocabulary mastery, student score data is evaluated using

the t-test. To calculate data statistically, researchers used SPSS. The results of the

t-test will be explained in the table below:

Table One sample statistic

Class V N Mean Std.Deviation Std. Error Mean

Study learning 2 71.3 13.294 2.972
results 0 0

Table Independent sample test

Class V T df Sig. (2-tailed)

-15,167 19 0,000
Study learning

11
 results

Based on the hypothesis that has been explained in Chapter II, namely:

Ho: There is no significant effect to mastery vocabulary of using Duolingo on

students at SDIT HAMAS Stabat?

Ho : There is no significant effect of using Duolingo on students English ability of

SDIT HAMAS Stabat?

If the Sig. (2-tailed) 0.05, then there is a significant difference in the

learning outcomes of students' vocabulary mastery in class V, based on the t-test

criteria. As can be seen from the table above, the significance value obtained is

0.00, a value below the significance level (0.01 and 0.00 0.05). As a result, it can

be concluded that using digital game by Duolingo has a significant impact on

student's vocabulary mastery on five grade students at SDIT HAMAS Stabat.

C. Discussion

The purpose of this study was to determine whether there is an effect of

using Digital Game by Duolingo on students' vocabulary mastery in class V SDIT

HAMAS Stabat by using data analysis. Based on the research, the learning

process is divided into several stages. Before using Duolingo Aplication, students

are given a pre-test to determine the quality of vocabulary mastery. Students will

be taught Digitalk Games by Duolingo after the second stage is completed.

Finally, students take the post-test to see if Digital Game by Duolingo affects the

vocabulary mastery of class V students at SDIT HAMAS Stabat.

12
 Based on the results of the vocabulary test conducted by the researcher, the

students' post-test scores after being taught using Duolingo were students scored

higher (more than 75) and 9 students scored lower (below 75). After the

treatment, the students had a significant increase due to Digital Game with

Duolingo, and also this data was carried out with a T-test to determine whether

there was an effect of Digital Game with Duolingo on student vocabulary. The

results showed that some students find it difficult to learn English because it is

difficult to learn and not interesting to learn because of the high level of difficulty

and does not interest them, and they only want to learn English when there is a

need.

The results of the study, using digital game with Duolingo can motivate

students in learning vocabulary mastery; students are more active and interested in

learning because they were forced to interact with their friends, and the maximum

use of time in the discussion process makes students more excited and strive to get

the best answer.

13
 CHAPTER V

CONCLUSIONS AND SUGGESTION

A. CONCLUSIONS

From February 2023 to March 2023, all stages of action research have been

completed. Based on the results of Chapter IV's research, it is probable that ;

Digital Game with Duolingo can improve students' mastery of English vocabulary

in four aspects: meaning, spelling, pronunciation, and word usage. The most

significant improvement is in the aspects of meaning and spelling.

Digital Game with Duolingo can increase students' motivation,

achievement, and self-esteem. In comparison to the previous situation, students

were more active and enjoyed the learning activities during the implementation of

the activities. Students took an active role in the learning activities. Before the

start of the activity, the students appeared uninterested in English and were afraid

of English lessons because they felt difficult and therefore naturally unmotivated

to learn English. As a result, they talked with their friends, didn't pay attention,

and generally didn't do anything else. They naturally ignored the teacher's

explanation. They look to be listening, but they are not. They are indeed afraid to

make mistakes. They are shy and afraid to do board exercises. Most of them only

know the meaning of the terms when it comes to vocabulary. The use of Digital

Game with Duolingo making students more active because suitable with them.

Students develop more knowledge and skills when learning new vocabulary,

which includes spelling, pronunciation, and usage in addition to meaning.

14
B. SUGGESTION

Based on the fact, Digital Game with Duolingo is effective for students'

vocabulary mastery, the researcher offers the following suggestions to teachers,

students, and other researchers:

1. For English teachers, vocabulary mastery is important because it's a basic

component of vocabulary knowledge for SDIT HAMAS students.

Therefore, it is necessary to teach vocabulary appropriately and excitingly.

Based on the results of a study, the researcher advises:

a. Teachers teach vocabulary using Duolingo. Activities can be modified to

address the four aspects of vocabulary mastery based on the interests of the

students.

b. Teachers offer appropriate role models to students for each aspect. The four

components must be mastered by teachers.

2. For students

a. The teaching and learning process should involve students. The results won't

be maximized if they are passive. Being active is necessary because it's one

of the factors that contributes to teaching and learning success.

b. Students should be courageous enough to volunteer and participate in class.

Making mistakes is a natural part of learning, so do not be afraid of it.

3. About those other scientists

a. The researcher hopes that additional researchers can develop some

dimensions that have been carefully observed. To think about the

15
 appropriate techniques to be applied to solve the issue, the researcher must

understand the environment that the research will be conducted.

b. Other researchers must have a proper understanding of their research to

ensure that it is carried out efficiently and usefully.

16
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