Selecting : English Education Program Journal

e-ISSN : 2657-0246

THE USE OF TEXT TWIST GAME TO IMPROVE STUDENT’S VOCABULARY

MASTERY AT SEVENTH GRADE STUDENTS
OF SMP NEGERI 6 MERANGIN

Deyan Syafutra¹, Yesi Elfisa², Herysa Oktawati³

dheansi29@gmail.com, yesielfisa86@gmail.com, ochapushi@gmail.com
English Education Program STKIP YPM

ABSTRACT

The problem of this research at the seventh grade of SMP Negeri 6 Merangin caused by low
of student’s vocabulary mastery. While the KKM in learning English is 75 and learning
completeness in the class is 75%. Total students’ were reach the KKM only 4 students or 20%
students who be able to reach the KKM and 16 students or 80% students could not reach the
KKM. the problem in learning activities especially in learning process method that cause they
are not interested and enthusiastic about vocabulary. The purpose of this research is to
improve students’ vocabulary mastery by using Text Twist game. The research conducted in
SMP Negeri 6 Merangin that located in Pinang Merah Village, Pamenang Barat District of
Merangin Regency. This research used a Classroom Action Research (CAR) that consist of
two cycles, two meeting in each cycle. Based on the result of the test, it showed in pretest
only 4 students or 20% reached the KKM and 11 students or 55% reached KKM in cycle I. In
the cycle II, 16 students’ or 80% reached the KKM. The classical completeness of this schooll
is 75% so that means, this research is complete and it can be concluded that teaching by
using text twist game can improve student's vocabulary mastery at seventh grade students of
SMPN 6 Merangin academic year 2020/2021.
Key words : Vocabulary, Text Twist Game, and Classroom Action Research

INTRODUCTION to make it easier for us to understand and

Language is a systematic means of
communication to express ideas, feelings,
opinions, ideas by means of conventional
gestures, sounds, movements or signs that
have understandable meaning (Webster's
Third New International Dictionary of the
English Language in Brown, 1994: 4).
Language is also a system of sound
symbols that introduce everyone in their
culture, or others who have studied the
cultural system to communicate or interact
(Finocchiro, 1964: 8 in Brown, 1994: 4).
In learning English there are four
skills or skills that we must master the
listening, speaking, reading,and writing.
We will also meet two important
components that support these four skills:
vocabulary or word and grammar or
composition. vocabulary is the beginning
apply English in the world of education
and communication. Learning English as a
foreign language requires a sufficient
vocabulary to play in four language skills.
Based on its use in language skills, the
vocabulary in English is divided into
active vocabulary and passive vocabulary.
Active vocabulary are words that speakers
can understand and pronounce correctly
and use constructively in speaking and
writing skills, whereas passive vocabulary
is the words the speaker recognizes and
understands in context, but the speaker can
not produce exactly in the speaking skills
and writing (Haycraft, 1978: 44).
Vocabulary cases happened in
English learning process in Indonesian
Junior High School students. For instance,
in the learning process in the classroom,

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 Selecting : English Education Program Journal
the meanings of common words were often
asked by teacher to students, but they can’t
answer the questions correctly. Moreover,
there were still many spelling mistakes in
students‟ writing. Furthermore, if the
students were asked about their opinions
about moral value of a text, they were
unable to express their ideas properly. The
more vocabulary we have, the easier it will
be for us to understand the speech or
writing of others in that language and the
easier it is to express our thoughts in the
language both orally and in writing. On the
contrary, the less English vocabulary we
have, the harder it will be for us to
understand other people's speech or
writing in English and it will be even more
difficult to express the content of thought
in English, orally or in writing.in learning
English, the amount of vocabulary that
needs to be mastered is not a barometer.
the most important thing is continuity in
learning and applying it in speaking. the
more vocabulary mastered and practiced,
the wider the discussion of the topics that
can be discussed.
One of the techniques that can be
usedto solve those problems is by using a
game. By using a game in teaching
English, it is hopeful that students will
learn joyfully, enjoyably, and interestingly
in learning English especially in mastering
the vocabulary and of course, it willhelp
the learning purposes reach optimally.
There are many kinds of game such as
crossword puzzle, scrabble, anagram,
wordsquare, text twist game, and etc.
Game that the researcher want to use in
this research is Text Twist game. Text
Twist game is a game for personal
computer which allows people to improve
their knowledge about vocabulary by
twisting some letters. This fact may
support the English teachers to improve
their role in teaching English. It is hopeful
by increasing the teaching and learning
process and the problemwill be overcome
soon, and make the students will study
English easily.
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e-ISSN : 2657-0246
From that problems, the researcher
wanna do research about the tittle, that’s
"THE USE OF TEXT TWIST GAME TO
IMPROVE STUDENT'S VOCABULARY
MASTERY AT THE SEVENTH GRADE
STUDENTS OF JUNIOR HIGH
SCHOOL 6 MERANGIN ACADEMIC
YEAR 2020 / 2021". Researcher choose
the strategy of using text twist game,
because this game is one of game that can
provide a pleasant experience in the
learning process. is so easy to do, requires
students to be active in quick thinkingand
helps students to write the correct spelling
of the words, therefore it can work to
improve the student’s vocabulary mastery.
REVIEW OF RELATED
LITERATURE
Vocabulary is a set of words known
to a person or another entity, or is part of a
particular language. A person's vocabulary
is defined as the set of all words the person
understands or any words that the person
might use to compose a new sentence.
According to Linse(McGraw-Hill,
2005:212), “Vocabulary is the collection
of words that an individual knows”.The
only words that can easily be featured are
nouns. It is important to remember that
even though nouns are important,
vocabulary is more than just nouns. As a
teacher, it is important that you include
verbs, adjactives, adverbs, and
prepositions as part of your vocabulary
curriculum.
Text Twist game is a game for
personal computer which allows people to
improve their knowledge about vocabulary
by twisting some letters. The way of
playing this game is by arranging some
letters which are given by the teacher in
order to form as many English words as
possible within a certain period of time.
The game is playedin groups. The group
which can arrange the most letters into
English words will be the winner. By
doing this game, unconsciously the
students will recall, write, and discuss to
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find out English words. Moreover, the
students will be more familiar with
English words. In addition, they will
unconsciously be motivated to look words
up in dictionary.
According to (Aulia, 2013:3) “Text
Twist game is a language game where the
way of playing this game is arranging
some letters which give by the teacher in
order to form as many English words as
possible within a certain period of time.
This game plays in groups. The group
which can arrange the most letters into
English words, will be the winner”. It
means that, the text twist game is a kind of
language game played in agroup which
emphasizeson arranging some letters in
task gotten from the teacher and the player
or students have to rearrangeits letters
intocorrect words as fast as possible within
a certain period of time.
The procedures of teaching
vocabulary through Text Twist Game
based on Steven J. Brams (2018:19) are as
follow:
1. Divide the class into four or five
groups
2. Give the aid (unstructured word with
blank boxes) and tell the class to write
the answer.
3. Choose a student from one team and
ask to show the students to answer.
4. Each group has seven minutes to fill
the word into the blank boxes.
5. The leaders of teams write the answer
on the board.
6. If it is correct, give his/her team one
point. If it is incorrect, choose one
from the other team and look at
his/hers. Give him/her the point if it is
correct.
7. Write incorrect word on the board.
Tell the class to correct any mistakes
they have made.
8. Each team translates the words in the
blank box and makes a sentence based
on the words in each box.
9. The students may open the dictionary.
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10. After the students finish making a
sentence, he/she collects to the
teacher.
METHODOLY OF THE RESEARCH
In this research the researcher use
Classroom Action Research(CAR).
Classroom Action Research is the
integration of teaching and scholarship
[where] instructors use data readily
available from their classes to answer
practical questions about teaching and
learning in their classrooms,”. It is less
formal than traditional educational
research, but more systematic and data-
based than teacher reflection.
According to Koshy(2005:14),
Action research is about working towards
practicaloutcomes, and also about creating
new forms of understanding. It means that
actionwithout understanding is blind, just
as theory without action is meaningless.
This research was conducted at the
seventh grade of SMPN 6 Merangin. The
subject of this research was seventh grade
of SMPN 6 Merangin which are consist of
20 students. In this research the researcher
was conducted the vocabulary mastery,
which one the strategy wastext twist game.
The researcher conducted this research
into two cycles, and the cycles are consist
of four steps. They are planning, acting,
observation and reflection.
Planning
Planning, In this step, the
researcher consider what action will be
done, how the method has been applied,
what material has been provided, and what
media has been used to improve students'
vocabulary mastery at seventh grade
students of Junior High School n 6
Merangin academic year 2020/2021 by
using Text Twist game.
Acting
In this step, the learning process
was delivered in accordance with the
method to be planned was to use a text
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 Selecting : English Education Program Journal
twist game and by inviting students to
follow the researcher was used instructions
in performing text twist games.
In this step, the author will observe
the process of playing text play by the
students with the observation sheet, and
evaluate the result of the observation sheet.
According to Arikunto (2010: 140)
said that reflection is an activity to reshow
what have been happened. After the
researcher do the learning process, it can
see the result of the activities to show how
far the learning process reach, so reflection
is an activity of making revision for what
have been done.
DISCUSSION
Based on the data that collected
from the students, researcher can see the
improvement after conducted the strategy.
The researcher found the progrest of the
students’ score. It can be seen from the
result of test where in pre-test only 20%
students reach of KKM, in cycle one only
55% students reach of KKM, and 80%
students reach of KKM score. And also,
result of observation students’ activities
occurs raising. The students feel enjoy,
fun, and enthusiastic in teaching and
learning process. Students able to make
sentence about introduction better than in
cycle one.
At last, there were progress of
students’ score from pre-test, cycle I and
cycle II wich has been showed 80% of
students who achieve the KKM. It means
that teaching by using Text Twist game
succesed to improve students’ vocabulary
mastery, then the researcher decided to
stop the classroom action research.
Based on the finding above, the
problem of the students in vocabulary and
learning process can be solved. Some
problem that could found in cycle 1 had
been solved in cycle 2. Students can make
sentence about introduction better in cycle
2 than the treatments in cycle 1. some
students are able to identify several
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expressions in the introduction. To see the
improvement of the student’s vocabulary
mastery, researcher made the table below
based on the test result of the students:
Based on the result above, it can be
concluded the Text Twist game strategy
that used was able to improved students’
vocabulary mastery. This research was
used the teaching by using Text Twist
game to improve students’ vocabulary
mastery at the seventh-grade students of
SMPN 6 Merangin academic year
2020/2021.
CONCLUSION AND SUGGESTION
Based on the result of the action
research that had been conducted for two
cycles that consisted of two meeting,
researcher had got some important
findings. Research with purpose to
improve students’ vocabulary mastery at
the seventh grade students of SMPN 6
Merangin academic year 2020/2021 can be
conclude that in pre-test only 4 students or
20% , in cycle 1 only, there were 11 or
55% students reach of KKM, and 80% or
16 students reach of KKM score.
Based on the conclusion above can
be concluded that teaching by using Text
Twist game to improve students’
vocabulary mastery at the seventh grade
students of SMPN 6 Merangin academic
year 2020/2021. It is appropriate with the
purpose of this research, that is to improve
students’ vocabulary mastery by using
Text Twist game.
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