THE EFFECTIVENESS OF USING BOARD RACE GAME TO ENHANCE

THE STUDENTS’ VOCABULARY MASTERY (Pre-Experimental Research

at the Eighth Grade Students of SMPN 8 Donggo Satu Atap)

A THESIS

Submitted to the Faculty of Teacher Training and Education

Muhammadiyah University of Makassar in Partial Fulfillment of the
Requirement for Degree of Education in English Department

NURDINA
10535 6493 15

ENGLISH DEPARTMENT EDUCATION

FACULTY TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021

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 UNIVERSITAS MUHAMMADIYAH MAKASSAR
Jalan Sultan Alauddin No. 259Makassar
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Telp : 0411-860837/860132 (Fax)

PRODI PENDIDIKAN BAHASA INGGRIS Email : fkip@unismuh.ac.id

Web : www.fkip.unismuh.ac.id

‫بســــــم اللـه الرحـمن الرحيــــم‬

SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Nurdina
NIM : 105 35 6493 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Using Board Race Game to Enhance the
Students’ Vocabulary Mastery (Pre-Experimental Research at
the Eighth Grade Students of SMPN 8 Donggo Satu Atap)
Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim
penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau
dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi
apabila pernyataan ini tidak benar.

Makassar, Januari 2021

Yang Membuat Pernyataan

Nurdina

iv
 UNIVERSITAS MUHAMMADIYAH MAKASSAR Jalan Sultan Alauddin No. 259Makassar
Telp : 0411-860837/860132 (Fax)
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Email : fkip@unismuh.ac.id
PRODI PENDIDIKAN BAHASA INGGRIS Web : www.fkip.unismuh.ac.id

‫بســــــم اللـه الرحـمن الرحيــــم‬

SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Nurdina
NIM : 105 35 6493 15
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya
akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya
bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Januari 2021

Yang Membuat Pernyataan

Nurdina

v
 MOTTO

La haula wa la quwwata illah billahil

‘aliyyil azhimi

I dedicated this thesis to:

My greatest parents, my

lovely sisters & brothers,

and all of my friends

vi
 ABSTRACT

Nurdina. 2021. The Effectiveness of Using Board Race Game to Enhance the
Students’ Vocabulary Mastery (Pre-Experimental Research at The Eighth
Grade Students of SMPN 8 Donggo Satu Atap. A Thesis of English Education
Department. Faculty of Teacher Training and Education. Muhammadiyah
University of Makassar. Supervised by St. Asriati and Saiful.
This research aimed to enhance students’ vocabulary mastery at SMPN 8
Donggo Satu Atap by using board race game. The researcher used pre-
experimental research where the data gained from the multiple choice test. The
population of the research was the eighth grade of SMPN 8 Donggo Satu Atap in
the academic year 2020/2021. The sample was taken by using purposive sampling
technique and there were 80 students as population and 20 students as sample.
The result presented that the mean score of students’ vocabulary mastery
pre-test in the term verb was 45.25 become 78.5 in post-test with 73.48%
improvement. Then, the mean score in term of adverb was 42.75 in the pre-test
become 69 in the post test with 61.40% improvement. The t-test analysis
presented that by applying 0.05 level of significant with the 19 degree freedom
(df=20-1), t-test in the form of verb and adverb in vocabulary was greater than t-
table which were 11.62>2.093 and 13.72>2.093. It means that, board race game
has significant effect toward students’ vocabulary mastery in the term of verb and
adverb.

Keywords: Vocabulary, Verb, Adverb, Board Race Game.

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 ABSTRAK

Nurdina. 2021. Effectivitas Penggunaan Board Race Game untuk

Meningkatkan Penguasaan Kosakata Siswa (Riset Pra Eksperimen pada Siswa
Kelas VIII SMPN 8 Donggo Satu Atap). Skripsi Pendidikan Bahasa Inggris.
Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Makassar.
Dibimbing oleh St. Asriati and Saiful.
Penelitian ini bertujuan untuk meningkatkan keterampilan berbicara siswa
dalam teks prosedur terhadap kelas delapan SMPN 8 Donggo Satu Atap dengan
menggunakan board race game. Peneliti menggunakan penelitian pre-
eksperimental yang mana data diperoleh dari tes pilihan ganda. Populasi
penelitian ini adalah SMPN 8 Donggo Satu Atap Tahun Akademik 2020/2021.
Sampel penelitian diambil dengan menggunakan Teknik Purposive Sampling
yang dimana ada 80 siswa sebagai populasi dan ada 20 siswa sebagai sampel.
Hasil menunjukkan bahwa nilai rata-rata penguasaan kosakata siswa dalam
kata kerja pada pre-test adalah 45.25 menjadi 78.5 pada post-test dengan
peningkatan 73.48%. Kemudian, nilai rata-rata kata keterangan adalah 42.75 pada
pre-test menjadi 69 pada post-test dengan peningkatan 6140%. Analisis t-test
menunjukkan bahwa dengan mengguakan 0.05 level signifikasi dan 19 derajat
kebebasan (df=20-1), t-test dalam betuk kosa kata dan pelafalan lebih tinggi
daripada t-table yang mana 11.62>2.093 dan 13.72>2.093. Ini berarti bahwa
board race game memiliki efek yang signifikan terhadap kemahiran kosakata
siswa pada bagian kata kerja dan kata keterangan.

Kata Kunci: Kosa Kata, Kata Kerja, Kata Keterangan, Board Race Game

viii
 ACKNOWLEDGEMENTS

In the name of Allah, The Beneficent and The Merciful

First of all, the researcher would like to express all praises to Allah SWT for

the blessing, mercy, guidance, strength, and love during the study and the

completion this thesis. Secondly, peace and blessing be upon to the prophet

Muhammad SAW, his family, his companion, and his followers.

The researcher gives the special and deepest gratitude to beloved parents

Arsyad and Ante who have always prayed, motivated, reminded, supported the

researcher in finishing the thesis and have been so patient in waiting for her

graduation and for beloved sisters and brothers, Kurniati, Rusmiati, Susanti,

Gunawansyah, Alyana Putri and Aan Maulana who always give a lot support in

whole time to the researcher. In this occasion, the researcher also would like to

express her gratitude to:

1. Prof. Dr. H. Ambo Asse, M.Ag., the Rector of Muhammadiyah University of

Makassar.

2. Erwin Akib, M.Pd., Ph.D, the Dean of Faculty of Teacher Training and

Education, Muhammadiyah University of Makassar.

3. Ummi Khaerati Syam, S.Pd., M.Pd, the Head of English Education

Department Faculty of Teacher Training and Education, Muhammadiyah

University of Makassar.

4. The greatest thanks to the first advisor Dr. St. Asriati, S.Pd., M.Hum. and the

second advisor Dr. Saiful, S.Pd., M.Pd. who have given their guide, advice,

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 suggestion, support, and valuable time to the researcher during the

completion of this thesis.

5. The greatest thanks to the lecturers and staff of English Education

Department Faculty of Teacher Training and Education, Muhammadiyah

University of Makassar.

6. The greatest thanks also to SMPN 8 Donggo Satu Atap, especially to the

Headmaster of to SMPN 8 Donggo Satu Atap and the English teacher, who

have given a chance and help to conduct this research, and the eighth grade

students in the academic year 2020/2021 as the sample of the research which

was participated in the process of collecting the data.

7. The greatest thanks to all friends, especially in her community, Komunitas of

Pecinta Art (KOPA) who have given experiences, help, support, and the great

moments of university life.

8. Finally, for everyone whose name cannot be mentioned one by one personally

always give suggestion, assistance, advice, and great help to complete this

thesis. May Allah SWT always be with us and bless us. Amen

Finally, I expect that this thesis can give some improvements of the English

teaching and learning. The researcher believes that this thesis is far from being

complete and perfect. Therefore, any criticisms, ideas, and suggestions for the

improvement of this thesis are greatly appreciated.

Makassar, Januari 2021

The Researcher

Nurdina

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 TABLE OF CONTENTS

TITLE PAGE............................................................................................................i
LEMBAR PENGESAHAN......................................................................................ii
APPROVAL SHEET..............................................................................................iii
SURAT PERNYATAAN........................................................................................iv
SURAT PERJANJIAN.............................................................................................v
MOTTO..................................................................................................................vi
ABSTRACT...........................................................................................................vii
ACKNOWLEDGEMENT....................................................................................viii
TABLE OF CONTENTS.........................................................................................x
LIST OF TABLES..................................................................................................xi
LIST OF GRAPICS...............................................................................................xii
LIST OF FIGURES...............................................................................................xiii
LIST OF APPENDICES.......................................................................................xiv
CHAPTER I INTRODUCTION
A. Background.......................................................................................1
B. Problem Statement............................................................................4
C. The Objective of the Research..........................................................4
D. The Significanc of the Research.......................................................4
E. Scope of the Research.......................................................................5
CHAPTER II REVIEW OF LITERATURE
A. Previous of Related Finding.............................................................6
B. Some Partinent Idea..........................................................................8
C. Conceptual Framework...................................................................21
D. Hypothesis......................................................................................22
CHAPTER II RESEARCH METHOD
A. Research Design.............................................................................23
B. Research Variable...........................................................................26
C. Population and Sample...................................................................27
D. Research Instrument.......................................................................27
E. Data Collection Technique..............................................................28
F. Data Analysis Technique................................................................29

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings..........................................................................................33
B. Discussion.......................................................................................41
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion......................................................................................44
B. Suggestion.......................................................................................44
BIBLIOGRAPHY................................................................................................46
APPENDICES
CURRICULUM VITAE

xi
 LIST OF TABLES

Page
Table 3.1. Pre-experimental Design.................................................................23

Table 3.2. Vocabulary Scoring.........................................................................28

Table 3.3 Hypothesis Testing..........................................................................31

Table 4.1. Students’ Total Mean Score and Improvement...............................34

Table 4.2. Students’ Mean Score and Improvement........................................35

Table 4.3. Students’ Percentage and Frequency in Verb..................................36

Table 4.4. Students Percentage and Frequency in Adverb...............................39

Table 4.5. The Significant of Verb and Adverb...............................................41

xii
 LIST OF GRAPHICS
Page
Graphic 4.1. The Mean Score and Improvement of Students’ Vocabulary

Mastery.........................................................................................36

Graphic 4.2. Percentage of Vocabulary Mastery in Verb..................................38

Graphic 4.3 Percentage of Students Vocabulary Mastery in Adverb................40

xiii
 LIST OF FIGURES
Page
Figure 2.2. Conceptual Framework...................................................................21

xiv
 LIST OF APPENDICES
Page
Appendix I Pre-Test........................................................................39
Appendix II Post Test.......................................................................41
Appendix III Lesson Plans.................................................................4
Appendix IV Research Finding
Appendix V T-table
Appendix VI Documentation
Appendix VII Letters

xv
 CHAPTER I

INTRODUCTION

A. Background

English is known as an international language. It is spoken almost all

over the world. This supported by Reddy in Sakila (2019) “English is the first

language for the majority of the people in several countries”. In the global area,

English takes an important role as communication language used in many

sector of life. Therefore, people should understand and master English.

On the other hand, in Indonesia, English is a second language after

national language. Many Indonesian people want to learn and master it as their

foreign language. They are aware that English language has become important

in the future to deal with the globalization era. Now, English in Indonesia can

to be learning in formal or non-formal institution. In addition, Saukah in Choi

and Spolsky (2009:01) stated English as a foreign language is taught as

compulsory subject at junior and senior high school in Indonesia. Practically,

almost every elementary school offers English starting at grade four, and some

event at much lower grade, as low as in kindergarten.

In learning English as a foreign language, students must take a charge

on their vocabulary. Newman and Dwyer (2009:385) stated that vocabulary

can be defined as words we must know to communicate effectively; words in

speaking (expressive vocabulary) and words in listening (receptive

vocabulary). It can be concluded that vocabulary is the total number of words

1
 2

that are needed to communicate ideas and express the speaker’s meaning. That

is the point why we need to learn more vocabulary. Surely when we are

learning about vocabulary, there is a technique to master it. In the other hand,

learning vocabulary must use interactive or attractive strategies so the students

can memorize it well and able to place the right vocabulary properly. Hatch

and Brown (1995:370) said that the specificity of any individual’s vocabulary

knowledge depends on the person and his motivation, desires, and need for the

words. For that reason the biggest source is comes from student itself.

Now days, game is popular and use in various activity. It is also can be

used as a media to learn. Game can boost the students’ mood, so anything that

come from this fun activity may set in their brain while learning process is

running. In addition, Richard in Nguyen and Phuong (2017) stated that games

are not only related to fun but also have pedagogical values in second language

teaching. There are many advantages of game, they are provide motivation,

help students reduce stress, and give them the occasion to practice

communication. In addition, because language learning is hard work and

requires effort at every moment and over a long period of time, games support

learners’ interest and work. Hadfield (1998:4) said game is an activity with

rules, a goal, and an element of. One of games that can be used in teaching and

learning process is Board Race Game.

Board race game is a fun game that have board as a media and there is

two people or two group or more to “race” against each other according to a set

of rules. This support by Azzahroh (2015) she stated that “a board game is a
 3

game that involves counters or pieces moved or placed on a pre-marked surface

or "board", according to a set of rules”. On the other words, board games

represented a battle between two armies, and most current board games are still

based on defeating opposing players in terms of counters, winning position or

accrual of points. This is a game that when you play it you throw the dice in the

counters and you can step forward based to dice. Games can be based on pure

strategy, chance, or a mixture of the two, and usually have a goal that a player

aims to achieve.

The important from this game is to enrich the students’ vocabulary of

any life aspects. This game can be used to help learners remember and practice

vocabulary during a lesson, review some vocabularies by the end of the lesson,

or recall vocabulary mastery after several activities. For whatever usage, board

games are considered to be effective games to increase learners’ motivation

and help them pay more attention to their vocabulary.

Based on observations made by researcher at SMP Negeri 8 Donggo

Satu Atap, the teacher used several methods and techniques to teach students,

but in terms of vocabulary the teacher only thought by giving meaning to some

words when lessons in progress. Students seem did not interest at all. So that, it

is beneficial to implementate this research in this school.

According to the explanation above, researcher conduct a research

entitle “The Effectiveness of Using Board Race Game to Enhance the

Students’ Vocabulary Mastery”

 4

B. Research Problem

Based on the explanation above, the researcher formulated the problem

as follows: “Is the use of Board Race Game effective to enhance students’

Vocabulary Mastery in term of verb and adverb at SMP Negeri 8 Donggo Satu

Atap?”

C. Objectives of the Research

The objective of this research was to find out whether the use of Board

Race Game Effective to Enhance Students’ Vocabulary Mastery in Teaching of

Verb and Adverb.

D. Significances of the Research

The findings of this research hopefully give some contributions to these

following parties:

1. For the teacher

The result of this study was expected to give a contribution to English

teachers to improve teaching vocabulary.

2. For the students

This study was expected to facilitate students to utilize the game to enhance

their vocabulary mastery.

3. Other Researches

The finding of this research was expected to give valuable contribution and

information on using game in the English teaching learning process.

 5

E. Scope of the Research

This research focused on the effectiveness of using board race game to

enhance students’ vocabulary mastery in verb and adverb. There were some

kinds of verb such as ordinary verb, linking verb, auxiliary verb, infinitive verb

and infinitive verb. In addition, there are some kinds of adverb such as adverb

of manner, place, time and adverb of degree. The researcher limited this

research to the ordinary verb and adverb.

 CHAPTER II

REVIEW AND RELATED LITERATURE

A. Previous of The Related Findings

The researcher talked about review of related literature after finding out
in this research was quantitative method which the data was served by
some information about the effectiveness of the students itself and it selected
numerical and tested by statistical formula of t-test. The design of research
well to support the problems or support the title. The researcher found the
was quasi experimental design. To get the data, the writer used oral test as
information from many sources like text book, journal, web pages, and
the instrument of research, consisted of pre-test and post-test.
research findings that the researcher constructs to selected theories relate the

using board race game in enhance studets’ vocabulary mastery.

6
There were several previous studies relating to this research, which

were as follows:

1. A research by Azzahroh (2015) found out the difference of mean score

between pre-test and post-test, board game was effective to be applied in

teaching speaking and based on t-test, using board games had significant

effect towards students’ speaking skill in senior high school, the tenth grade

students of SMAN 1 Parung academic year 2015. The researcher used quasi

experimental study applied in 40 students of X MIA 2 as experiment class,

and 40 students of X MIA 3 as controlled class. The method that was used
 7

2. Hidayati (2015) stated that there was an improvement of students’ writing

skills of grade X students in SMA Negeri 1 Pengasih after use board games

in teaching process. The researcher used action research consisted of two

cycles, with the subjects were 32 students of class X-3 of SMA Negeri 1

Pengasih. There were two types of data collection techniques were used in

this research, they were qualitative data and quantitative data. The data in

the forms of field notes and interview transcripts were analyzed

qualitatively. In the support to the qualitative data, the quantitative data

were obtained from the writing tests. The results of students’ writing were

then analyzed using scoring rubric.

3. Saraswati (2015) conducted a research with objective whether the use of

Board game can improve the students’ grammar mastery, and how far the

implementation of the students’ grammar mastery of students of the eight

grade of SMPN 1 Bergas 2015 through Board game. Thirty three students of

the eighth grade of SMPN 1 Bergas 2015 were instructed through Board

game to improve their grammar. There searcher used Classroom Action

Research (CAR). The T-calculation results show that using board game can

improve students’ grammar mastery.

The similarity of previous research above with this research was using

board race game in teaching and learning process. While, there were some

differences between this research and those previous researches. They were the

focus of the research which was those previous research focused on speaking,
 8

writing and grammar, whereas this research focused on vocabulary mastery

with the ordinary verb as the limitation.

B. Some Pertinent Ideas

1. The Concept of Vocabulary

a. Definition of Vocabulary
understood why vocabulary is useful and important. Thornburry
Sulastri in Kusuma (2017) stated that “vocabulary includes
(2002:14) stated that learning vocabulary is important because it enriches
collections of words that are known not only as individual words but also
someone’s knowledgeof words. This implies that. The success of the
as a group of words that have meaning”. In addition, Finch in Gruss

(2016) stated vocabulary can be seen as an all words of a given language

or an internal knowledge possessed by speakers of that language.

According to the Oxford Dictionary vocabulary is the total of words you

know in particular language. Moreover, Kusuma (2017) stated that

vocabulary is the main role for all languages.

According the definitions above, there searcher concluded that

vocabulary is a collection of words in language, written or spoken with

the meaning that considered as cultural meaning used by group or

individual community.

b. The Importance of Vocabulary

Having known the definition of vocabulary, it is not hard to be

 9

learner in learning a language depends on not only the size of vocabulary

but also vocabulary building.

Furthermore, Cameron (2001:72) believes that building a useful

vocabulary is central to the learning of a foreign language at primary

level. Building vocabulary means both understanding the meanings of

words and learning to decode those words. Thus, the students can also

enlarge their vocabulary mastery by using vocabulary building.

In conclusion, realizing that the knowledge of vocabulary is very

important, learners have to pay a greater attention to the vocabulary

teaching. Teachers can emphasize the importance of vocabulary early in

school and continue to provide students with opportunities to build word

skills. If someone can master vocabulary well, He or she will be able to

promote fluency, boost comprehension, improved achievement and

enhance thinking and communication.

c. The Kind of Vocabulary

As quoted by Hatch and Brown (1995:370), they are indicated

two kinds of vocabulary, namely receptive vocabulary and productive

vocabulary.

1. Receptive Vocabulary

According to Webb (2008:80), receptive vocabulary is words

that learners recognize and understand when they are used in context,

but which they cannot produce. It is vocabulary that learners

 10

recognize when they see or meet in reading text but do not use it in

speaking and writing.

2. Productive Vocabulary

Productive vocabulary is the words that the learners understand

and can pronounce correctly and use constructively in speaking and

Based on that explanation, teaching vocabulary is an activity
writing. It involves what is needed for receptive vocabulary plus the
where the teacher gives the students’ knowledge about vocabulary and
ability to speak or write at the appropriate time. Therefore, productive
how to use it in daily life. Harmer (2001: 155) gives the wide
vocabulary can be addressed as an active process, because the learners

can produce the words to express their thoughts to others (Webb,

2008:80).

d. Teaching of Vocabulary

The teaching of vocabulary is not easy to do. Some people

think that vocabulary teaching only wastes the time because

vocabulary number is unlimited. The English teachers had better teach

English vocabulary first than other aspect of this language, such as

grammar, speaking, reading and writing. If students know more

vocabulary, it will be easy for them to learn another aspect of English

language. According to Hornby (1995:125), “teaching” is defined as

giving instruction to somebodys’ knowledge, skill, etc.

 11

explanation about some technique for teaching vocabulary that is

summarized as follows:

1. Demonstration

The teacher demonstrates the language where he/she wants

the students to study by offering them there in action.

2. The Concept of Verb and Adverb
2. Explanation
a. Definition of Verb
The teacher explains the construction of language in
Agnes (1996) states that verbs can be defined as any of a class of
diagram, using textbook, using board or OHP.
words expressing action, existence or occurrence or used as an auxiliary
3. Discover

The students can be encouraged to understand new

language form by discovering them in a test or by looking for at

grammatical evidence in order to work out grammar rule.

4. Check Question

The teacher can check question to see if students have

understood the meaning and use in the text or paragraph.

5. Presentation

The teacher shows the things and does not present words to

students, for example, picture, video and also use the mime, action,

and gesture to present.

 12

or copula and usually constituting the main element of a predicate. 11

Since verbs are the main element of a predicate in a sentence, they can

show what people and things do, how they act and change, and when

they did the activity. While, Parrot (2000) says many verbs do describe

actions, verbs can also be used to express other meaning such as

existence (e.g. be, become, exist), mental conditions and processes (e.g.

believe, deduce, enjoy), relationships (e.g. depend, determine).

1. Kind of Verb

In addition, Klammer et al. (2000:111) state that prepositions are

words used as the signals in which a noun is coming because they occur

before a noun phrase, and together they will constitute a prepositional

phrase. They add that prepositions are put together with noun and can be

placed before or after noun and connect their noun phrase object to some

other words or phrase in a sentence by adding information provided by

adverbs (place, time, or manner). Therefore, each preposition which will

be used is based on what information exists in the sentence. Related to

this definition, Biber et al. (2002:28) define that prepositions are linking

words that introduce prepositional phrases because a preposition is

generally followed by a noun phrase. So, preposition can also be seen as

linking sentence in indicating information in sentences.

b. Definition of Adverb

An adverb is a word or an expression that modifies a verb,

adjective, determiner, clause, preposition, or sentence. Adverbs typically

 13

express manner, place, time, frequency, degree, level of certainty, etc.,

answering questions such as how?, in what way?, when?, where?, and to

what extent?. This is called the adverbial function, and may be realized

by single words (adverbs) or by multi-word expressions (adverbial

phrases and adverbial clauses).

Adverbs are traditionally regarded as one of the parts of speech.

However, modern linguists note that the term "adverb" has come to be

used as a kind of "catch-all" category, used to classify words with

various different types of syntactic behavior, not necessarily having

much in common except that they do not fit into any of the other

available categories (noun, adjective, preposition, etc.)

An adverb is a word or a set of words that modifies verbs,

adjectives, and other adverbs. It tells when, when, where, and how an

action is performed or indicates the quality or degree of the action. Many

adverbs end in-ly but some words which end in-ly (such as friendly) are

not adverbs. Many words can be both adverbs and adjectives according

to their activity in the sentence.

1. Kind of Adverbs

a. Adverbs of Manner

Adverbs of manner tell us the manner or way in which something

happens. They answer the question "how?". Adverbs of Manner

mainly modify verbs.

 14

b. Adverbs of Time

Adverbs of time tell us something about the time that something

happens. Adverbs of Time mainly modify verbs.

c. Adverbs of Place

Adverbs of place tell us the place where something happens.

board game is a game that involves counters or pieces moved or placed
They answer the question "where?". Adverbs of Place mainly
on a pre-marked surface or "board", according to a set of rules”. Board
modify verbs.
games represented a battle between two armies, and most current board
d. Adverbs of Degree
games are still based on defeating opposing players in terms of counters,
Adverbs of degree tell us the degree or extent to which

something happens. They answer the question "how much?" or

"to what degree?". Adverbs of Degree can modify verbs,

adjectives and other adverbs.

3. The Concept Board Race Game

a. Definition Board Race Game

According to Hadfield (1990:5) board games and card games are

familiar game types, where both of them demand the players to be first

rounding the board. In addition, Wikipedia also states that board games

are also a type of games that includes battle of the players to reach the

winning position. On the other hand, Azzahroh (2015) states that “a

 15

winning position or accrual of points. This is a game that when you play

it you throw the winning position or accrual of points. This is a game that

when you play it you throw the dice in the counters and you can step

forward based to dice. Games can be based on pure strategy, chance, or a

mixture of the two, and usually have a goal that a player aims to achieve.

Based on the explanation above, board race game is a fun game that have

board as a media and there is two people or two group or more to “race”

against each other according to a set of rules.

b. The Advantages of Using Board Game

Board race game can be method that will give many advantages

for teacher and the students either. Buckby (1994), the benefits of board

game is to attract the students to learn English because the game is fun

and makes them want to have experiment, discovers and interacts with

their environment such as:

1. Board game adds variation to a lesson and increase motivation by

providing a plausible incentive to use the target language. For many

children between four and twelve years old, especially the youngest,

language learning will not be the key motivation factor. Board game

can provide this stimulus (Buckby1994).

2. The game context makes the foreign language immediately useful to

the children. It brings the target language to life. Buckby (1994).the

board game makes the reason for speaking plausible even to

reluctant children.
 16

3. Through playing board game, students can learn English they way

children learn their mother tongue without being aware they are

studying; thus without stress, they can learn a lot.

4. Even shy students can participate positively.

5. Make your classroom a lively place through the use of attractive wall
filter). It means teacher has to try in order to students are having fun
displays, displays of pupils’ work, etc. language classroom is noisy
in learning (learning by playing). Remember teacher is influencing
with the language (English) is good because it will make the
their attitude to language learning.
classroom more live in English (practice).

6. Motivate pupils to want to learn English by using interesting and

enjoyable learning activities. E.g., project work, board game, drama.

It means learning by playing.

7. Create warm and happy atmosphere where teacher and pupil enjoy

working together. Teacher arranges good atmosphere in classroom

and make the students interested.

8. Help pupils to develop personal reasons for learning English. For

example by encouraging out-of –school class activities, e.g. pen

friends, project, reading story books.

9. Make learning English enjoyable and fun-remember you are

influencing their attitude to language learning. (Lower as affective

 17

10. Do not worry about mistakes. Be encouraging - make sure children

feel comfortable, and not afraid to take part. It means teacher does

not blame directly to students, teacher must give support to students

while repair their mistakes.

11. Use a lot of gestures, actions, pictures to demonstrate what you

mean. It means teacher has to try to accompany her explanation with

method in order to students understand easily. Don’t force the

students to use the language directly, just give them examples by

gestures.

12. Talk a lot to them in English, especially about things they can see.

Teacher must teach them by using English, especially about anything

in their surroundings.

13. Play board game, singsongs, say rhymes and chants together. It

means teacher has skills in playing board game, singsong etc to

make them enjoy and interest in learning.

14. Tell simple theories in English, using pictures, acting with different

voices.

15. Do not worry when they use their mother tongue. You can answer a

mother tongue question in English, and sometimes recast in English

what they say in their mother tongue. It means if the students use

their mother tongue, the teacher translate to English and repeat

again, again and again to make them always remember what teacher

means.
 18

16. Constantly recycle new language but do not be afraid to add new

things or to use words they will not know. Teacher gives new

language while remember the last topics.

17. Plan lesson with varied activities, some quiet, some noisy, some

sitting, some standing and moving, it means teacher must

1. Ask the student to make some lines based on their group.
demonstrate his teaching with several activities (moiling teaching),
2. One student from each team stand sat the board with chalk/marker in
sometimes teacher sit, stand up in front of or behind the students.
front of them.
c. The Implementation of Board Race Game

Santoso (2018) states that there are 2 types of steps in apply this

game in teaching and learning process. They are prepare and activity

itself. Here the further explanation:

Preparation:

1. Prepare the tools such as; blackboard or whiteboard, chalk or board

marker.

2. Divide the class into 2-4 teams.

3. Divide the blackboard or whiteboard into two or four column based on

the team.

4. Give a board marker to each team.

Activity:
 19

3. After that you ask a question (optional mastery) and they write the

answer. For Example: Please write the example of countable noun

vocabulary in 2 minutes.

4. The first student who stands at the first line should run and answer the

question, after that he/she should give the board marker to the next
4. Give a board marker to each team.
student of his/her team.
5. Divide the blackboard or whiteboard into four columns based on the
5. Every student has to do the same thing until the time is up.
team.
6. Teacher could also build up the creativity so that every single student

will have their turn to race to the board. Here, as an optional, teacher

could make up the rules and asked all the members of each team to

run one by one to write the answers.

The researcher implementations this research by adapted the

previous research procedures. There are as follows:

Preparation:

1. Prepare the tools such as; blackboard or whiteboard, chalk or board

marker.

2. Divide the class into 4 teams.

3. Ask the student to make some lines based on their group. No one can

look at the reference anymore.

 20

6. The researcher sticks the questions that have been written on the board

at the same time, but the questions are covered. After everything is

ready, the researcher will open the lid on the questions

simultaneously.

Activity:

1. The researcher opens the lid on the questions simultaneously and asks

the students to look all the questions for 5 seconds. This time uses by

students to look at which question that they can answer. The

researcher will count till 5. Of course, no time for students to discuss

about the questions.

2. After the research finishes counting to 5. Then, students must run to

the board and answer the question they can based on their group lines.

3. After answer the question, the student go back to her/his group and

give the masker to her/his next friend and her/his position now is in

the end of the group line.

4. The next student who received the masker must directly run to board

and answer the question that her/his can.

5. After that, he/she must go back to the group and give the marker to the

next student in the line.

6. This does till all the questions are answered.

7. In this game, the student must give the marker based on the line

group. So, she/he only can give the mark to the student who is beside
 21

her/his in the line group. Not allowed to do random gamer. That must

be systematis.

C. Conceptual Framework

Pre-test
In process, researcher gave treatments by using board race game in the

classroom. After gave treatments, the next was the researcher applied post-
INPUT
Vocabulary
test. The output was using board Mastery Material
race game in the teaching and learning

PROCESS
Treatment by using Board Race Game

Post-test

OUTPUT
Enhance Students’ Vocabulary

Mastery in term Verb and Adverb

Figure 2.1 Conceptual Framework

In this conceptual framework, first step was the application of the pre-

test. The input of this research was the research prepared teaching materials

that focus on the vocabulary mastery especially in the term verb and adverb.
 22

activity can enhance student’s vocabulary mastery I the term of verb and

adverb.

D. Hypothesis

Hypothesis of this research were as follows:

1. Null Hypothesis (H0): there is no significant difference between the

students’ vocabulary mastery before and after being treated with board race

game in learning process.

2. Alternative Hypothesis (H1): there is a significant difference between the

students’ vocabulary before and after being treated with board race game in

learning process.
 CHAPTER III

RESEARCH METHOD

A. Research Design

The type of this research was pre-experimental research design with the

aim was to find out the effect of board race game toward students’ vocabulary

mastery. The subject of this research consisted of only one group or a class.

This research applied pre-test before treatment and post-test after it.

Table 3.1 One Group Pre-Test and Post-Test Design

Pre-test Independent Post–Test

Variable

Y1 X Y2

Notes:
(Y1)= Pre-Test

(X)=Treatment

(Y2)=Post-Test

Adapted from (Ary et al, 2010)

The procedure of this research described as follow:

1. Pre-Test

The researcher gave pre-test before treatment to the students. The

researcher used students’ vocabulary tests by provided tests with multiple

choice test which consisted of 40 number of questions. There were 20

numbers of questions about verb and 20 numbers of questions about adverb.

23
 24

There was 5 point for every number of questions. The pre-test was intended

to check students’ prior competence in Vocabulary. Students had 90 minutes

to answer the questions.

2. Treatment

This research used board race game in the class. The treatment was

designed for fourth meetings. The researcher gave treatment to experimental

group by using board race game. Some of the steps of treatment were:

1. The researcher told about verb and adverb.

2. The researcher pronounced one by one the vocabularies with their

meaning that have been share to the students

3. The students were pay attention to the researcher and followed the

research to pronounce the vocabularies one by one with their

meaning.

4. The researcher said a word and the students had to say the meaning

of the word. If the researcher says an English word, the students

have to say the word in Indonesian. But, if the researcher says an

Indonesian word, the students have to say the word in English.

5. Researcher challenged the students to say the vocabularies in English

and Indonesian.

6. The researcher prepared the tools such as; blackboard or whiteboard,

chalk or board marker.

7. The researcher divided the class into 4 teams.

 25

8. The researcher asked the student to make some lines based on their

group. No one can look at the reference anymore.

9. The researcher gave a board marker to each team.

10. The researcher divided the blackboard or whiteboard into four

columns based on the team.

11. The researcher stickled the questions that have been written on the

board at the same time, but the questions are covered. After

everything was ready, the researcher opened the lid on the questions

simultaneously.

12. The researcher opened the lid on the questions simultaneously and

asked the students to look all the questions for 5 seconds. This time

used by students to look at which question that they can answer. The

researcher counted till 5.Of course, no time for students to discuss

about the questions.

13. After the research finished counting to 5. Then, students run to the

board and answer the question they can based on their group lines.

14. After answer the question, the student went back to her/his group

and gave the masker to her/his next friend and her/his position now

was in the end of the group line.

15. The next student who received the masker directly run to board and

answered the question that her/his can.

16. After that, he/she went back to the group and gave the marker to the

next student in the line.

 26

17. This did till all the questions answered.

18. In this game, the student gave the marker based on the line group.

So, she/he only allowed to give the mark to the student who is beside

her/his in the line group. Not allowed to do random gamer.

19. The researcher counted the right answer for each group.

3. Post-Test

Post-test was carried out in the last meeting after treatment. In the

post-test, the researcher used students’ vocabulary tests by provided tests

with multiple choice tests which consisted of 40 numbers of questions.

There were 20 numbers of questions about verb and 20 numbers of

questions about adverb. There was 5 point for every number of questions.

The aim of post-test was to find out the data of students vocabulary mastery

after treatment. Students had 90 minutes to answer the questions.

B. Research variable

There were two variables in this research, namely independent variable

and dependent variable those were:

1. Independent variable

Independent variable was board race game in teaching ordinary verb and

adverb of time that influence or explained the dependent variable.

2. Dependent variable

Dependent variable was the students’ vocabulary mastery in verb and

adverb. It was influenced by independent variable.

 27

C. Population and Sample

The subject of this research was the Eighth Grade Students of SMP Negeri 8

Donggo Satu Atap in Academic year 2019/2020.

1. Population

The population of this research was the students of SMP Negeri 8

Donggo Satu Atap which consisted of 3 classes. Each class consisted of 20

students. The total of students was 73 students.

2. Sample

Sample is part of population. The data was obtained from population

by using purposive sampling technique in only one class. The reason by use

this technique was because of this technique determines the sample based on

the certain condition. It was conducted at the students of the eighth grade

students of SMP Negeri 8 Donggo Satu Atap which consisted of 20

students.

D. Instrument of the Research

The researcher used students’ vocabulary tests by provided tests with

multiple choice test which consisted of 40 number of question. There were 20

numbers of questions about verb and 20 numbers of questions about adverb.

There was 5 point for every number of questions in verb and adverb questions.

The researcher applied the test twice, before and after treatments or teaching

and learning process. The pre-test is intended to find out the students’ prior

competence in vocabulary mastery. Pre-test was administered before giving

treatment. Meanwhile, the researcher gave post-test after treatment. The

 28

researcher applied post-test to measure the student’s vocabulary mastery after

treatment. There are four meetings for treatment. Students have 90 minutes to

answer the questions.

E. Procedure of Data Collection

The procedure of data collection of this research described as follow:

1. Pre-Test

The researcher gave pre-test before treatment to the students. The

researcher used students’ vocabulary tests by provided tests with multiple

choice test which consisted of 40 number of questions. There were 20

numbers of questions about verb and 20 numbers of questions about adverb.

There was 5 point for every number of questions. The pre-test was intended

to check students’ prior competence in Vocabulary. Students had 90 minutes

to answer the questions.

2. Post-Test

Post-test was carried out in the last meeting after treatment. In the

post-test, the researcher used students’ vocabulary tests by provided tests

with multiple choice tests which consisted of 40 numbers of questions.

There were 20 numbers of questions about verb and 20 numbers of

questions about adverb. There was 5 point for every number of questions.

The aim of post-test was to find out the data of students vocabulary mastery

after treatment. Students had 90 minutes to answer the questions.

 29

The scoring as follows:

Table 3.2 Vocabulary scoring

No. Rate of Scores Categories

1 96-100 Excellent

2 86-95 Early Good

3 76-85 Good
4 66-75 Fairly Good
5 56-65 Fair
6 36-55 Poor
7 0-35 Very Poor
(Depikbud: 2004)
F. Technique of Data Analysis
After collected the data, the next step is data analysis. The collecting data

in this study were analyzed in the form of quantitative. Data analysis conducted

on pre-test and post-test scores. This step was to know the result of both the

experimental and control group. The aim of this step was to know the

difference of students’ score in vocabulary mastery for both of the groups.

To analyzed the data and measured how far the students’ improvement in
vocabulary mastery, the researcher used the formula of T-test as Follow

scoring rubric as follow:

t=
∑

∑
√
 30

In order to get the calculation of T-test, there were several steps to be

taken. The following steps described as follows:
1. To percentage of the students’ achievement using formula:
0

Where:

P= Rate of percentage

F= Frequency of the correct answer

N= Total number of students

(Sudjana: 1990)

2. Calculating the mean score of students’ answer in both pre-test and post-

test by this formula:

∑

Note:
X = mean
∑ = the sum of all score
N = number of subject

(Gay: 2006)

3. Calculating the improvement of the student ’s score of the pre-test and post-

test, the researcher used the following formula:

Where:

P= Improvement

X1= Mean score of pre-test

 31

X2= Mean score of post-test

(Harmer: 2007)

4. Finding out the significant between pre-test from the calculating values:
∑

Where:
= The mean of differences score

∑ = The sum of scores

N= Total number of students

∑ = The square of D scores (Gay: 2006)

N= Total number of students
5. Finding out the significant between the pre-test and post-test by calculating
(Gay as cited in Karmadi: 2018)
the value of the test. The following formula is employed:

t= ∑
∑
√

Where:

t = Test of significance

D= Differences between two scores compare

D = The mean of differences score

∑ = The sum of scores

 32

6. The criteria for the hypothesis testing as follows:

Table 3.4 Hypothesis testing

Hypothesis
Testing H0 H1

t-test >t-table Rejected Accepted

t-test <t-table Accepted Rejected

(Sugiyono: 2014)
 CHAPTER IV

FINDING AND DISCUSSION

A. FINDING

The finding of this research is taken from the data of pre-test and post-

test where the treatments were using board race game in enhance students’

vocabulary mastery in term of verb and adverb. Based on the data, there is a

significant enhancement of the students’ vocabulary mastery both in term verb

and adverb. This is proven by the mean score of students’ vocabulary mastery

in term verb and adverb both in the pre-test and post-test. Another prove is

based on the students’ percentage verb and adverb both in the pre-test and post-

test and the hypothesis testing. The further explanations of data analysis are

given below.

1. The Enhancement of Students’ Vocabulary Mastery

The enhancement of the students’ vocabulary mastery in this section can

be see through the general mean score and the improvement of students’

vocabulary mastery which was include both category (verb and adverb) in pre-test

and post-test. The enhancement of the students’ vocabulary mastery in the term of

verb and adverb at the eighth grade of students of SMP Negeri 8 Donggo Satu

Atap is present in the following table:

33
 34

Table 4.1 The mean score and improvement of students’ vocabulary

mastery

Indicator Mean Score Improvement (%)

Pre-test Post-test

Students’ Vocabulary 37.5 73.37 95.65%

Table 4.1 above presents the totally mean score of students’ vocabulary in

general. Table above presents that the mean score of students’ vocabulary mastery

in pre-test before gave treatments was 37.5 and after gave treatment students’

vocabulary totally mean score in posttest became 73.37. In addition, the table also

presents that the students’ vocabulary improvement was 95.65%

2. The Enhancement of students’ Vocabulary Mastery on Pre-test and

Post-test

The enhancement of the students’ vocabulary mastery in the term of verb

and adverb can be see through the mean score and the improvement of category in

pre-test and post-test. The enhancement of the students’ vocabulary mastery in the

term of verb and adverb at the eighth grade of students of SMP Negeri 8 Donggo

is present in the following table:

 35

Table 4.2 The mean score and improvement of students’ vocabulary mastery in

the pre-test and post-test

No Category Mean Score Improvement (%)

Pre-test Post-test

1 Verb 45.25 78.5 73.48%

2 Adverb 42.75 69 61.40%

Table 4.2 above presents that the mean score of students’ vocabulary mastery

in the term of verb on pretest was 45.25 and on post-test was 78.5. In addition, the

mean score of students in the term of adverb on pre-test was 42.75 and mean score

on post-test was 69. Meanwhile, the improvement of students’ vocabulary mastery

in the term of verb was 73.48%. Then, the improvement of students’ vocabulary

mastery in the term of verb was 61.40%.

To see clearly the students’ mean score and improvement of students’

vocabulary mastery in the pre-test and post-test, the graphic will show it.
 36

90

80

70

60
Verb
4050
Adverb
30

20

10

0
Mean Score of Pre-test Mean Score of Post-test

Graphic 4.1 The mean score of students’ vocabulary mastery in the pre-test and

post-test

Graphic 4.1 indicates the mean score of vocabulary mastery in term verb

and adverb in pre-test is under 50, which is mean score of verb is 45.25 and

adverb is 42.75. Meanwhile, the mean score of vocabulary mastery in term verb

and adverb in post-test is upper 65, which are mean score of verb is 78.5 and

adverb was 69.

3. The Percentage and Frequency of Students’ Vocabulary Mastery in

the term of Verb

Table 4.3 Rate percentage of students’ vocabulary mastery in verb

Classification Score Pre-test Post-Test

Freque cy Percentage Frequency Percentage

n
Excellent 96-100 0 0% 1 5%

Very Good 86-95 0 0% 4 20%

 37

Good 76-85 0 0% 7 35%

Fairly Good 66-75 2 10% 4 20%

Fair 56-65 2 10% 2 10%

Poor 36-55 12 60% 2 10%

Very Poor 0-35 4 20% 0 0%

Table 4.3 above presents the percentage and frequency of students’

speaking skills in the term of vocabulary both in pre-test and post-test. The table

presents that in the pre-test from 20 students, there were no students got excellent,

very good and good in vocabulary mastery, especially in the term of verb. Based

on verb, there were 4 (20%) of students classified as very poor, 12 (60%) of

students were classified as poor, 2 (10%) of students were classified as fair and 2

(10%) of students were classified as fairly good. Meanwhile, in the post-test from

20 students, there were no students got very poor in the term of verb of

vocabulary mastery. Based on the verb, there were 2 (10%) of students classified

as poor, 2 (10%) of students classified as fair, 4 (20%) of students were classified

as fairly good, 7 (35%) of students were classified as good, 4 (20%) of students

were classified as very good and 1 (5%) of students were classified as excellent.

To see clearly the percentage and frequency of students’ vocabulary

mastery in the term of verb, the graphic will be shown the students percentage in

verb both in pre-test and post-test.

 38

70%

60%

50% Very Poor

Poor Fair
40%

Fairly Good
30%
Good
20% Very Good
Excellent
10%

0%
Pre-test Post-test

Graphic 4.2 Rate percentage of students’ vocabulary mastery in verb

Graphic 4.2 indicates that most of the students got poor classification in

the pre-test with the percentage 60% (12 students). In addition, the other

percentage in the pre-test is 20% (4 students) got very poor, 10% (2 students) got

fair and 10% (2 students) got fairly good. Meanwhile, good got the greatest

percentage of the post-test with the percentage 35% (7 students). In addition, the

other percentage in the post-test is 20% (4 students) got very good, 20% (4

students) got fairly poor, 10% (2 students) got fair, 10% (2 students) got poor and

5% (1students) got excellent.

 39

4. The Percentage and Frequency of Students’ Vocabulary Mastery in

the Term of Adverb

Table 4.4 Rate percentage of students’ adverb in vocabulary mastery

Classification Score Pre-test Post-Test

Frequency Percentage Frequency Percent age

Excellent 96-100 0 0% 0 0%

Very Good 86-95 0 0% 2 10%

Good 76-85 0 0% 3 15%

Fairly Good 66-75 0 0% 11 55%

Fair 56-65 2 10% 0 0%

Poor 36-55 15 75% 0 0%

Very Poor 0-35 3 15% 4 20%

Table 4.4 above presents the frequency and percentage of students’

vocabulary mastery in the term of vocabulary both in pre-test and post-test. The

table presents that in the pre-test from 20 students, there were no students got

excellent, very good, fairly good, and good in the term of adverb of vocabulary

mastery. Based on adverb, there were 3 (15%) of students classified as very poor,

15 (75%) of students classified as poor and 2 (10%) of students were classified as

fair. Meanwhile, in the post-test, table above presents that from 20 students, there

were no students got excellent, fair and poor in the term of adverb of vocabulary

mastery. Based on adverb, there were 4 (20%) of students classified as very poor,

11 (55%) of students classified as fairly good, 3 (15%) of students classified as

good and 2 (10%) of students classified as very good.

 40

To see clearly the percentage and frequency of students’ vocabulary

mastery in the term of verb, the graphic will be shown the students percentage in

verb both in pre-test and post-test.

80%

70%

60%
Poor
50%
Fair
40% Fairly Good
Good
30%
Very Good
20% Excellent

10%

0%
Pre-test Post-test

Graphic 4.3 Rate percentage of students’ vocabulary mastery in adverb

Graphic 4.3 indicates that most of the students got poor classification in

the pre-test with the percentage 75% (15 students). In addition, the other

percentage in the pre-test is 15% (3 students) got very poor and 10% (2 students)

got fair. Meanwhile, more than a half of the students got fairly good percentage in

the post-test with the percentage is 55% (11 students). In addition, the other

percentage in the post-test is 20% (4 students) got very poor, 15% (3 students) got

good and 10% (2 students) got very good.

5. The Significant of Verb and Adverb in Vocabulary Mastery

To know the level of significant value of pre-test and post-test, the researcher

used t-test analysis on the level of significant (p)= 0.05 with the degree of
 41

freedom (df)= N-1, where N = number of subject (20 students), then the value of

t-table is 2.093. The statistical analysis for the independent sample was applied.

Table 4.5 T-test of the students’ vocabulary mastery

ComponentT-test ValueT-table ValueTest Significant

Verb 11.62 2.093 Significant

Adverb 13.72 2.093 Significant

Table 4.5 above presents that t-test value for students’ vocabulary mastery in

the term of verb greater than t-table (11.62>2.093). In addition, t-test value for the

term adverb was greater than t-table (13.72>2.093). It means that there was

significant difference between the students’ vocabulary mastery in the term verb

and adverb before and after using board race game. It is also null hypothesis (Ho)

was rejected and the alternative hypothesis (Hi) was accepted.

B. DISCUSSION

This section presented the further explanation of findings about

students’ vocabulary mastery in term verb and adverb in learning process

using board race game. It is proven by the score of students in pre-test and

post-test.

The research findings indicated that the students showed an

enhancement of their vocabulary mastery in term verb and adverb. The

students’ enhancement was supported by the means score of pre-test which

was under 50% and post-test in upper 60%. The score of pre-test described

that the students were disable to know the meaning of vocabulary both verb

adverb. Although, they did not know the appropriate word to express the
 42

pictures. After giving a treatment, the students’ post-test mean score was

enhanced. It described that the students were good to understand what was the

questions wants and also good at answer the questions.

Based on the findings of the students’ score, the totally mean score of

students’ vocabulary mastery in pre-test was 37.5. Then, after the treatment

done, the mean score in post-test was 73.37. In addition, the mean score of

students’ vocabulary mastery in the term verb on the pre-test was 45.25.

Meanwhile, after the treatment done, the mean score of post-test was 78.5.

The total enhancement of the students’ vocabulary mastery was

95.65%. Meanwhile, the enhancement of the students’ vocabulary mastery in

term of verb was 73.48%. In addition, the mean score of students’ vocabulary

in term adverb on the pre-test was 42.75. Then, after the treatment done, the

mean score of post-test was 69. The enhancement of the students’ vocabulary

mastery in term of adverb was 61.40%.

From the result of calculation, it is obtained the value of the t-test of

students’ vocabulary mastery was 11.72 and the value of the t-test of

students’ vocabulary mastery both verb and adverb were 11.62 and 13.72

with the degree of freedom (df) was 19 (obtained from N-1, where N=20).

The researcher used the degree of significance of 0.05 and the value of degree

of significance was 2.093. If the test compared with value of the degrees of

significance, the result for students’ vocabulary mastery was 11.72 >2.093. In

addition, the result for students’ vocabulary mastery in term verb was 11.62

>2.093 and the result for adverb was 13.72>2.093. Since t-test score obtained
 43

from the result of calculating, the alternative hypothesis (H1) is accepted and

the null hypothesis (H0) is rejected.

Based on the result of the data analysis, it is proven that the students’

vocabulary in term verb and adverb taught by using board race game is

enhanced. In addition, based on the students’ responses, most of students

found that learning English could be more fun by learning using a fun

teaching and learning style which were completed an interesting way by

movement and make students join the activity and also far from being

monotonous. It is similar to Abdul (2016) who found that the students dislike

the monotonous activity. They need an interesting technique, creative

technique, integrated activity, and the activity that involved all them and give

them the same chance. Kusumawati (2017) also found the differences output

after using board race game and conventional method. She found that board

race game can boots students to mastering vocabulary. Board race game can

facilitate students to understand the meaning of the words. Hamer at al.

(2019) also found out that board race game is a fun way for improving the

students’ vocabulary mastery because the students were forced to memorize

and accustom with the vocabularies during they play the game.
 CHAPTER V

CONCLUSSION AND SUGGESTION

A. Conclusion

Based on the findings and discussion in the previous chapter, the

researcher concludes that the use of board race game effective in enhance

students’ vocabulary mastery especially in the verb and adverb. It was proven

by the total students’ vocabulary achievement and the students’ vocabulary

achievement on the term of verb and adverb. The total students’ vocabulary

achievement in the post-test was greater than in the pre-test (73.37>37.5) with

the improvement was 95.65%. Then, the students’ vocabulary achievement

on the term of verb in the post-test also was greater than in the pre-test

(78.5>45.25) with the improvement was 73.48%. While, with the

improvement was 61.40%, the students’ vocabulary mastery on the term of

adverb in the pre-test was 42.75 and in the post-test was 69, which was mean

that post-test score was greater than the pre-test score (69>42.75). Thus, it

can be meant that H1 is accepted whereas H0 is rejected. So, it can be

concluded that there is a significant effect of using Board Race Game in

enhance students’ vocabulary mastery at the eighth grade of SMPN 8 Donggo

Satu Atap.

B. Suggestion

Based on the conclusions the researcher gives some suggestion for the

teacher and next researcher.

44
 45

Firstly, teacher should be more creative to enrich and improve quality of

their teaching activity. The use of board race game can be as an alternative way

in teaching and learning process because it is effective in enhance the students’

vocabulary mastery. The materials can be present in a relaxed and

understandable way. The students also can take a lot of learning, experience,

and knowledge from this activity. That’s why, it is suggested for the teacher to

use boar race game in enhance students’ vocabulary mastery.

Secondly, to the next researcher who has similar research with this

research, it is suggested to conduct more perfect research with different

framework and contexts that could enrich knowledge by giving contribution to

develop English teaching and learning process.

 REFERENCES

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Choi, Y. H., & Spolsky, B. 2009. English language teacher education in Asia.

Fahmiati, N. 2016. Improving Students’ Vocabulary Achievement trough Word

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Gay, L. R., Mils, G. E. & Airasian, P. 2006. Education Research: Competencies

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Harmer, J. 2001. The Practice of English Language Teaching. England:

Longman.

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 47

Octaviani, R., Handayani, I., & Hamer, W. 2019. Applying Board Race Game to
Increase Students’ Vocabulary Mastery in Uttayan Suksa Krabi School,
Thailand. Journal of English Education Studies, 2(2), 101-110.

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Academic Year of 2014/2015. Yogyakarta: English Education Department
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Speaking Skills at The First Grade of SMAN 1 Libureng. Unpublished
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University of Makassar.

Klammer. 2000. Formal and Experimental Approaches to Discourse Particles

and Modal Adverbs.academia.edu.

Kusumawati, F. P. 2017. Board race to boost students’ vocabulary mastery.

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Language Teaching) (Vol. 1, No. 1, pp. 113-120).

Newman, D. 2009. Southwestern journal of anthropology- journal.uchicage.edu.

Nguyen, T.N.P & Phuong, H.Y. 2017.The Impact of Board Games on EFL
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Parrot, M. 2000. Grammar for English Language Teacher. Cambridge:

Cambridge University Press.

Sakila, N.J. 2009. The Effectiveness of Using Board Race Game to Enhance
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 48

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Alfabeta.
A
P
P
E
N
D
I
C
E
S
 APPENDIX I

Vocabulary Test

NAME : ......
CLASS : .......

Please choose the correct answer from the four options below:
1. Today .......... the big day, isn’t it?
a. Is
b. Are
c. Am
d. Has
2. That mosque ....... very beautiful.
a. Are
b. Been
c. Is
d. Am
3. .... you afraid with that cockroach?
a. Is
b. Am
c. Are
d. Have
4. .... she angry with you yesterday?
a. Was
b. Were
c. Are
d. Is
5. .... these your new cars?
a. Is
 b. Am
c. Are
d. Have
6. Lisa and Nisa .... a delicious cake for me a week ago.
a. Make
b. Makes
c. Made
d. Making
7. My mother .... me a beautiful dress.
a. Give
b. Gives
c. Giving
d. gave
8. The baby ......... milk every morning.
a. Drinking
b. Drank
c. Drink
d. Drinks
9. They ......... bread everyday
a. Eat
b. Ate
c. Eating
d. Eaten
10. They_____English at home
a. Studies
b. Study
c. Studied
d. Studying
11. What is they doing?
a. Wishing
b. Playing
 c. Drawing
d. Watching
12. What is he doing?
a. Writing
b. Reading
c. Write
d. Read
13. What is he doing?
a. Flushing
b. Playing
c. Dancing
d. Singing
14. What is he doing?
a. Swimming
b. Cooking
c. Singing
d. Reading
15. What is she doing?
a. Running
b. Walking
c. Crying
d. Working
16. Yesterday, my sister .... to Jakarta to buy a new car.
a. Go
b. Goes
c. Went
d. Gone
17. Does she .... this meal?
a. Cook
b. Cooks
c. Cooking
 d. Cooked

18. Three days ago, my brother .... a bag for me.

a. Buying
b. Buys
c. Buy
d. Bought
19. My grandfather like to .... Muse’s song.
a. Listens
b. Listen
c. Listened
d. Listening
20. My mother will .... holiday to Bali nexmoth.
a. Went
b. Goes
c. Going
d. Go
21. How_____do you go there?
a. Often
b. Never
c. Seldom
d. Always
22. Thomas was .......... happy when he got his first job.
a. Fully
b. Halfly
c. Extremely
d. Suddenly
23. ........ I met my childhood friend Mita.
a. Yesterday
b. Tomorrow
c. This Sunday
 d. The after tomorrow

24. My uncle gave me some books .... week

a. Yesterday
b. Late
c. Last
d. In the
25. You need to run ......... to win this race.
a. Slow
b. Fast
c. Steadily
d. Slowly
26. You should ....... smoke as it is dangerous for your health.
a. Always
b. Never
c. Usually
d. Often
27. I won’t say it......
a. Repeatedly
b. Necessarily
c. Progressively
d. Hardly
28. Speak ...... , I cannot hear you.
a. Slowly
b. Hardly
c. Loudly
d. Fastly
29. We searched ......... but were unable to find her lost jewellry.
a. Everywhere
b. Anywhere
c. Now where
 d. However

30. I hope to see you ....

a. Soon
b. Never
c. Always
d. Random
31. My aunty is leaving for Singapora ....
a. Last night
b. Last year
c. Today
d. Next month
32. I will see my grandmother ....
a. Yesterday
b. Last year
c. Tomorrow
d. Two days ago
33. .... three months learning, the students can speak English better.
a. Daily
b. Sometimes
c. After
d. This time
34. My uncle bought me a dress ....
a. Seldom
b. Always
c. Next week
d. Yesterday
35. She ate the chocolate
a. Generously
b. Greedily
c. Well
 d. Beautifully

36. They called the police ..... after the accident.

a. Peacefully
b. Slowly
c. Immediately
d. Hardly
37. The kids played .... in the park
a. Greedily
b. Angrily
c. Happily
d. Patiently
38. My grandfather slept ....
a. Peacefully
b. Quickly
c. Beautifully
d. Loudly
39. I found his her home very....
a. Easily
b. Frequently
c. Difficulty
d. Easy
40. The women in the park sang
a. Greedily
b. Patiently
c. Vigorously
d. Frequently
 ANSWER KEY
1. Is 9. Eat 17. Cook 25 33. After
2. Is 10. Study 18. Bought 26. Never 34. Yesterday
3. Are 11. Drawing 19. Listen 27. 35. Greedily
Repeatedly
4. Is 12. Writing 20. Go 28. Loudly 36.
Immediately
5. Are 13. Flushing 21. Often 29. 37. Happily
Everywhere
6. Made 14. Reading 22. Extremely 30. Soon 38. Peacefully
7. Gives 15. Crying 23. Yesterday 31. Today 39. Easily
8. Drinks 16. Went 24. Last 32. Tomorrow 40.
Vigorously
 APPENDIX II

Lesson Plans

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMPN 8 Donggo Satu Atap

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/1
Materi Pokok : Verb dan Adverb
Alokasi Waktu : 4x Pertemuan (8 x 45 menit)

A. Kompetensi Inti

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya

KI 2 : Menghargai dan menghayati perilaku jujur, disiplin,
tanggungjawab, peduli (toleransi, gotong royong), santun, percaya
diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak
mata.
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan
membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Indikator

No. Indikator Pencapaian

Kompetensi Dasar Kompetensi
1. 1.1 Menjelaskan fungsi sosial, 1.1.1 Bersikap santun, peduli
struktur teks dan pelafalan dan semangat dalam
verb dan adverb. mempelajari ungkapan
verb dan adverb.

2. 2.1 Menunjukkan perilaku 2.1.1 Menjelaskan fungsi sosial,

santun dan peduli dalam struktur penggunaan verb
mempelajari verb and dan adverb.dan unsur
kebahasaan mengenai
adverb dengan guru dan
Jujur, disiplin, percaya diri,
 teman. bertanggung jawab,
2.1.2 perduli, kerja sama dalam
struktur penggunaan board
race game.
3. 3.1 Memahami fungsi sosial, 3.1.1 Memahami kegunaan dan
dan pelafalan verb dan verb dan adverb
adverb, serta responnya,
3.1.2 Memahami pelafalan verb
sesuai dengan konteks dan adverb
penggunaannya.
4. 4.1 Mengenal kegunaandan 4.1.1 Mampu mengenal verb dan
penggunaan serta makna adverbmenjawab soal
verb dan adverb. dalam permainan board
race game.

C. Tujuan Pembelajaran

Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat

:
Pertemuan Kesatu
Memahami kegunaan verb, pelafalan serta arti

Pertemuan Kedua
Menjawab pertanyaan mengenai kosa kata verb dengan
menggunaan permainan Board Race Game

Pertemuan Ketiga

Memahami kegunaan adverb, pelafalan serta arti

Pertemuan Keempat

Menjawab pertanyaan mengenai kosa kataadverb dengan menggunaan

permainan Board Race Game

D. Materi Pembelanjaran

Materi pokok: Verb and adverb

 Fungsi sosial
Menjaga hubungan interpersonal dengan guru dan teman
 Struktur teks

VERB
1. Verb ad adalah kata kerja yang menunjukkan atau menyatakan
suatu perbuatan atau pekerjaan yang sudah dilakukan, sedang
dilakukan atau akan dilakukan.
a. to go = Pergi
b. to sing = menyanyi
c. to walk = berjalan
d. to bring = membawa
e. to buy = membeli
f. to cry = menangis
g. to read = membaca
h. to run = berlari
i. to write = menulis
2. Verb (kata kerja) ini tidak menunjukkan perbuatan tetapi hanya
menunjukkan keadaan atau wujudnya saja.
a. to be = ada, adalah
b. to have = mempunyai
c. to become = menjadi
d. to seen = kelihatan
ADVERB

Adverb atau kata keterangan adalah kata yang digunakan untuk

menerangkan kata kerja, kata sifat, atau kata tambahan yang lain.

a. also = juga
b. up = ke atas
c. so = sangat
d. still = masih
e. there = disana
f. always = selalu
 g. about = tentang
h. around = sekitar
i. later = nanti
 Unsur kebahasaan
Kosa kata, tata bahasa, ucapan, tekanan kata, dan intonasi.
Topik
Berbagai hal terkait dengan interaksi antara guru dan siswa selama proses
pembelajaran, di dalam maupun di luar kelas.

E. Kegiatan Pembelajaran

Pertemuan Pertama
No. Langkah-Langkah Kegiatan Pembelajaran
1. Pendahuluan (10 menit )
 Menyapa Peserta didik (greeting)
 Mempersiapkan kelas oleh leader
 Mengecek kehadiran dan memotivasi peserta didik
 Guru menghantar peserta didik untuk memasuki topik d engan
bertanya jawab
 menyampaikan tujuan pembelajaran
2. Kegiatan inti (65 menit)
Mengamati (7 menit)
 Guru menjelaskan kepada peserta didik tentang materi verb
Menanya (Disampaikan secara lisan) (4 menit)
 Menstimulus pengetahuan peserta didik dengan bertanya jawab
tentang materi verb
Mengumpulkan informasi (12 menit)
 Peserta didik mencari contoh-contoh tentang verb
verb
 Guru memberi penguatan secara singkat arti dan cara pelafalan
Mengasosiasi (12 menit)
 Guru membagikan media berupa kertas tentang kosa kata verb
 Setiap peserta didik diminta untuk memperhatikan kertas yang
berisikan kosakata yang telah diberikan serta mengikuti cara
pelafalan kosa kata yang dilakukan oleh guru serta artinya dan
setelah itu mereka diminta untuk mengikuti sampai kosa kata dan
artinya selesai.
 Guru memberikan bimbingan sesuai dengan permasalahan masing-
masing peserta didik.
 Mengkomunikasikan (30 menit)
 Setiap peserta didik mengikuti guru untuk melafalkan dan
mengenal arti dari verb.
 Guru menanyakan serta murid menjawab pertanyaan dari guru
mengenai arti dari kosa kata yang disebut oleh guru baik dalam
bahasa Indonesia-Inggris ataupun Inggri-Indonesia.
ahami
Setelah peserta didik mahir dalam mengenal dan mem
ntunk
pelafalan serta arti dari kosa kata, mereka ditantang u
engan
berbalap menjawab pertanyaan diatas papan yang berkaitan d
kosa kata dan artinya dengan teman-temannya.
i dan
 Guru memberikan penguatan terhadap pelafalan kosakata, art
kegunaannya.
3. Penutup (10 menit)
 Setelah mengikuti kegiatan pembelajaran pada pertemuan ini,
Peserta didik ditanya bagaimana perasaannya (REFLEKSI).
 Peserta didik diminta membuat kesimpulan pembelajaran pada
pertemuan ini secara lisan.
 Guru menyampaikan kegiatan yang akan dilakukan pada perte muan
berikutnya (tentang permainan board race game)
 Guru menutup kelas dan menyampaikan ucapan selamat tingg al.

Pertemuan Kedua
No. Langkah-Langkah Kegiatan Pembelajaran
1. Pendahuluan (5 menit )
 Menyapa Peserta didik (greeting)
 Mempersiapkan kelas oleh leader
 Memeriksa lingkungan belajar
 Mengecek kehadiran dan memotivasi Peserta didik
 Mereview materi sebelumnya
 Menjelaskan tujuan pembelajaran
2. Kegiatan inti (73 menit)
Mengamati (1 menit)
 Peserta didik mengamati kembali kosa kata yang telah dipelajari
Menanya (Disampaikan secara lisan tentang langkahnya) (2 menit)
 Peserta didik distimulus untuk mempertanyakan terkait tata cara
pelaksanaan permainan yang akan mereka lakukan.
Mengumpulkan informasi (3 menit)
  Guru memberikan penjelasan tentang tata cara melakukan
permainan.
Mengasosiasi (6 menit)
 Guru membagi siswa kedalam 4 kelompok
 Guru memberikan intruksi kepada peserta didik untuk berbaris
menurut kelompoknya masing-masing
 Guru memberikan spidol kepada setiap siswa pada barisan terd epan
 Guru memaparkan tentang media yang telah disediakan.
tulis
 Guru memperlihatkan pertanyaan yang telah tersedia dipapan
 Guru memberikan waktu kepada siswa 5 detik untuk anpa
memperhatikan semua pertanyaan berdasarkan kelompoknya tg
berdiskusi tentang jawaban, hanya dapat menentukan soal yan
akan mereka jawab
Mengkomunikasikan (70 menit) asing
 Guru memberikan aba-aba kepada peserta didik di masing-m
mbali
kelompok untuk maju dan menjawab soal dengan berbalapan.
utnya
Peserta didik yang telah selesai menjawab soal ke
depan
kebarisannya dan memberikan spidol ke peserta didik selanj
dalam kelompoknya sesuai urutan baris untuk maju berlari keuntuk
dan menjawab soal yang tersedia.
 Peserta didik selanjutnya yang menerima spidol maju berlari mbali
menjawab soal diatas papan didik
 Peserta didik yang telah selesai menjawab soal keluruh
kebarisannya dan memberikan spidol kepada peserta
selanjutnya dalam barisannya, begitu seterusnya sampai sehadap
soal terjawab kukan
Guru memberikan penguatan dengan memberikan koreksi ter
kesesuaiankosa kata dan artinya dalam permainan yang dila
peserta didik.

3. Penutup (7 menit)
 Setelah mengikuti kegiatan pembelajaran pada pertemuan ini,
peserta didik ditanya bagaimana perasaannya (REFLEKSI).
 Peserta didik diminta membuat kesimpulan pembelajaran pada
pertemuan ini
 Guru menyampaikan materi untuk pertemuan selanjutnyatentang
adverb
 Guru menyampaikan salam perpisahan.
Pertemuan ketiga
No. Langkah-Langkah Kegiatan Pembelajaran
1. Pendahuluan (10 menit )
 Menyapa Peserta didik (greeting)
 Mempersiapkan kelas oleh leader
 Mengecek kehadiran dan memotivasi peserta didik
 Guru menghantar peserta didik untuk memasuki topik d engan
bertanya jawab
 menyampaikan tujuan pembelajaran
2. Kegiatan inti (65 menit)
Mengamati (7 menit)
 Guru menjelaskan kepada peserta didik tentang materi adverb
Menanya (Disampaikan secara lisan) (4 menit)
 Menstimulus pengetahuan peserta didik dengan bertanya jawab
tentang materi adverb
Mengumpulkan informasi (12 menit)
 Peserta didik mencari contoh-contoh tentang adverb
 Guru memberi penguatan secara singkat arti dan cara pelafalan
adverb
Mengasosiasi (12 menit) rb
 Guru membagikan media berupa kertas tentang kosa kata adve
 Setiap peserta didik diminta untuk memperhatikan kertas yang
berisikan kosakata yang telah diberikan serta mengikuti cara
pelafalan kosa kata yang dilakukan oleh guru serta artinya dan n
setelah itu mereka diminta untuk mengikuti sampai kosa kata da
artinya selesai. sing-
 Guru memberikan bimbingan sesuai dengan permasalahan ma
masing peserta didik.
Mengkomunikasikan (30 menit) dan
 Setiap peserta didik mengikuti guru untuk melafalkan
 Guru menanyakan serta murid menjawab pertanyaan dari guru
mengenal arti dari adverb.
mengenai arti dari kosa kata yang disebut oleh guru baik dalam
bahasa Indonesia-Inggris ataupun Inggris-Indonesia.
 Setelah peserta didik mahir dalam mengenal dan memahami
pelafalan serta arti dari kosa kata, mereka ditantang untunk
berbalap menjawab pertanyaan diatas papan yang berkaitan dengan
kosa kata dan artinya dengan teman-temannya.
 Guru memberikan penguatan terhadap pelafalan kosakata, arti dan
 kegunaannya.
3. Penutup (10 menit)
 Setelah mengikuti kegiatan pembelajaran pada pertemuan ini,
Peserta didik ditanya bagaimana perasaannya (REFLEKSI).
 Peserta didik diminta membuat kesimpulan pembelajaran pada
pertemuan ini secara lisan.
 Guru menyampaikan kegiatan yang akan dilakukan pada pertemuan
berikutnya (tentang permainan board race game)
al.
 Guru menutup kelas dan menyampaikan ucapan selamat tingg

Pertemuan keempat
No. Langkah-Langkah Kegiatan Pembelajaran
1. Pendahuluan (5 menit )
 Menyapa Peserta didik (greeting)
 Mempersiapkan kelas oleh leader
 Memeriksa lingkungan belajar
 Mengecek kehadiran dan memotivasi Peserta didik
 Mereview materi sebelumnya
 Menjelaskan tujuan pembelajaran
2. Kegiatan inti (73 menit)
Mengamati (1 menit)
ri
 Peserta didik mengamati kembali kosa kata yang telah dipelaja
nit)
Menanya (Disampaikan secara lisan tentang langkahnya) (2 me
cara
 Peserta didik distimulus untuk mempertanyakan terkait tata
pelaksanaan permainan yang akan mereka lakukan.
Mengumpulkan informasi (3 menit)
 Guru memberikan penjelasan tentang tata cara melakukan
permainan.
Mengasosiasi (6 menit)
 Guru membagi siswa kedalam 4 kelompok
 menurut kelompoknya
Guru memberikan masing-masing
intruksi kepada peserta didik untuk berbaris
 Guru memberikan spidol kepada setiap siswa pada barisan terdepan
 Guru memaparkan tentang media yang telah disediakan.
 Guru memperlihatkan pertanyaan yang telah tersedia dipapan tulis
 Guru memberikan waktu kepada siswa 5 detik untuk
memperhatikan semua pertanyaan berdasarkan kelompoknya tanpa
berdiskusi tentang jawaban, hanya dapat menentukan soal yang
 akan mereka jawab
Mengkomunikasikan (70 menit)
 Guru memberikan aba-aba kepada peserta didik di masing-masing
kelompok untuk maju dan menjawab soal dengan berbalapan.
 Peserta didik yang telah selesai menjawab soal kembali
kebarisannya dan memberikan spidol ke peserta didik selanjutnya
dalam kelompoknya sesuai urutan baris untuk maju berlari ke depan
dan menjawab soal yang tersedia.
untuk
 Peserta didik selanjutnya yang menerima spidol maju berlari
menjawab soal diatas papan mbali
 Peserta didik yang telah selesai menjawab soal kedidik
kebarisannya dan memberikan spidol kepada peserta luruh
selanjutnya dalam barisannya, begitu seterusnya sampai se
soal terjawab hadap
Guru memberikan penguatan dengan memberikan koreksi terkukan
kesesuaiankosa kata dan artinya dalam permainan yang dila
peserta didik.

3. Penutup (7 menit)
 Setelah mengikuti kegiatan pembelajaran pada pertemuan ini,
peserta didik ditanya bagaimana perasaannya (REFLEKSI).
 Peserta didik diminta membuat kesimpulan pembelajaran pada
pertemuan ini
 Guru menyampaikan salam perpisahan.
 APPENDIX III

Research Finding
The Students’ Row of Vocabulary
Sample Pre-Test Post-Test D

S-01 57.5 80 22.5 506.25

S-02 35 75 40 1600
S-03 37.5 82.5 45 2025
S-04 42.5 70 27.5 756.25
S-05 45 85 40 1600
S-06 45 62.5 17.5 306.25
S-07 45 75 30 900
S-08 52.5 85 32.5 1056.25
S-09 35 57.5 4.5 20.25
S-10 52.5 87.5 30 900
S-11 45 57.5 12.5 156.25
S-12 52.5 82.5 30 900
S-13 52.5 87.5 35 1225

S-14 35 55 20 400
S-15 40 80 40 1600
S-16 42.5 82.5 40 1600
S-17 37.5 60 22.5 506.25
S-18 42.5 82.5 40 1.600
S-19 42.5 60 17.5 306.25
S-20 37.5 60 22.5 506.25
N=20 750 1,467.5 569.5 18,470.25
The Students’ Row of Vocabulary in term of Verb
Sample Verb D

Pre-Test Post-Test

S-01 75 90 15 225
S-02 30 65 35 1225
S-03 30 95 65 4225
S-04 40 70 30 900
S-05 45 85 40 1600
S-06 45 65 20 400
S-07 45 75 30 900
S-08 60 95 35 1225
S-09 30 45 15 225
S-10 75 100 25 625
S-11 60 80 20 400
S-12 45 75 30 900
S-13 45 85 40 1600

S-14 40 75 35 1225
S-15 40 85 45 2025
S-16 40 90 50 2500
S-17 30 45 15 225
S-18 40 80 40 1.600
S-19 45 85 40 1600
S-20 45 85 40 1.600
N=20 905 1570 665 25225
The Students’ Row of Vocabulary in the Term of Adverb
Sample Adverb D

Pre-Test Post-Test

S-01 40 70 30 900
S-02 40 85 45 2025
S-03 45 70 30 900
S-04 45 70 25 625
S-05 45 85 40 1600
S-06 45 75 30 900
S-07 45 75 30 900
S-08 45 75 30 900
S-09 40 70 30 900
S-10 40 75 35 1225
S-11 30 35 5 25
S-12 60 90 30 900
S-13 60 90 30 900

S-14 30 35 5 25
S-15 40 75 35 1225
S-16 45 75 30 900
S-17 45 75 30 900
S-18 45 85 40 1600
S-19 40 35 -5 -10
S-20 30 35 5 25
N=20 855 1380 560 17275
Rate Percentage of Students’ Vocabulary in the Term of Verb

Classification Score Pre-test Post-Test

Frequency Percentage Frequency Percentage

Excellent 96-100 0 0% 1 5%

Very Good 86-95 0 0% 4 20%

Good 76-85 0 0% 7 35%

Fairly Good 66-75 2 10% 4 20%

Fair 56-65 2 10% 2 10%

Poor 36-55 12 60% 2 10%

Very Poor 0-35 4 20% 0 0%

Calculate the frequency and the rate percentage in pre-test

P = x 100%

For “ Fairly Good” Category

P= x 100%

P = 0.1 x 100%

P =10%
P= x 100%

For “ Fair” Category

P= x 100%

P = 0.1 x 100%

P =10%
P= x 100%

For “ Poor” Category

P= x 100%

P = 0.6 x 100%

P =60%
For “Very Poor” Category

P= x 100%

P = 0.2 x 100%

P =20%

Calculate the frequency and the rate percentage in post-test

P= x 100%

For “ Excellent” Category

P= x 100%

P = 0.05 x 100%

P =5%

P= x 100%

For “ Very Good” Category

P= x 100%
P = 0.2 x 100%

P =20%

For “ Good” Category

P= x 100%

P = 0.35 x 100%

P =35%
For “Fairly Good” Category

P= x 100%

P = 0.2 x 100%

P =20%
For “ Fair” Category

P= x 100%

P = 0.1 x 100%

P =10%
For “Poor” Category

P= x 100%
P = 0.1 x 100%

P =10%
Rate percentage of students’ Vocabulary in the Term Adverb

Classification Score Pre-test Post-Test

Frequency Percentage Frequency Percentage

Excellent 96-100 0 0% 0%

Very Good 86-95 0 0% 2 10%

Good 76-85 0 0% 3 15%

Fairly Good 66-75 0 0% 11 55%

Fair 56-65 2 10% 0 0%

Poor 36-55 15 75% 0 0%

Very Poor 0-35 3 15% 4 20%

Calculate the frequency and the rate percentage in pre-test

P = x 100%

For “ Fair” Category

P= x 100%

P = 0.1 x 100%

P =10%
For “ Poor” Category

P= x 100%

P = 0.75 x 100%

P =75%
For “Very Poor” Category

P= x 100%

P = 0.15 x 100%

P =15%

Calculate the frequency and the rate percentage in post-test

P= x 100%

For “ Very Good” Category

P= x 100%

P = 0.1 x 100%

P =10%
For “ Good” Category

P= x 100%

P = 0.15 x 100%

P =15%
For “Fairly Good” Category

P = 0.55 x 100%

P =55%
 For “Very Poor” Category

P= x 100%

P = 0.2 x 100%

P =20%

The Students’ Classifications of Pre-test and Post-test Score

1. Verb
Sample Pre-Test Classification Post-Test Classification

S-01 75 Fairly Good 90 Very Good

S-02 30 Very Poor 65 Fair
S-03 30 Very Poor 95 Very Good
S-04 40 Poor 70 Fairly Good
S-05 45 Poor 85 Good
S-06 45 Poor 65 Fair
S-07 45 Poor 75 Fairly Good
S-08 60 Fair 95 Very Good
S-09 30 Very Poor 45 Poor
S-10 75 Fairly Good 100 Excellent
S-11 60 Fair 80 Good
S-12 45 Poor 75 Fair
S-13 45 Poor 85 Good
S-14 40 Poor 75 Fairly Good
S-15 40 Poor 85 Good
S-16 40 Poor 90 Very Good
S-17 30 Very Poor 45 Poor
S-18 40 Poor 80 Good
S-19 45 Poor 85 Good
S-20 45 Poor 85 Good
 2. Adverb
Sample Pre-Test Classification Post-Test Classification

S-01 40 Poor 70 Fairly Good

S-02 40 Poor 85 Good
S-03 45 Poor 70 Fairly Good
S-04 45 Poor 70 Fairly Good
S-05 45 Poor 85 Good
S-06 45 Poor 75 Fairly Good
S-07 45 Poor 75 Fairly Good
S-08 45 Poor 75 Fairly Good
S-09 40 Poor 70 Fairly Good
S-10 40 Poor 75 Fairly Good
S-11 30 Very Poor 35 Very Poor
S-12 60 Fair 90 Very Good
S-13 60 Fair 90 Very Good
S-14 30 Very Poor 35 Very Poor
S-15 40 Poor 75 Fairly Good
S-16 45 Poor 75 Fairly Good
S-17 45 Poor 75 Fairly Good
S-18 45 Poor 85 Good
S-19 40 Poor 35 Very Poor
S-20 30 Very Poor 35 Very Poor

The Students’ Mean Score of Pre-test and Post-test

1. Mean Score of Pre-test and Post-test of Students’ Vocabulary Mastery

∑
 a. Post test
∑

2. Mean Score of Pre-test and Post-test of Students’ Vocabulary Mastery in term

of Verb
∑

b. Post test
∑

3. Post test
∑

3. Mean Score of Pre-test and Post-test in Form of Adverb

a. Pre-test
∑
The Percentages of Students’ Enhancement
1. Verb

2. Verb

t=
∑

∑
√

3. Adverb

T-test Value of Vocabulary Mastery

∑
t=

√
t=
√

t=
√

t=
√

t=
√

t= = 11.72

T-test Value of Vocabulary in term Verb

∑

t=
∑

∑
√
t=

√
t=
√

t=
√

t=
√

t=
√

t= = 11.62

T-test Value of Vocabulary in term Adverb

∑

t=
∑

∑
√
t=

√
t=
√

t=
√

t=
√

t=
√

t= = 13.72
 APPENDIX IV

T-table
 APPEN514

Documentations

Prepare to apply pre-test

Treatment 1

Treatment 2
 Treatment 3

The researcher giving instruction how to do the game in treatment 4

The researcher apply post-test

Letters