Challenging students' vocabulary acquisition through web-

based vocab game on gamestolearning.com

THESIS
Submitted as Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan (S.Pd)

By
Name: Muhammad Rizqy Aziz

NIM: 20200810500028

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATIONAL SCIENCES
MUHAMMADIYAH UNIVERSITY OF JAKARTA
2023
 CHAPTER I

INTRODUCTION

A. Background of the study

Language, functioning as an intricate and sophisticated mechanism, is not merely a tool for

communication but a dynamic force that plays a multifaceted role in various aspects of human

interaction. It serves as a conduit for conveying nuanced meanings, fostering interactive exchanges,

and facilitating seamless communication among individuals. This elaborate linguistic system is

meticulously structured, incorporating a diverse array of arbitrary symbols that have been

conventionally established in vocal, written, or gestural forms.

The intricate structuring of language serves as the backbone for effective communication,

providing a framework that enables members of a specific community to convey thoughts and ideas

intelligibly. Beyond its basic function of transmitting information, language becomes a vehicle for

expressing complex emotions, cultural nuances, and abstract concepts. It acts as a dynamic force

that not only enables individuals to share factual information but also allows for the expression of

creativity, emotions, and diverse perspectives.

Moreover, language operates as a dynamic and ever-evolving entity, adapting to the

changing needs and contexts of its users. Its adaptability allows for the creation of new words,

idioms, and expressions, reflecting the evolving nature of human experience. In this way, language

becomes a living entity that reflects the rich tapestry of human thought, culture, and communication.

In essence, language is a powerful and multifaceted tool that goes beyond the mere transmission of

information. It is a dynamic force that shapes and reflects the intricacies of human interaction,

culture, and expression. Its meticulous structuring, encompassing various symbols and forms,
underscores its pivotal role as the foundation for effective and meaningful communication within

specific communities.

Within the realm of the English language, two components emerge as indispensable:

grammar and vocabulary. Grammar, functioning as the structural framework, plays an essential role

in the precise transmission of information. Equally vital is vocabulary, which serves as the reservoir

of words and expressions necessary for rendering communication effective and meaningful. The

richness of vocabulary becomes apparent as it encompasses a diverse array of words tailored to

specific situations or contexts, holding profound importance, particularly in the foundational stages

of language instruction.

In alignment with the perspectives of Pikulski and Templeton, vocabulary constitutes the

collective lexicon that students employ and comprehend. Essentially, vocabulary serves as a

comprehensive compilation of words derived from both written and oral sources, playing a pivotal

role in the communicative journey of language acquisition. Recognized as a fundamental element of

language proficiency, vocabulary significantly influences learners' adeptness in various language

skills, including speaking, listening, writing, and reading (Rasti-Behbahani & Shahbazi, 2022). As

learners navigate the intricate landscape of language acquisition, the depth and breadth of their

vocabulary serve as a crucial determinant of their overall proficiency in using and understanding the

English language.

Acquiring a robust vocabulary is of utmost significance for language learners as individuals

with extensive vocabularies demonstrate higher proficiency in a wide range of language skills

compared to those with more limited vocabularies, assuming other factors are equal. However, the

intricate nature of comprehending a word poses a substantial challenge in the journey of vocabulary

acquisition. To delve deeper, language learners are tasked with memorizing a spectrum of

information, including aspects such as receptivity, productivity, form, meaning, and usage for each

word. These informational components are methodically categorized into specific groups, namely

aspects, dimensions, and scopes.

 The multifaceted challenge of vocabulary acquisition is underscored by the need for learners

to retain and comprehend diverse dimensions associated with each word. This encompasses the

ability to understand and use words in various contexts, a task that demands a comprehensive

grasp of their forms, meanings, and appropriate applications. The organization of these facets into

categories such as aspects, dimensions, and scopes aims to provide a structured framework for

learners to navigate the intricacies of word knowledge effectively.

In essence, while the significance of a rich vocabulary is evident in its positive correlation with

language proficiency, the intricate nature of vocabulary acquisition necessitates a holistic approach.

Language learners must systematically engage with the diverse dimensions of words, embracing a

comprehensive understanding that spans receptive and productive skills, linguistic forms, meanings,

and contextual applications. The categorization into aspects, dimensions, and scopes serves as a

strategic framework, aiding learners in the systematic and effective acquisition of vocabulary in the

complex landscape of language learning.

In order to optimize the learning experience, Westby (2015) proposed a comprehensive and

progressive pedagogical approach. This approach entails commencing with passive receptive

activities, such as listening and reading, and subsequently progressing to more dynamic and

participatory tasks, including speaking and writing assignments. The significance of this pedagogical

strategy is underscored by the intricate nature of academic vocabulary, defined as "terms not

commonly used in everyday conversations; these words serve the purpose of explaining a concept

and are frequently encountered in academic texts" (Kurzweil Education, 2014, para. 1).

ْ‫ََمَم مَ مَ ن‬
‫َ رِيًقا م‬ ‫َ هَ مَ رِ نَ قَا ِري رِ يم نََ رمَ س‬
‫ُ م‬ ‫نَْ مجَه رِ ِرَمى م‬
‫َ رِيًقا ِر رِ َمِس ه‬
‫لس م‬

Meaning: "Whoever takes a path in search of knowledge, Allah will make easy for him the

path to Paradise." (HR Muslim, no. 2699)It means: "Whoever takes a path in search of knowledge,

Allah will make easy for him the way to Paradise." (HR Muslim, no. 2699)
 The hadith above explains that Muslims are obliged to study, because Allah has promised in

the Qur'an that whoever goes to study, Allah will raise his degree, and the Prophet also explained

that by studying or walking to seek knowledge, Allah will facilitate his path to heaven.

The implementation of the Common Core Standards in Georgia has elevated the

expectations concerning the comprehension and application of academic vocabulary across diverse

subjects. This, in turn, places a heightened responsibility on educators to explore effective

methodologies for imparting comprehensive knowledge of academic vocabulary to English language

learners in a manner that is both meaningful and engaging. Westby (2015) further elucidated this

challenge by categorizing academic language into two distinct types: general academic vocabulary

and content-specific vocabulary, each necessitating explicit instructional approaches.

Therefore, educators are prompted to adopt a nuanced and tailored instructional strategy that

encompasses both types of acadGamestolearnenglish.com stands out in the realm of English

vocabulary acquisition by implementing an emic vocabulary approach, ensuring a comprehensive

and well-rounded language proficiency for learners. The distinctive feature of this platform lies in its

utilization of an interactive methodology seamlessly integrated into a diverse array of meticulously

crafted games. These games span various genres, including intricate word puzzles and memory-

enhancing activities, introducing not only a dynamic and engaging element to the learning process

but also fostering a more nuanced and profound grasp of vocabulary.

What sets this platform apart is its thoughtful customization of content to cater to users

across a spectrum of proficiency levels. This strategic approach ensures that learners, whether at a

beginner or advanced stage, can actively participate in an enriching and tailored educational journey.

The inclusivity of content aligns with the platform's commitment to addressing the diverse needs of

learners, promoting inclusivity and accessibility in language education.

Moreover, the platform's deliberate incorporation of visual elements and auditory cues serves

a dual purpose: enhancing multisensory understanding and facilitating the retention of vocabulary.

By engaging learners through multiple senses, the platform provides a holistic and immersive
learning experience, reinforcing the acquisition of vocabulary in a meaningful way. This innovative

approach aligns with contemporary educational trends that recognize the significance of multimodal

learning strategies in enhancing language proficiency.

Citing Jihan (n.d.) as a reference, the platform's commitment to an emic vocabulary approach

is a testament to its dedication to offering a comprehensive language learning experience that goes

beyond rote memorization, ensuring learners develop a deep and nuanced understanding of the

English language.

The selection of the topic "Challenging Students' Vocabulary Acquisition through the website

gamestolearnenglish.com" by the author is rooted in a thoughtful consideration of the background

and the prevalent issues encountered by students. The decision to delve into this specific subject is

likely influenced by various factors that warrant exploration. One primary motivator could be the

acknowledgment of the formidable challenges that students often encounter in the process of

acquiring vocabulary, as elucidated in the background information. This recognition may have

propelled the author towards adopting a solution-oriented approach, seeking innovative methods to

address and overcome the hurdles faced by learners.

Moreover, a keen interest in the potential intersection of technology and language learning

may have driven the author's decision to focus on the utilization of a specific website,

gamestolearnenglish.com, as a means to enhance vocabulary acquisition. The choice to investigate

the efficacy of a digital platform in vocabulary learning suggests an inclination towards leveraging

the benefits of interactive and gamified approaches. In today's educational landscape, where

technology plays a pivotal role, the author's curiosity may be geared towards understanding how a

dedicated website can serve as a valuable tool to engage students and facilitate effective

vocabulary learning.

The overarching goal appears to be not only to identify the challenges in vocabulary

acquisition but also to explore practical solutions that align with contemporary educational trends. By

centering the research around gamestolearnenglish.com, the author demonstrates an interest in

harnessing the potential of technology to create an interactive and engaging learning environment.

This approach aligns with the recognition of the evolving needs of students and the dynamic

landscape of language education, where digital tools can play a transformative role in enhancing the

effectiveness of vocabulary acquisition methods.

B. Problem Of the Study

Building upon the contextual background provided earlier, the research at hand addresses

critical challenges in the realm of vocabulary learning. The identified problems can be articulated as

follows:

1. Lack of Effectiveness in Vocabulary Learning

The primary concern revolves around the perceived inefficiency in the current

methodologies employed for vocabulary learning among students. There is a noticeable gap in

the effectiveness of the existing approaches, suggesting that students might not be acquiring

and retaining vocabulary as optimally as desired. This issue underscores the need for innovative

and impactful strategies to enhance the efficiency of vocabulary acquisition.

2. Diminished Student Motivation in Vocabulary Learning

A significant hurdle identified is the waning motivation among students when it

comes to engaging with vocabulary learning activities. The lack of sustained interest often leads

to a sense of boredom, hindering the learning process. Understanding the factors contributing to

this decline in motivation is crucial for devising interventions that rekindle students' enthusiasm

and make the vocabulary learning experience more engaging and rewarding.

These problems collectively point towards a complex interplay of factors affecting the

efficacy and engagement levels in vocabulary learning. Addressing these issues requires a

nuanced exploration of the root causes, considering aspects such as teaching methodologies,

curriculum design, and the integration of technology, among others. The research aims to
 shed light on potential solutions that not only address the identified problems but also

contribute to the broader discourse on effective language education strategies.

C. Research Purposes

Based on the background of the study above, the purpose of this research is as follows:

1. To find out the effectiveness of the gamestolearnenglish.com website in improving students'

vocabulary acquisition.

2. To find out how the website's games and activities can be used to make learning vocabulary

more challenging and fun for students.

D. Benefits of Research

The outcomes of this study are anticipated to offer both theoretical and practical insights to

various stakeholders:

1. Theoretical Significance

This research aims to contribute to the advancement of theoretical frameworks

pertaining to student perceptions and effective vocabulary teaching strategies. Specifically, it

explores the utilization of web-based vocabulary games on gamestolearnenglish.com as a

means to enhance vocabulary acquisition. By delving into the intricacies of how students

perceive and engage with such strategies, the study endeavors to enrich the existing body of

knowledge surrounding vocabulary learning theories in the context of digital platforms.

2. Practical Significance

a. For Teachers

The findings of this research hold practical implications for English teachers, providing

valuable inputs for refining their teaching methods and incorporating innovative approaches,

particularly in the realm of vocabulary instruction. The insights garnered from this study can
serve as a guide for educators seeking effective and engaging teaching media or references,

enhancing the overall quality of vocabulary learning experiences in the classroom.

b. For Students

The outcomes of this study are directly applicable to students, offering them a tailored

approach to vocabulary learning through web-based vocab games on

gamestolearnenglish.com. The research findings are intended to serve as a resource that

students can leverage to enhance their vocabulary skills in an interactive and enjoyable

manner, aligning with contemporary learning preferences.

c. For Other Researchers

This study's results can serve as a valuable reference for fellow researchers interested

in delving deeper into advanced or related research topics, particularly within the domain of

English education. By providing insights into the effectiveness of web-based vocabulary

games, it offers a foundation for future investigations and contributes to the collective

knowledge base in the field. Researchers in the English Education Department, in particular,

may find the study beneficial for shaping their own inquiries and exploring new avenues in

language learning research.

 CHAPTER II

LITERATURE REVIEW

A. The Description of the Theories

1. Vocabulary

a. Definition of Vocabulary

Vocabulary is one of the important aspects of learning a foreign language. Without an

appropriate amount of vocabulary, one will have difficulty speaking, reading, listening, and

writing. Mastering Vocabulary and absorbing it will help people acquire, understand, and

improve the process of transferring knowledge for a better life It cannot be denied that the

chances of advancing Progress or success in any field such as computer science, technology,

economics, politics, tourism and education increases along with the scale and vocabulary of

application.

Vocabulary is often likened to the linguistic "Everest," symbolizing its unparalleled

significance in facilitating effective communication within any language. This metaphor

underscores the crucial role vocabulary plays in achieving proficiency and eloquence in

linguistic expression. Consequently, individuals with aspirations of communicating adeptly in

a specific language are confronted with the initial task of navigating the intricacies of its

vocabulary.

The process of learning vocabulary stands as an indispensable facet of language

acquisition, serving as a cornerstone for achieving proficiency across listening, speaking,

writing, and reading skills. It complements the understanding of grammar, forming a symbiotic

relationship essential for comprehensive language proficiency. Mastery of a foreign language

involves the attainment of fluency, accuracy in speech, ease in written expression, and
 comprehension in both listening and reading through the acquisition and effective utilization

of an extensive vocabulary.

As emphasized by S. H. Burton, the precision and vividness required for the use of the

English language become nearly impossible without a substantial vocabulary foundation.

Collier extends this notion, highlighting that once a student has grasped the foundational

grammatical structures, the subsequent challenge lies in mastering the requisite vocabulary.

This intricate process of vocabulary acquisition, as eloquently outlined by Gustian (2022), is

not merely a stepping stone but a pivotal component in the journey toward linguistic

proficiency. In essence, vocabulary serves as the key to unlocking the richness and precision

essential for effective communication and language mastery.

b. Type of Vocabulary

In accordance with the categorization proposed by Evelyn Hatch and Cheryl Brown,

vocabulary can be classified into two distinct groups:

1) Active Vocabulary

Active vocabulary goes beyond mere comprehension; it encapsulates words that

students not only understand but can proficiently use in both spoken and written

communication. This category extends to language elements that learners can effectively

employ when expressing themselves, whether orally or in written form. Often termed as

productive vocabulary, this subset emphasizes the learner's ability not just to grasp the

meaning of words but to actively integrate them into their own expressions, contributing to a

comprehensive and dynamic command of language skills. Active vocabulary plays a pivotal

role in enabling students to articulate their thoughts with precision, fostering effective

communication across various language domains.

2) Passive Vocabulary

Passive vocabulary encompasses words that individuals can recognize and

comprehend within specific contexts. This refers to language elements that are identifiable

and understood when encountered in written texts or heard in spoken language, categorizing

them as receptive vocabulary. The concept of passive vocabulary is intricately connected to

the comprehension of words during the acts of reading and listening.

In more elaborate terms, passive vocabulary represents the reservoir of words that

individuals can grasp and interpret without necessarily actively employing them in their own

speech or writing. This form of vocabulary proficiency is particularly evident in the ability to

understand words encountered in various linguistic contexts, thereby contributing to

enhanced reading and listening comprehension skills. It signifies a nuanced level of language

competency where individuals can navigate and make sense of words within their

surroundings, enriching their overall linguistic comprehension. This nuanced understanding of

passive vocabulary emphasizes its dynamic role in the receptive aspects of language

acquisition, further highlighting its importance in fostering a comprehensive grasp of a

language.

c. Aspect of vocabulary

Vocabulary has several important aspects to learning vocabulary in a new language.

Knowing the meaning, spelling, pronunciation, word class, and word use. All of them help

you to use the words appropriately and effectively when speaking or writing.
1. meaning

Comprehending meaning holds significant importance for students as it dictates how a

word imparts significance within the realm of language. The intricacies of meaning become

particularly evident when considering that certain words encompass multiple interpretations

contingent upon the contextual situation. Take, for instance, the word "now," which can

denote a moment in time that is presently occurring. Similarly, the term "gift" may signify

something bestowed, typically on a particular occasion. Hence, the nuanced understanding of

a word's meaning emerges as a crucial factor for students, enabling them to grasp the

subtleties of language and apply words adeptly across diverse contexts. This comprehension

not only enhances their linguistic proficiency but also empowers them to navigate the

multifaceted nature of language with confidence and versatility.

2. Spelling

When students are introduced to a new word, it is crucial for them to grasp the

intricacies of its spelling. Spelling, in this context, pertains to the specific arrangement of

letters that compose the word. A profound understanding of a word's spelling empowers

students with the knowledge of its accurate written representation. This comprehension is

fundamental as it equips students with the ability to correctly transcribe the word when

expressing themselves in written form. Thus, the significance of understanding the spelling of

a word cannot be overstated, as it serves as a foundational skill essential for students in their

language learning journey.

3. pronunciation

In the process of vocabulary acquisition, it is crucial for students to grasp the correct

pronunciation of words, as this significantly contributes to their overall understanding.

Proficient pronunciation plays a pivotal role in decoding the intended meaning communicated

by others. In cases where the pronunciation of a word is inaccurate, comprehension becomes

 challenging, potentially leading to misunderstandings in oral communication. Consequently,

an essential aspect of language learning involves ensuring that students not only recognize

and memorize words but also acquire the ability to articulate them accurately. By

emphasizing the importance of correct pronunciation, educators empower students to

enhance their oral communication skills, mitigating the risk of misinterpretations and fostering

effective linguistic exchanges in various contexts.

4. Word class

The term "word class" denotes the categorization of words based on shared

characteristics, representing a pivotal element in the analysis of meaning within language.

Words are systematically organized into distinct categories, including but not limited to nouns,

verbs, adverbs, adjectives, and prepositions. The classification of words into these categories

is contingent upon their specific roles or functions in the communication process, elucidating

their significance in conveying meaning and contributing to the structure of language. This

systematic grouping provides a framework for understanding how words operate within the

context of communication, offering insights into their functions and relationships within

sentences and discourse.

5. Word use

The utilization of words, often referred to as word use, encompasses the multifaceted

ways in which a word is employed within a language. In the upcoming study, the teaching

and learning processes will be intricately tailored to emphasize key dimensions, particularly

meaning, word usage, and pronunciation. The rationale behind prioritizing these specific

aspects stems from their central role in the designed educational games within the learning

media. The alignment with these linguistic dimensions is intentional, aligning seamlessly with
 the educational games embedded in the learning media that will be actively integrated into

the classroom setting.

This comprehensive approach acknowledges the interconnected nature of meaning,

word usage, and pronunciation in fostering a holistic understanding of vocabulary. By

centering the teaching and learning strategies on these dimensions, the study aims to create

a symbiotic relationship between the theoretical aspects and the practical application of

words within the context of language acquisition. The emphasis on these linguistic elements

is not only reflective of the learning objectives but also aligns with the dynamic and interactive

nature of the games incorporated into the educational framework.

In essence, the study recognizes that effective word use extends beyond rote

memorization and delves into the nuanced understanding of meaning, usage, and

pronunciation. The integration of these dimensions into the teaching and learning processes

is a deliberate effort to enhance the overall linguistic competence of learners, ensuring a well-

rounded and practical approach to vocabulary acquisition within the classroom environment.

2. Teaching Vocabulary Principles

According to Jihan (2022), there are principles of teaching vocabulary :

1. Objectives

The teacher plays a pivotal role in setting explicit goals, clearly defining the proficiency level

students are expected to achieve with the vocabulary and specifying the nature of the words

involved.

2. Quantity Consideration

Deliberations on the quantity of vocabulary items to be covered carry significant weight. It is

imperative to carefully decide the number of new words introduced in a lesson, ensuring that

learners can effectively absorb them without feeling overwhelmed or demotivated.

 3. Relevance to Need

Ideally, the selection of vocabulary aligns seamlessly with the overarching objectives of the

course and the specific goals of individual lessons. Alternatively, teachers can empower students by

involving them in the selection process, fostering situations where they take responsibility for

acquiring words that are essential to their communication needs.

4. Repetition for Mastery

Acknowledging that the acquisition of a new word often necessitates repetition, students

benefit from frequent exposure until there is tangible evidence of their mastery of the targeted

vocabulary. This emphasizes the importance of reinforcing learning through repetitive engagement.

5. Significance in Presentation

The presentation of a new word should provide learners with a clear and precise

understanding of its denotation or reference, ensuring that the meaning is unambiguous and well-

defined. This meaningful presentation enhances comprehension and retention.

6. Contextual Learning

The choice of words should be adaptable to different speaking situations, considering

factors such as formality and audience familiarity. Encouraging students to learn words in contexts

where they are most applicable enhances their ability to apply vocabulary dynamically in real-world

communication scenarios. This comprehensive approach to vocabulary instruction ensures a well-

rounded and practical language learning experience for students.

3. Web-Based Vocabulary Game on Gamestolearn.com

a. Definition of Web-Based Vocabulary Game

The web-based vocabulary game is a component of the gamestolearnenglish.com

platform, created by Owen Dwyer in 2010. Specifically designed for educators, this game
serves as a valuable tool to enhance students' vocabulary acquisition skills. Comprising two

mini-games, the initial segment features eight pictures and eight corresponding words that

students must rearrange to establish accurate word-picture pairings. In the second mini-game

a substantial image is concealed beneath 16 tiles, gradually revealed as students click the

lightning button to unveil individual squares. The primary objective is to present words,

images, and sounds engaging, allowing students to infer meaning by associating visual cues

with textual and auditory elements. This game not only stimulates students' imagination by

displaying pictures but also encourages memorization. Additionally, it can be utilized as an

assignment or homework, offering a teacher's section to monitor and assess student

activities.

b. Vocabulary Game Procedure

Participation in the game involves a systematic series of instructions that elucidate the

gameplay, a customary provision when individuals express interest in joining the activity. The

vocabulary game in question follows a well-defined set of steps, creating a structured and

engaging experience. Commencing with the initial phase, students are presented with various

options on the second slide, where they must make a categorical selection. Following this

choice, the first mini-game unfolds, presenting a picture accompanied by its corresponding

vocabulary. The primary objective is to successfully match the picture with the provided

vocabulary, and upon achieving accuracy, a green tick signifies the correctness of the match.

Additionally, a voice-over pronounces the word, facilitating repetition by the students for

reinforcement.
 Transitioning to the second mini-game, a larger image is concealed by 16 squares,

gradually revealed as students repeatedly click the lightning button. This interactive unveiling

adds an element of suspense and engagement. Once the image becomes discernible,

students can proceed to select the corresponding word from those presented beneath the

sizable image. This dual-phase structure not only introduces an element of variety to the

learning process but also ensures that students are actively involved in diverse activities,

contributing to a more dynamic and immersive vocabulary learning experience.

B. Theoretical Frame of Mind

The main focus of this research is to challenge students’ vocabulary acquisition

through web-based gamestolearnenglish.com. The following figure shows the basis of this

research:
 This web-

based word game

is part of the

gamestolearnengli

sh.com platform

developed by

Owen Dwyer in

2010. Created

specifically for

teachers, the

game serves as a

valuable tool in

improving

students'

vocabulary. In the

initial condition

lack of student

motivation to

study vocabulary

acquisition, so the

classroom

atmosphere is not

effective in

learning vocabulary acquisition. therefore teachers must have new strategies for creating fun

learning on vocabulary acquisition learning

C. Hypothesis of the Study

1. Null Hypothesis (H0): The progress in students' vocabulary acquisition is not significantly

different before and after the utilization of gamestolearnenglish.com.

2. Alternative Hypothesis (H1): A significant difference exists in students' vocabulary

acquisition progress subsequent to the incorporation of gamestolearnenglish.com.

This research hypothesis serves as the cornerstone, aiming to assess the impact of

incorporating gamestolearnenglish.com on improving students' vocabulary acquisition. The

quantitative analysis in this study entails a thorough examination of scores obtained before

and after the utilization of the website, employing statistical methods to determine the

statistical significance of any discernible differences. Through this approach, the study seeks

not only to measure the effectiveness of the website but also to provide empirical evidence

supporting the potential benefits of integrating gamestolearnenglish.com into vocabulary

learning strategies.
 CHAPTER III

METHODS AND PROCEDURS

A. Time and Place of the Study

Conducted at SDN Bambu Apus 2 situated in Tangerang Selatan, specifically at Jl.

Mujair 4 No. 68, Banten, this research focused on exploring and addressing the challenges

related to students' vocabulary acquisition. The primary aim was to investigate the efficacy of

utilizing the website gamestolearnenglish.com as a tool for enhancing vocabulary learning

within the context of SDN Bambu Apus 2. The choice of this specific location provided a

localized perspective, allowing for a more in-depth understanding of how students at this

school engage with the online platform in their vocabulary acquisition journey. Through this

study, valuable insights were sought to contribute not only to the academic discourse on

language education but also to provide practical recommendations for educators and learners

alike.

B. Method of the Study

This research used quantitative methods. According to Creswell (2014: 4),

"quantitative research is an approach to testing objective theories by examining the

 relationship between variables. These variables, in turn, can be measured, usually by using

instruments, so that numerical data can be analyzed using statistical procedures."

In the context of quantitative research, this method is used to test hypotheses or objective

theories by collecting and analyzing numerical data. This approach allows researchers to

explore relationships between variables and use statistical tools to conclude and generalize

findings. By applying quantitative methods, this study will provide a strong basis to identify

and measure the impact of using gamestolearnenglish.com on students' vocabulary

acquisition more systematically.

C. Research Procedure

In this study, the researcher used quantitative analysis using static calculations to test

the hypothesis. According to Moh. Hanafi et al (2022) Quantitative data analysis within the

realm of the social sciences provides a robust and systematic approach for comprehensively

studying the intricate dynamics of the environment that surrounds us.

This method empowers social scientists with the capability to precisely measure,

rigorously analyze, and deeply understand the multifaceted dimensions of social reality. In

essence, this paper serves as a conduit for presenting novel and practical insights into the

realm of quantitative data analysis within the context of social science research. By delving

into the nuances of this analytical methodology, the aim is to contribute valuable knowledge

that not only advances the understanding of social phenomena but also equips researchers

with practical tools for navigating the complexities inherent in the social environment.

D. Data and Data Sources

Data are unprocessed and unorganized facts that require processing. Data can be

simple and seemingly random and useless until it is organized. (“Data vs Information,” 2018).

In this study, researchers used vocabulary tests as a source of data. This test consisted of a

pre-test and a post-test. The pre-test was conducted to assess students' initial knowledge
 before engaging in the observation and recall game, specifically the vocabulary test. While

the post-test employed the observation and recall game to evaluate students' progress after

receiving the treatment.

E. Techniques for Sample

Sampling techniques are divided into two groups, namely probability sampling and non

probability sampling. In this study, researchers used probability sampling. According to

Sugiyono (2017: 82) "probability sampling is a sampling technique that provides opportunities

or opportunities that are sampling techniques that provides equal opportunities or

opportunities for each element or member of the population to be selected as a sample".

opportunity for each element or member of the population to be selected as a sample".

Probability sampling consists of simple random sampling, propionate stratified random

sampling, disproportionate stratified random sampling area (cluster) sampling. In this study

researchers used simple random sampling, then according to Sugiyono (2017: 82) Simple

Random Sampling is taking sample members from a population that is carried out randomly

without regard to the strata in the population. pay attention to the strata that exist in that

population.

F. Techniques for Validation Test

As explained earlier, the researcher chose tests as research tools, both in the form of

pre-test and post-test, with the aim of measuring students' vocabulary skills. The use of these

tests must fulfill several key factors, especially in terms of validity and reliability. He, this

study examines the validity and reliability of the test as factors that determine the success of

the research instrument. By choosing a valid and reliable instrument, it is expected that the

data collected and the results of the study will accurately reflect the actual abilities of the

students. By focusing on test validity and reliability, this research seeks to ensure that the

interpretation of the data obtained is reliable and has a high level of confidence.
1. Validity

In the development and assessment of measuring instruments, validity is a major

consideration. Validity is defined as the extent to which an instrument is able to accurately

measure what it is supposed to measure. In simpler terms, validity can be defined as the

ability of an instrument to measure exactly what it is supposed to measure. In the context of

this study, the researcher observed the validity of the test by using the content validity and

construct validity approaches. By involving these two aspects, this research aims to ensure

that the instruments used are reliable and can accurately measure the components that

should be measured in accordance with the research objectives.

a. Content validity

Content validity means that there is a match between the objectives of curriculum

objectives with the objectives being tested. That is, the test is said to have content validity if

the objectives are the same as the curriculum objectives. This validity is sometimes called

curriculum validity. The test is said to be valid if the test objectives do not come out of the

curriculum objectives that have been set by educational policy. In this case the researcher

also studied the established curriculum to find out what the students should be able to do at a

certain level, especially at a certain level. Students should be able to do at a certain level,

especially in grade one. The researcher found that students in elementary school should be

able to learn vocabulary. In this case, the researcher used gamestolearn.com as the topic.

2. Pre-testing

Conducting a preliminary experiment with a group of students is the first step to gather

feedback relating to the effectiveness of the materials and games in testing students'

vocabulary skills. This process involves the active involvement of a number of students to

evaluate the extent to which the materials and games can benefit the development of their

vocabulary skills. Through this initial pilot test, the researcher was able to obtain first-hand

views from the learners, listen to their perspectives, and identify potential improvements or
 adjustments needed. By involving groups of students as test subjects, the researcher can

ensure that the proposed learning approach can effectively evaluate and improve students'

vocabulary skills by considering their direct responses and experiences.

G. Techniques for analyzing the Data

The researchers in this study employed a systematic data collection approach, utilizing

both pre-test and post-test assessments to gather comprehensive insights into the

participants' performance. The collected data encompassed scores obtained during these

assessments, allowing for a comparative analysis between the average pretest and post-test

scores. Following the acquisition of data from the score results, a rigorous quantitative

analysis was undertaken. In this analytical phase, the researchers employed statistical

methods to discern patterns, trends, and significant variations within the dataset.

The quantitative analysis involved a meticulous examination of the test results

provided by the researchers in the classroom setting. This in-depth scrutiny aimed to unveil

meaningful patterns and statistically significant findings, shedding light on the effectiveness of

the intervention or approach employed in the study. By adopting a statistical lens, the

researchers aimed to derive objective and empirical conclusions, contributing to a robust

understanding of the impact and implications of the vocabulary learning strategies under

investigation. This rigorous analytical process ensures the reliability and validity of the study's

findings, offering valuable insights for both academic discourse and practical application in

language education.

The primary objective of this research is to ascertain the substantial

effectiveness of employing the website gamestolearnenglish.com as a tool for enhancing

students' mastery of vocabulary. To achieve this, the research data collected will undergo a

rigorous analysis employing various statistical techniques. In particular, the researchers will

utilize T-test statistical analysis to rigorously examine and evaluate the hypotheses

formulated for the study. This statistical method will serve as a robust tool for determining the

significance of the observed changes in students' vocabulary proficiency as a result of

utilizing the gamestolearnenglish.com website. The T-test analysis is chosen for its ability to

provide statistical evidence and insights into the effectiveness of the website in comparison to

conventional methods, contributing valuable findings to the broader discourse on language

education and technology integration.

1. Scoring the Students’ Answer

�������� ������� ������

����� = �ℎ� ����� ������ �� ����
� 100

2. classification students score

no classification score

1 very good 80-100

2 good 66-79

3 fair 56-65

4 poor 40-45

5 very poor <39

Table 3.1

3. Finding out the mean score would use the following formula

�
−� =
�

Where:

−� : Mean Score

�: Total Raw Score

 � : Number of Students

4. Calculating the rate percentage of the student’s score

�
�=
�
X 100%

Where:

P = Percentage

F = Frequency

N = Total Number of Sample

5. Finding out the standard deviation by using the following formula

��
�� = √
�−1

�2
�2−
�� = �
�−1

�2
�ℎ��� �� = �2−
�

Where:

SD = Standard Deviation

� = The Sum all square

N = The Total Number of Students

�2 = The Sum Square of The Sum Square

6. Finding the significant difference between the mean score pre-test and post-test by

calculating the value of the test using following formula

�
t=
�2
2−
� �−1
� �−1

Where:

T = Test of Signifinance

D = Mean Score of Difference (X1-X2)

�2 = The Sum of all the score

N = The total sample

H. Indicator of Research

Learning is said to be successful, if it happens that 80% of the total students in the class pass

the individual criteria and 80% of the students in the class pass the criteria KKM = 75.
 CHAPTER IV
FINDINGS AND INTERPRETATIONS

A. The description of the data

This chapter described the findings and the interpretations of the

data were presented. Since the writer used both pre-test and post-test in

collecting the data. The result of the analysis can be seen in the following

sections:

1. The result of students’ pre-test scores

Students‟ pre-test scores of speaking conversation was presented

in the following table 4.1.

PRE - TEST
No. Initial Name
Score Successful Criteria (>75)

1 AF 56 Unsuccesful

2 ACP 60 Unsuccesful

3 ARS 52 Unsuccesful

4 ACA 52 Unsuccesful

5 BPP 52 Unsuccesful

6 DSS 40 Unsuccesful

7 DR 52 Unsuccesful

8 DSF 60 Unsuccesful

9 FAR 52 Unsuccesful
10 HFA 64 Unsuccesful

11 JA 60 Unsuccesful

12 KU 72 Unseccesful

13 KSRL 52 Unsuccesful

14 MF 52 Unsuccesful

15 MFF 52 Unsuccesful

16 MW 64 Unsuccesful

17 NAP 68 Unsuccesful

18 NFS 60 Unsuccesful

19 NM 76 Successful

20 RNF 76 Successful

21 RBA 52 Unsuccesful

22 RI 52 Unsuccesful

23 RRS 60 Unsuccesful

24 RDI 64 Unsuccesful

25 RM 48 Unsuccesful

26 RNF 60 Unsuccesful

27 TOM 64 Unsuccesful

28 DS 56 Unsuccesful

29 YFA 60 Unsuccesful

1.692
N = 29 Unseccesful
58,34
 From the table of pre test, the total score of students was 1.692

and the number of students who took the test was 29 students, so the

students‟ mean was:

1692
=
29

= 58,34

From the table above, students‟ speaking skill in English lesson

was still very low. The mean of students was 58,34. To know the

student‟ who were competent was calculated by applying the formula

below:

= 100%

2 100% = 6,90%
1 =
2
9
2 100% = 93,10%
=
27
2
9

From the formula above, only 2 students got successful and gained

6,90%. There are 27 students got unsucceful and gained 93,10%. This

means that many students can not speak English.

The Pre-Test score was presented in the table below:

Students speaking of Total Number of Perecentage of

conversation level Students Result

Upper Score 75-100 2 7%

Middle Score 60-74 13 43%

Lower Score 31-59 14 50%

Poor Score 0-30 0 0%

Tabel 4.2 Pre-test Students speaking of conversation level

Only 2 students got uppercase (75-100). There are 13

students got a middle score (60-74) and then, 14 students got

lower score (31-59). Mean score gained by the students was

58,34.

From the table analysis above, the students‟ speaking skill

of English lesson was still low. From the criteria 2 students got

upper score or it was only 7%. Then 13 students got middle

score only 43%, in other side 26 students lower score or it was

50%. The spread of score was presented in the frequency

distribution table 4.3:

 Distribution of Students’ Speaking skill
in English Lesson for Pre-Test
14
14 13
12
10
8 Poor Score

6 Lower Score

4 Middle Score
0 2
2 Upper Score

0
Poor Score Lower
Score Middle
Score Upper
Score

Distribution of Students‟ Speaking skill in English Lesson for Pre-Test

It can be seen the diagram some students can not speaking

English from pronunciation, grammar, vocabulary, fluency an

comprehension. After giving the test of conversation the writer will be

applied the treatment using puppets games in speaking teaching.

2. The Result of Students’ Post-Test Scores

Students‟ post-test scores of simple past tense was presented in

the following table 4.4.

PRE - TEST
No. Initial Name
Score Successful Criteria (>75)

1 AF 76 Succesful
2 ACP 80 Succesful

3 ARS 80 Succesful

4 ACA 76 Succesful

5 BPP 80 Succesful

6 DSS 68 Unsuccesful

7 DR 68 Unsuccesful

8 DSF 88 Succesful

9 FAR 81 Succesful

10 HFA 76 Succesful

11 JA 72 Unsuccesful

12 KU 76 Successful

13 KSRL 80 Successful

14 MF 76 Successful

15 MFF 76 Successful

16 MW 68 Successful

17 NAP 76 Successful

18 NFS 80 Successful

19 NM 88 Successful

20 RNF 84 Successful

21 RBA 76 Successful

22 RI 80 Successful

23 RRS 84 Successful
 24 RDI 76 Successful

25 RM 68 Successful

26 RNF 80 Successful

27 TOM 76 Successful

28 DS 68 Successful

29 YFA 76 Successful

2233
N = 29 Succesful
77

Table 4.4 Post-Test Scores

From the table of pre test, the total score of students was 1.692

and the number of students who took the test was 29 students, so the

students‟ mean was:

2.233
=
29

= 77

From the table and formula, students‟ speaking skill in English

lesson was good. The mean of students was 77. To know the student‟

who were competent was calculated by applying the formula below:

= 100%
 6 100% = 20,68%
1 =
2
9
2 100% = 79,31%
=
23
2
9

From the table 4.4, only 26 students got uppercase (75-100). There

are 3 students got a middle score (60-74) and then, no one students got

lower score (31-59). Mean score gained by the students was 77. The Pre-

Test score was presented in the table below:

Students speaking of Total Number of

Perecentage of Result
conversation level Students
Upper Score 75-100 23 79%

Middle Score 60-74 6 21%

Lower Score 31-59 0 0%

Poor Score 0-30 0 0%

Tabel 4.5 Post-test Students speaking of conversation level

From the table analysis above, the students‟ speaking

skill of English lesson was still low. From the criteria 23 students

got upper score or it was only 79%. In other side 6 students

lower score or it was 21%.

From the criteria 23 students got successful score or it

was 79%. Then 6 students got unsuccessful or it was 21%. it

could be concluded that the students‟ speaking skill in English

 lesson was still low. The spread of score was presented in the

frequency distribution table 4.6 below:

Distribution of Students’ Speaking skill

in English Lesson for Post-Test

30 23
20 Upper Score
10 6 Middle Score

0 Lower Score
0
0
Poor Score
Upper Score
Middle Score
Lower Score
Poor Score

Distribution of Students‟ Speaking skill in English Lesson for Post-Test

It can be seen the diagram above 79% students increase the score

after the writer applied Puppets Games in teaching speaking. The

students can speaking english using puppets because that activities are

very fun for them.

B. The Analysis of Data

Pre- Post-test j − (( j − ) (( j − )

No Students test j ̅ −̅ − ̅ )2

1 S1 56 76 20 1.11 1.2321

2 S2 60 80 20 1.11 1.2321

3 S3 52 80 28 9.11 82.9921

4 S4 52 76 24 5.11 26.1121

5 S5 52 80 28 9.11 82.9921

6 S6 40 68 28 9.11 82.9921

7 S7 52 68 16 -2.89 8.3521

8 S8 60 88 28 9.11 82.9921

9 S9 52 81 29 10.11 102.2121

10 S10 64 76 12 -6.89 47.4721

11 S11 60 72 12 -6.89 47.4721

18.89
12 S12 72 76 4 -14.89 221.7121

13 S13 52 80 28 9.11 82.9921

14 S14 52 76 24 5.11 26.1121

15 S15 52 76 24 5.11 26.1121

16 S16 64 68 4 -14.89 221.7121

17 S17 68 76 12 -6.89 47.4721

18 S18 60 80 20 1.11 1.2321

19 S19 76 88 12 -6.89 47.4721

 20 S20 76 84 8 -10.89 118.5921

21 S21 52 76 14 -4.89 23.9121

22 S22 52 80 28 9.11 82.9921

23 S23 60 84 24 5.11 26.1121

24 S24 64 76 12 -6.89 47.4721

25 S25 48 68 20 1.11 1.2321

26 S26 60 80 12 -6.89 47.4721

27 S27 64 76 12 -6.89 47.4721

28 S28 56 68 12 -6.89 47.4721

29 S29 60 76 16 -2.89 8.3521

TOTAL 1.692 2233 548 -16.81 1691.9509

Statistical table of students Pre-Test and Post-Test

Based on the result of pre-test and pot-test of the students above,

the writer analyzed the results to improve of usingpuppet games in

teaching speaking. The writer calculated them based on the steps of the

T-Test formula as follows:

1. Determine MEAN of DIFFERENCE score of 1and 2

548
̅= = 18.19
29
 Determine degrees of freedom:

df = N –

1 df = 29

–1

df = 28

2. Determine VAR (S2)

1
( 2) = ∑(( j − ) − ̅)2
−1
=1

1
= (1691,9509)
27

= 60.4268

3. Determine standard Deviation

SD = √Variansi

= √ 60.4268

= 7.773

4. Determine tcalor T Calculation

̅
=

18.89
= 7.773
√29
 41

18.89
= 7.773
5.385

18.89
=

1.443

= 13.090

5. t – table → degree at significance 5% = 2.048

The result of the data analysis showed that by using the t-test

formula the result of is t0 is 13.11 than tt. Then, there is significant of

using Puppets Games in Teaching Speaking at the tenth grade of

senior high school.

C. Interpretation of The Data

Based on the result analysis of the data above it is explained

that before giving the treatment the total of students‟ pretest score was

1692 and after giving the treatment the total of students‟ posttest

score increased to 2233 and the comparison score between pretest

and posttest was 548. So, the determine mean of difference score of

pretest and posttest was 18.89 and the result of (pretest-posttest) –

determine) or ((xj

– xi) – ̅ ) was -0.1 and (pretest-posttest) – determine)2 ((xj – xi) – ̅ ) 2 was

1691.9509.
 42

And the result of T-test calculation before 13.11 was obtained in the

degree of freedom (df) of 29 (29-1=28). With the degree significant 5%,

it gained score 2.048. The result of calculation above showed that to (t-

observation) 13.090>tt(t-table) 2.045. Since the result to higher than

ttthe alternative hypothesis (Ha) was accepted and the null hypothesis

(Ho) was rejected.

And from the explanation, it can be concluded that there was a

significance differences between the students‟ result of the

experimental class before and after this strategy was applied. The

mean result of the pre-test was 58.34. Meanwhile, the mean result of

students‟ post-test was 77.

Finally the writer could summarize that the students‟ post-test

result higher than the students‟ pre-test result. In the other words that

using Puppets Games is effective on students' speaking english at the

tenth grade students of senior high school.

 43

CHAPTER V
CONCLUSION & SUGGESTION

This chapter describes the result of the conclusion and the suggestion given by

the writer.

A. Conclusion

This study had quasi-experimental which was intended get effectiveness of using

puppets games in teaching speaking at tenth grade senior high school. Based on

previous chapter, the experimental class result had different significance between

before and after which writer apllied the strategy. Then, after seven weeks

treatments students get higher score on the post-test result than the pre-test result.

The result of the pre-test was 58.34 and the result of post-test was 77.

Also, the t observe as significantly than the t table at 13.11. The calculation

showed 13.090 > 2.045 (significance 5%). It means that the Null-hypothesis (H0) is

not effective and the alternative hypothesis (H1) is effective. It can be concluded that

Teaching speaking using puppets games is effective to improve speaking skill at the

tenth grade of SMA PerjuanganDepok.

 44

B. Suggestion

The writer wants to give following suggestion based on the conclusion above:

1. For The Students

The students can improve their speaking skill in teaching learning English by

using puppets games and get a fun learning in the speaking class.

2. For the Teacher

The teacher can understand the students‟ needs a know the students‟ lack of skill,

especially in speaking and make the speaking class more active and enjoying.

3. For other Researcher

Other researcher can use be techniques or media to teach in the future teaching

– learning. This study also gives insights to the researcher about hat things

which to be considered in every teaching and learning process.

 1

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VOCABULARY ACQUISITION FOR MIDDLE SCHOOL ENGLISH

LANGUAGE LEARNERS.

Gustian, D. (2022). THE STUDY ON STUDENTS VOCABULARY MASTERY

AND SPEAKING FLUENCY STUDENTS [Preprint]. Thesis Commons.

https://doi.org/10.31237/osf.io/umkv4

Jihan, N. W. N., Fikroni, M. R., & Wulan, O. R. N. (2022). IMPROVING

STUDENTS’ VOCABULARY MASTERY USING WEB-BASED VOCAB

GAME ON GAMESTOLEARNENGLISH.COM AT SEVENTH GRADE

SMPN 2 SENDURO. 01(02).

Rasti-Behbahani, A., & Shahbazi, M. (2022). Investigating the effectiveness of a

digital game-based task on acquiring word knowledge. Computer Assisted

Language Learning, 35(8), 1920–1945.

https://doi.org/10.1080/09588221.2020.1846567

Sari, N. (2021). IMPROVING VOCABULARY MASTERY STUDENTS THROUGH

OBSERVE AND REMEMBER GAMES AT THE SECOND GRADE OF

SEKOLAH MENENGAH KEJURUAN NEGERI (SMKN) 3 ENREKANG.