THE EFFECTIVENESS OF USING TEXT TWIST GAME TO

IMPROVE THE STUDENTS VOCABULARY MASTERY

AT THE ELEVENTH GRADE OF SMAN 1 SAPURAN
IN ACADEMIC YEAR 2012/2013
A THESIS
Submitted as a Partial Fulfillment of the requirement for the Attainment of
Degree of Sarjana Pendidikan in English Education

By :
Isnaini Hidayat
092120157

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCES
MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2013

MOTTOS

Allah will not change the (good) condition of a people as long as they do not change
themselves
(QS. Ar-Radu: 11)
Science without religion is lame, and religion without science is blind
(Albert Einsten)
Knowing is not enough, we must apply. Willing is not enough, we must do
(Johan Wolfgang)

DEDICATIONS

With Gratitude and love, this thesis is dedicated to

My beloved parents, (my father and my mother)
Alhamdulillah for the love, support, and motivation they have given. I know that
their love will never end till the end of time. I always remember all the things they
have given and have done for me
To my brother
Ill remember the things we have shared. Hope we can share it again soon. Wish
you will be my best brother ever
My beloved Lina Triana Sari
Thank you very much for your true love, attention, and support that you have given
to me
My dearest all of best friend
Thank you very much for your true love, attention, and support that you have given
to me

ACKNOWLEDGEMENTS

In the name of Allah, the beneficent, the merciful. All praises be to Allah,
the lord of the worlds, who has given the health and strength to the writer in
completing this thesis. May Allahs peace and blessing be upon His final Prophet
and Messenger, Muhammad, his family and his companions.
This thesis is presented to the English Department of Muhammadiyah
University of purworejo as a partial fulfillment of the requirement for the Sarjana
Pendidikan Degree of first strata.
It is the great honor for the researcher to make acknowledgement of
indebtedness to convey her sincere gratitude to Mrs. Titi Rokhayati, M. Pd., who
has patiently given valuable advice and guidance to finalize this thesis.
Alhamdulillah, the researcher has finished this thesis. Absolutely it is not
only an effort by her self alone, there are many hands help her. In this occasion,
he presents great honor to:
1. Drs. H. Supriyono, as the rector of Muhammadiyah University of Purworejo;
2. Drs. H. Hartono, M.M, the Dean of Teacher Training and Educational Faculty of
Muhammadiyah University of Purworejo;
3. Semi Sukarni, M.Pd, the Head of English Department of Teacher Training and
Educational Faculty of Muhammadiyah University of Purworejo;
4. Titi Rokhayati, M.Pd, as the researchers consultant who has given her time,
support, guidance, kindness, contributions, and patience in correcting and helping
his in finishing this thesis;

TABLE OF CONTENTS

Title Page .........................................................................................................

Approval Page ..................................................................................................

ii

Ratification Page ..............................................................................................

iii

Statements ........................................................................................................

iv

Mottos ..............................................................................................................

Dedications .......................................................................................................

vi

Acknowledgements ..........................................................................................

vii

Table of Contents .............................................................................................

ix

List of Appendices ...........................................................................................

xii

Abstract ............................................................................................................

xiii

CHAPTER I INTRODUCTION...................................................................

A. Background of the Study............................................................................

B. Identification of the Problem .....................................................................

C. Limitation of the Problem ..........................................................................

D. Problem Statement .....................................................................................

E. The Objectives Study .................................................................................

F. Significance of the Study ...........................................................................

G. Definition of key term ................................................................................

CHAPTER II REVIEW OF RELATED THEORY ...................................

A. Theoretical Framework ..............................................................................

1. Definition of Teaching .......................................................................

2. Definition of Learning .......................................................................

10

3. Relationship between Teaching and Learning ....................................

11

4. Vocabulary ..........................................................................................

12

a. Definition of Vocabulary ..............................................................

12

b. Types of Vocabulary .....................................................................

13

c. Vocabulary ....................................................................................

15

5. Definition of Game .............................................................................

16

6. Text twist game ...................................................................................

17

B. Conceptual Framework ..............................................................................

18

C. Hypothesis ..................................................................................................

20

CHAPTER III RESEARCH METHODS ....................................................

21

A. Type of the Research ..................................................................................

21

B. Variabel of the Research ............................................................................

22

C. Population, Sampling Technique, and Sample ..........................................

22

D. Research Instrument ...................................................................................

24

E. Technique for collecting data .....................................................................

24

F. Technique of Data Analysis .......................................................................

25

1. Descriptive Statistics ...........................................................................

25

2. Inferential Statistics ............................................................................

26

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ..................

29

A. Descriptive Analysis ..................................................................................

29

1. The Result of Pre-Test and Post-Test .................................................

30

a. The Result of the Pre-test .............................................................

32

b. The Result of the Post-test ...........................................................

33

c. The Result of the Pre-test and Post-test .......................................

34

B. Inferential Analysis ....................................................................................

36

1. Prerequisite Analysis Test...................................................................

36

a. Test of Normality .........................................................................

37

b. Test of Homogeneity....................................................................

37

c. T-test findings ..............................................................................

38

C. Test of Hypothesis......................................................................................

39

1. Level of Significance ..........................................................................

40

2. Null Hypothesis ..................................................................................

40

D. Discussion and Result of the Research ......................................................

40

1. Descriptive Analysis Interpretation ....................................................

41

a. The Pre-test of vocabulary mastery ............................................

41

b. The Post-test of vocabulary mastery ...........................................

41

2. Inferential Analysis Interpretation ......................................................

42

CHAPTER V CONCLUSION AND SUGGESTION .................................

44

A. Conclusion..................................................................................................

44

B. Suggestion ..................................................................................................

45

BIBLIOGRAPHY
APPENDICES

LIST OF APPENDICES

Letters ................................................................................................

Appendix I

Instrument of the Research................................................................

Appendix II

The sample of pre-test ......................................................................

Appendix III

The sample of post-test .................................................................... Appendix IV

Table..................................................................................................

Appendix V

ABSTRACT

Hidayat Isnaini. 2013. The Effectiveness of Using Text Twist Game to Improve
The Students Vocabularies Mastery at The Eleventh Grade of SMAN 1 Sapuran
in Academic Year 2012/2013. A Thesis. English Department, The Faculty of
Teacher Training and Educational Science, Muhammadiyah University of
Purworejo. Consultant: Titi Rokhayati, M.Pd.
Keywords: Effectiveness, Text Twist game, Vocabulary mastery.
The objective of this research is to describe whether the use of Text twist
game is effective or not to improve students vocabulary mastery at the eleventh
grade of SMA N 1 Sapuran in academic year 2012/2013.
The researcher used Text twist game to improve students vocabulary
mastery as a teaching method to improving students vocabulary mastery at the
eleventh grade of SMA N 1 Sapuran in academic year 2012/2013. This is a preexperimental research. In this research, the researcher took 40 students at the
eleventh grade of SMAN 1 Sapuran as the sample . Then, the researcher gave
pre-test and post-test. The researcher taught vocabulary by using Text twist game
to the experimental class. The researcher then statistically analyzed the data by
using t-test separated variance.
After analyzing the data, the researcher concluded that Using Text twist
game to improve students vocabulary mastery at the eleventh grade of SMA N 1
Sapuran in academic year 2012/2013 is effective. As the fact, the result of t-value
is 5.39. Based on the 0.05 significant level, the value of t-table is 1.684. The result
of computation shows that t-value is higher than t-table, that is 5.39>1.684.
Another fact shows that the method used is effective. It is shown by the mean of
post-test that is higher than the mean of pre-test. In the post-test, the mean is
78.25. On the contrary, the mean of pre-test is 70.7. Based on the result finding,
the researcher concluded that the used of Text twist game to improve students
vocabulary mastery as a teaching method is effective in improving students
vocabulary mastery at the eleventh grade of SMA N 1 Sapuran in academic year
2012/2013. It can be shown that the students vocabulary mastery increased.

CHAPTER I
INTRODUCTION
A. Background of Study
English is spoken all over the world. It is used as a means of international
communication such as in daily life and international affairs among countries.
English is the first foreign language in Indonesia. Beside that English is applied
in many aspects of life like book are written in English, information about
technology is often using English etc. That is why Indonesian government obliges
English is being taught at every school from elementary school until university.
English is essential to be taught for the younger people, for this case; students
from the beginner up to the senior high school. In developing the students ability
in mastering English, it cannot be separated from vocabulary mastery. Because it
can be a measurement of students, understand in English.
English teaching involves of four language skills, there are Listening,
Speaking, Reading, and Writing. In teaching and learning a language, there are
four aspects that support four language skills above such as: grammar, vocabulary,
spelling, and pronunciation that are also taught in English teaching and learning
process.
Vocabulary is important aspect in the learning process. It is the basic in
learning English because it will be needed by students when learn skill like
reading, writing, speaking, and listening. Students who learn English must have a
strong foundation on vocabulary in order to make them able to learn English
easily.

Teaching vocabulary can be done through some ways or some techniques.

One of it is by using game in teaching activities. In this case, students allow
finding the words, which has same to the main word. They can work in-group or
individually. They learn to share knowledge and information about targeted
content, and willingly do this because it is naturally following part of the class
activity. Using games to teach, the students will be more relaxed and more excited
of course. One of it is Text twist game.
Text twist game is one way to improve vocabulary mastery. By using Text
twist game in teaching, indirectly, students might be improved their knowledge of
English vocabulary. At least it will be raised their self-confidence for expressing
themselves openly, especially in understanding the word. Students can share their
knowledge and experience from others, including respectful listening and
appropriate sharing of personal perspectives. Students also reported that their
understanding of concepts were expressed and considered, at least we hope
students can do not only in developing their vocabulary but also they are able to
practice either in speaking or understanding of meaning of words.
The researcher want to prove that using Text twist game is one of technique
for the students in second grade for improving their vocabulary mastery. To be
proved how far the text twist game could be influenced students vocabulary skill,
in this occasion the researcher tries to elaborate everything related to the
effectiveness of using Text twist game to improve the students vocabularies
mastery.

B. Identification of the problem

In studying English, there are four skills that we need to complete
communication. They are reading, writing, speaking, and listening. In teaching
and learning a language, there are four aspects that support four language skills
above such as: grammar, vocabulary, spelling, and pronunciation that are also
taught in English teaching and learning process.
Vocabulary is important aspect in the learning process. It is the basic in
learning English because it will be needed by students when learn skills like
reading, writing, speaking, and listening. Students who learn English must have a
strong foundation on vocabulary in order to make them able to learn English
easily. Vocabulary mastery is extremely important for every person. It gives a big
influence through the whole communication process and learning process.
As a student of English department, the researcher realizes how vocabulary is
extremely important. Vocabulary is a must and the aspect of vocabulary mastery
should be mastered by students.
There are several factors that influence the mastery vocabulary, such as:
1. Method
Method greatly influences vocabulary mastery. Methods to teach
vocabulary to students usually less variable. Because the teachers usually
focus on the material being taught.
2. Techniques
Technique is very important to teach vocabulary. There are many
techniques to teach vocabulary to students. Good technique will produce
better results.

3. Situation
The situations also influence vocabulary mastery. Favorable situation
greatly influences the students to increase their vocabulary. Situations in
which students can learn vocabulary safely and comfortably.
4. Facilities
Facilities also influence vocabulary mastery. In this modern era, it is a lot
of facilities that can be used to teach vocabulary to students.
From several factors that influence the vocabulary mastery, the methods
greatly influence students mastery on vocabulary, because method is very
important to be used in teaching learning process.
In Senior High School, students are still in growth period to become
adolescent; they still like playing and having fun. Teacher should use the students
characteristic in using teaching method. Based on the statement above, the
researcher chooses Text twist game as a teaching method, because it will improve
the students understanding of the vocabularies, make the students more active in
the classroom and also improve the students motivation. There are some of the
problems when student learning English, especially in vocabulary mastery:
1. Students lack of the vocabulary mastery
2. Teacher does not use various method in teaching English
3. Students get bored and lose their interest in learning English, so they
become passive students.

C. Limitation of the problem

The researcher limits the study about, how to improve vocabulary for the
students at the senior high school, through Text twist game in teaching learning
English for the eleventh grade on the Senior High School.
In this research, the researcher focus on to study about the effectiveness of the
Text twist game, apply in teaching learning activity to build up students
vocabulary mastery.

D. Problem formulation
Based on the importance of this research and the effort for increasing students
in vocabulary mastery, to build up their understanding in vocabulary as many as
possible, the researcher would like to formulate the problem in his research as
follows: Is the use of Text twist game effective to improve students vocabulary
mastery at the eleventh grade of SMA N 1 Sapuran in the academic year of
2012/2013?

E. Objective of the study

Based on the reason above, through this research the researcher wants to
describe whether the use of Text twist game is effective or not to improve
students vocabulary mastery at the eleventh grade of SMA N 1 Sapuran in
academic year 2012/2013.

F. Significance of the study

a. For student
1) The students are able to increase their skill in vocabulary mastery
indirectly.
2) By applying Text twist game in teaching learning activity, hopes it can
dig the students interest in English because the method is more fun
and enjoyable.
3) Students will be more attracted in learning English without under
pressure feeling and forced.
b. For the teacher
1) The teacher can motivate the students to improve their vocabulary
through some models of the Text twist game.
2) Teaching vocabulary by using Text twist game is attractive and
variously, so, it is able to improve students interest.
3) It makes the students sharing with their friend, about their favorite
things that can be implemented in their class.
c. For the Institution
The Text twist game can be applied for all purposes English learning
to increase students skill. It is not only for improving students
vocabulary skills but also, it can be applied in writing learning, even
though for increasing students in reading skill relate to translate of
difficult words. For the institution Text twist game can help students
in general to develop their English capabilities so the School (the

institution) gets the achievements and prestige among the education

institution.
d. For the public (the readers in general)
The implementation of Text twist game for improving students ability
in increasing their vocabulary, hoped, it can be followed by another
teacher in teaching learning English activity. For improving students
vocabulary skill and capabilities in reading comprehension, writing
skill and so on.
G. Definition of the key term
To avoid misunderstanding and misinterpretation on the topic discussed, the
researcher thinks it is better to state the definition of each key word or phrase
stated in the title his choose:
1. Effectiveness
Effectiveness is the capability of producing a desired result. When
something is deemed effective, it means it has an intended or expected
outcome,

or

produces

deep,

vivid

impression.

(http://dictionary.com/d/effectiveness)
2. Text twist game
Text Twist is an online Java based game available at Yahoo.com and the
inspiration of Scrabble Flash. (Lewis & Ferlazzo, 2011: 3)
3. Vocabulary
Vocabulary is the total number of words in a language. He also says that
vocabulary is all the words known to person or used in particular book,
subject, etc. (Hornby, 1995: 1331)

4. Mastery
Mastery is great skill or knowledge. (Oxford Learner Dictionary New
Edition, 1995, Oxford University Press)

CHAPTER II
THEORETICAL REVIEW
A. Theoretical frame work

1. Definition of teaching
Definition of teaching has developed from time to time, so that was not
been a precise definition of teaching which cover all sides. However, numerous
definitions of term have been generated from the way people actually teach.
Hornby (2001: 1) says that teaching is derived from the word teach. It
means to show somebody how to do something so that they will able to do it
themselves. Besides, teaching is to give information to somebody about
particular subject or help somebody to learning something.
Brown (2000: 7) states that teaching is guiding and facilitating learning,
enabling the learner to learn and setting the condition for learning. Teaching
means showing or helping someone to learn how does something, providing
with knowledge, causing to know or understand.
Teaching is to give some knowledge or instruct or train someone, or to
show somebody how to do something or to do change somebodys ideas.
Teaching is about transmission of knowledge from teacher to students, or is it
about creating conditions in which, somehow, students learn for themselves
(Harmer, 2002: 56).
Seeing many kinds of the definition about teaching above, there is no
definition can be said perfect and satisfied by encompassing all aspect from
many kinds of definition, the researcher make conclusion that teaching is an
9

activity of teacher to help or guide his students to be able to master something

taught by him.
2. Definition of Learning.
The definition of learning depends on the theory of learning which is done
by someone. Learning is the process of getting knowledge. The word learning
is derived from a word learn by means again knowledge or skill in a subject
or activity by a study.
Learning is human activity which is done since they were born until die.
Because learning is a process that is very important for human, without learning
human cannot change himself to be better, so they will no more or less than
animals that never think about how to change out their live, attitude, and
behavior.
According to Harmer (2002: 70), learning is human activity which at least
needs manipulation by other. It is obtained from the people who know more or
whom we called them as teacher. Another definition of learning is a process of
creative construction involves trial and error.
Brown (2000: 7) states that learning is acquiring or getting of knowledge of
a subject or a skill by study experience, or experience. According to Brown, the
components of the definition of learning are:
1. Learning is acquisition or getting something.
2. Learning is retention of information or skill.
3. Retention implies storage system, memory, cognitive organization.

4. Learning involves active conscious focus on and acting upon events

outside or inside organism.
5. Learning is relatively permanent but subject forgetting.
6. Learning involves some form of practice, perhaps reinforce practice.
7. Learning is change in behavior.
According to the definitions above, the researcher can conclude that
learning is the process of activity done by person to get something and to
change his behavior or attitude.
3. Relationship between Teaching and Learning
Teaching and learning are not two sides of coin, but are essentially different
activities, although they both take place in the public area of the classroom. The
success of learning cannot be neglected from teachers role. However the
success of teachers working cannot be separated from students participant. It
means that the teaching and learning cannot work without the involvement of
both teaching and learning.
Brown (2007: 7) states that teaching cannot be defined apart from learning.
The concept to teach is different interpreted to the concept of learning. Brown
defines teaching as showing / helping someone learns, giving interaction,
guiding the study of something, providing knowledge, causing to know or
understand.
Based on the descriptions above, the researcher can conclude that teaching
is guiding and facilitating learning, enabling the learning and improve their
skill and attitudes.

4. Vocabulary
a. The Definition of Vocabulary
Vocabulary is one of the language components which have to be
mastered by students in learning a new language. The students will get
difficulties in using English if they are lack of vocabularies.
In general most people agree that vocabulary is one the most important
factors in mastering language. By mastering the vocabulary, people will be
able to convey their ideas, message, an even they can express their feeling
as well. Of course they can do these better if they can also master speaking
skill. Vocabulary is also considered as the important component of a
language, because it will help the learner to increase their ability.
According to Hornby (1995: 1331) says that vocabulary is the total
number of words in a language. He also says that vocabulary is all the
words known to person or used in particular book, subject, etc.
Napa (1991: 10) states that vocabulary is one of components of
language and that no language exists without words. Words are sign or
symbols of ideas. It means that words tell our ideas, feelings, thoughts,
either spoken or written.
According to Hanson and Padua (2011: 5) state that vocabulary refers
to words we use to communicate in oral and print language. They have
divided vocabulary in specific reference, such a word:
a) Receptive vocabulary refers to the words we understand through
reading and listening.

b) Productive vocabulary refers to the words we use to communicate

through writing and speaking (Lehr, Osborn, & Hiebert, 2004).
In order to communicate effectively using oral and print language, we
must be able to flexibly use words that we recognize and understand.
Based on the definition above it can be concluded that vocabulary is
the list of words or spoken unit of language which has meaning. It has
important role in language, because the language existed because of
words.
b. Types of vocabulary
According to Elena (2008: 2), there are many types of vocabulary, such
as:
1) Reading vocabulary
Reading vocabulary is words we know when we see them in print.
This means it is the words understood by the reader when he or
she is reading a piece of written text. The person is able to
recognize the form of the letters and how they correspond to one
another, and how their sum is understood. This also includes
understanding a words spelling, meaning and the exact meaning
in its context.
2) Listening vocabulary
Listening vocabulary is words we understand when others talk to us.
The listener is able to link the words being spoken to their
meaning. This level of understanding is aided by word context,
intonation and, if there is visual contact with the speaker, by

gestures and facial expressions. Listening is, like reading, an

interpretational form of vocabulary.
3) Writing vocabulary
Writing vocabulary is words we use when we write. Writing is the
active vocabulary equivalent to reading. With reading, it forms
the core skills needed for someone to be literate. The writer
demonstrates his or her knowledge of a word in terms of its
meaning and how to spell it and use it correctly.
4) Speaking vocabulary
Speaking vocabulary is words we use when we talk to others. Speaking
is one of the types of vocabulary that demonstrates a persons
knowledge of words. It is an active demonstration that can also
rely on other elements such as facial expressions, intonation,
pitch and gestures to help others understand its meaning.
Knowledge of a word is demonstrated by its good usage and
pronunciation.

5. Vocabulary mastery
All language has a vocabulary, a set of words that is the basic for making
and understanding sentences (Milner: 1991). Therefore, without some
knowledge of that vocabulary, neither language production nor language
comprehension would be possible.
In previous information and interpretation, says that vocabulary is the total
number of words in a language. He also says that vocabulary is all the words

known to person or used in particular book, subject, etc. (Hornby, 1995:

1331). While Hanson and Padua (2011: 5) state that vocabulary refers to
words we use to communicate in oral and print language.
Next, the researcher will explain the definition of mastery. According to
Hornby (1995: 721) mastery is (1) complete knowledge; great skill; (2)
control. The word mastery also defines as a complete of great skills of
something. While Morehead (2001: 495), defines mastery as rule, victory;
ascendancy, supremacy; skill.
There are two concepts which can be noted here. First, mastery refers to a
thorough understanding. Second, mastery refers to remarkable ability to do
something. Accordingly, mastery is principally, nor merely due to knowledge
but also due to skills. Therefore, the students mastery of vocabulary indicates
the students thorough understanding or knowledge of the words of language.
The students mastery of words of a language is indicated by their skillful
ability in producing the words.
Thus, from the theory above, it can be concluded that vocabulary mastery
means the students competence in understanding the word in context, or
someone ability to understand a number of vocabulary items. In this case,
vocabulary mastery refers to the vocabulary test. It means that vocabulary test
is used to measure the students mastery of vocabulary.
Mastering vocabulary is the ability to get or receive a lot of words. By
having and mastering vocabulary we will know the meaning of vocabulary in
the context. Measuring vocabulary helps to avoid making mistakes in
understanding.

6. The Definition of Game

Hadfield (1999) states that a game is an activity with rules, a goal and an
element of fun. He defined game into two categories; competitive games and
cooperative games.
1. Competitive games, in which player or teams race to be the first to
reach the goal.
2. Cooperative games, in which players or teams work together towards a
common goal.
According to Salen and Zimmerman (2003: 80) state that a game is a
system in which players engage in an artificial conflict, defined by rules, that
results in a quantifiable outcome.
According to Maroney (2001) states that a game is a form of play with
goals and structures.
Based on the definitions above, the researcher can conclude that a game is
structured playing, usually undertaken for enjoyment and sometimes used as an
educational tool.

7. Text Twist game

Teach with text twist game is one activity to increase students vocabulary
in English. It often teaches to be one of the most effective ways of integrating
language skills in the language classroom. Though the terms text twist have
been interpreted in many different ways by both teachers and textbook writers,
both activities offer a flexible yet principled way of tailoring intergraded skills
to learner needs.

According to Lewis & Ferlazzo (2011: 3) states that Text Twist is an

online Java based game available at Yahoo.com and the inspiration of
Scrabble Flash. Games like this are useful for developing students vocabulary
in 2 contexts. One is through repetitive play, with family or friends. The main
drawback in this scenario is that only student already possessing a good
vocabulary are more likely to be interested in playing this games. The second
important drawback is that most of this game does not actively contribute to
vocabulary development. They depend on the players' existing knowledge,
and enthusiasm to discuss and look up words in the dictionary, for direct
vocabulary development. The other scenario is when such games are used as
classroom supplement. In such cases, games serve. The important function of
keeping the student's interest alive in the classroom, adding a fun element to
regular coursework and to reduce levels of anxiety thus contributing to better
learning .While these are important factors, vocabulary learning still happens
indirectly.
Mc Donough (1994:217) states that: Network vocabulary and simulation
work, on the other hand, usually requires the learners to take part in
communication which involves personal experience and emotion.
Games are useful and effective tools that should be applied in vocabulary
classes. The use of vocabulary is a way to make the lessons more interesting,
enjoyable and effective. By definition above, the researcher conclude that Text
Twist game is one kinds of method to improve vocabulary mastery. It is easy
to use and can be applied to teach vocabulary to students.

B. Conceptual Framework
Traditionally, vocabulary has not been a particular subject for students to
learn, but has been taught within lessons of speaking, listening, reading and
writing. During the lesson, students use their own vocabulary and are
introduced to new words provided by the teacher and classmates which they
apply to classroom activities. For many learners of English, whenever they
think of vocabulary, they think of learning a list of new words with meanings
in their native language without any real context practice.
A number of learners may share the same experience of looking up words
in a bilingual dictionary to find their meanings or definitions when they
encounter new words. They may even write down lines of new words without
any idea of the real use of them in context.
Working this way, after a short period of time, many learners may find out
that learning vocabulary in lists does not satisfy themselves, and they think the
cause for it is just their bad memorization. Research and publications have
shown that this is not a very effective way to study. Decarrico (2001); states
that words should not be learnt separately or by memorization without
understanding. Moreover, "learning new words is a cumulative process, with
words enriched and established as they are met again", Nation (2000: 6).
Therefore, the "look and remember" way of vocabulary learning seems to be
not very effective for learners of the English language.
Learners of English have to deal with unfamiliar vocabulary during their
language acquisition. In order to learn and retain new words, learners should
participate in different task-based activities in their classroom whether it is a

guessing task, a describing exercise or conversation making. Such activities

also include vocabulary games which especially focus on helping learners
develop and use words in different contexts by making the lessons enjoyable.
Therefore, it is necessary to explore whether students learn vocabulary
effectively through games and how they learn it.
To teach vocabulary can be done in several ways, one of which is by using
games. In this case the researcher chose Text Twist games to teach
vocabulary.
Text Twist game is one kind of methods to improve vocabulary mastery. It
is easy to use and can be applied to teach vocabulary to students. Games are
useful and effective tools that should be applied in vocabulary classes. The use
of vocabulary is a way to make the lessons more interesting, enjoyable and
effective.

C. HYPOTHESIS
Based on the theoretical review and the conceptual framework, a hypothesis is
proposed in this study. The hypothesis in this research is as follows:
1. Ho: The use of text twist game in teaching vocabulary to eleventh grade
students of SMA 1 Sapuran in academic year 2012/2013 is not effective.
2. Ha: The use of text twist game in teaching vocabulary to eleventh grade
students of SMA 1 Sapuran in academic year 2012/2013 is effective.

CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher would like to present the way to carry out
the research. It is in order to solve the problem easier. The researcher presents type
of research, research variables, population, technic sampling, and sample, research
instruments, technique for collecting data, and technique for analyzing data.
A. Type of research
This research is a pre experimental research, because the researcher is doing
experiment and giving treatment to find out whether or not the Text Twist game is
effective in improving students vocabulary mastery at the eleventh grade of SMA
1 Sapuran in academic year 2012/2013. Some views on the definition of the preexperimental method stated as follow:
According to Sugiyono (2011: 74) states that pre-experimental design is not
yet a truly experimental. Because, there are outside variables that take effect on the
formation of the dependent variable. So the result of an experiment which is the
dependent variable was not solely influenced by the independent variable. This
happens because there are no control variables, and the sample was not randomly
selected.
Based on the statement above, the researcher could determine that preexperimental research is the sign used for explaining data in future situation and to
observe the possibility of causal effect by giving treatment to compare the result.

B. Variable of the research

21

According to Sugiyono (2011: 38) states that variable is anything that shaped
what is defined by the researchers to be studied in order to obtain information
about them, and then drawn conclusions. In this research, the researcher employs
two kinds of variable. There are:
1. Independent variable.
The independent variable is the major variable, which is used by
researcher to investigate. According to Sugiyono (2011: 39) Independent
variable is a variable that affects or is the cause of the change of the
dependent variable. The independent variable of this research is teaching
vocabulary using Text Twist Game, which is symbolized by X.
2. Dependent variable.
Dependent variable is the variable that the researcher observes and
measures to determine the effect of the independent variable. The dependent of
this research is the students vocabulary mastery, which is symbolized by Y.

C. Population, Sampling Technique, and Sample

1. Population
According to Sugiyono (2011: 80) states that population is a
generalization which consists of: objects / subjects that have certain qualities
and characteristics that applied by researchers to learn and then drawn
conclusions.
While according to Arikunto, (2006:115-117) states that: Population is
the whole of research subject, where as sample is a part of population.
In this case, the researcher has chosen the eleventh grade of SMA Negeri
1 Sapuran. There are 140 students in the eleventh grade of SMA 1 Sapuran.

2. Sampling Technique

Sampling technique is a certain technique to take sample. According to

Sugiyono (2011: 81), there are two types of sampling namely probability and
non-probability sampling. Probability sampling includes simple random,
proportionate stratified random, disproportionate stratified random, and area
random. Non-probability sampling includes systematically sampling, quota
sampling, accidental/incidental sampling, purposive sampling, saturated
sampling, and snowball sampling. The researcher uses purposive sampling in
taking sample. The reason of the researcher chooses this sampling is because
based on the consideration that the limitation of time, energy and fund and
other factors so he cannot take a bigger sample.

3. Sample
According to Sugiyono (2011: 81) states that sample is part of the number
and characteristics possessed by the population.
According to Arikunto (2006:34) the minimum percentage of sample as
follows:
Table 1: percentage Sample
Population

Sample

Less than 100

50%

101-300

30%-50%

501-1000

20%-30%

More than 1000

15%-20%

In addition, sample is subset of individuals or cases from within

population. The number of sample and the way of taking sample must
represent the population. In this research, there would be 40 students chosen
through the random sampling.

D. Research Instrument
An instrument is very important to collect data required in an experiment
research. To collect the data, the researcher needs an instrument. Instrument
includes a part of the way used by the researcher to collect the result of obtaining
the data. Sugiyono (2011: 102) research instrument is a tool which is used to
measure the natural phenomenon and social phenomenon that is observed.
Research instrument is means by which something is performed or affected, and is
a device for precise measurement. The instrument used to collect data in this
research is a test about vocabulary.
A test can be true false, multiple choices, matching, completion or essay. In
this research the researcher uses multiple choices test and matching test. There are
10 items multiple choices and 15 matching test in the research instrument. The test
is pre-test and post-test to know the students vocabulary mastery.

E. Technique For Collecting Data

The data collection is carried out on May 29th June 3rd 2013 with the
cooperation of the principal and the English teacher in SMA N 1 Sapuran.
1. The researcher gives pre-test the vocabulary before the researcher gives a
treatment on May 29th, 2013 at 7.15 am until 8.00 am.
2. The researcher gives the treatment by using Text twist game to teach
vocabulary to the student. The material is about kinds of text words. In
chosen the material, the researcher is requiring the consideration of
English teacher of SMA N 1 Sapuran.
The time allocations of the treatment:

Teaching using Text twist game is on May 29th, 2013 at 8.00 am until
8.45 am.

3. The time allocations of the post-test:

After giving the treatment, the researcher gives post-test. The researcher uses
the test as the instrument to collect the data. Giving post-test is on June 3rd,
2013 at 8.45 am until 9.30 am.
4. The researcher compares and finds the result of the pre-test and post-test

F. Technique of Data Analysis

To analyze the data, the researcher applies an appropriate technique to find out
whether it is effective or not teaching using Text twist game on students
vocabulary mastery at eleventh grade of SMA N 1 Sapuran in the academic year
2012/2013.
There are three kinds of techniques of data analysis:
1. Descriptive Analysis
The descriptive analysis is used to describe the variable of this research that is
the use of Text twist game for improving English vocabulary mastery. The
researcher also uses statistic to compute the students ability. The statistics used
are mean analysis and standard deviation analysis. Additionally, the mean, mode,
median, standard deviation, the lowest score, and the highest score are also used to
analyze the data.

2. Inferential Analysis

a. Prerequisite Analysis Test

In this analysis, the researcher analyzes the data to the hypothesis. This
analysis is done to find out the effectiveness of using Text twist game
in teaching vocabulary.
1) Test of normality
Sugiyono (2009:172) gives certain technique in testing the
normality of data. He uses Chi Square (x2). It is done by
comparing normal curve formed from the gathered data (B) and
standard normal curve (A). If B is not different significantly with
A, so B is included in the normal distribution data. The formula is
as follows:

Where:
x2 = the chi square value
fo = the observed frequency
fh = the expected frequency
The result of the computation is consulted to the table. The
data are normal if the obtained x value is lower than the critical
value of x in the table, and the data are not normal if it is higher
than the critical value in the table.
2) Test of Homogeneity

Sugiyono (2009:199) gives certain technique in testing the

homogeneity of data. To determine the t-test formula, the
researcher applies the variance homogeneity test to test the
variance of two samples. To know whether the variance of two
samples is homogeneous or not, the researcher uses F test. The
computation of F test is as follows:

If F value is lower than F table for the level of significant 5% and

1% (Fh< Ft (5%)< Ft (1%)) so the data that will be analyzed is
homogen or if F value is higher than F table, it means that the
variance is not homogen.
3) Test of Hypothesis
This test is used to know whether it is effective of teaching
vocabulary using Text twist game on students vocabulary
mastery at the eleventh grade students of SMA N 1 Sapuran in the
academic year of 2012/2013. To decide which hypothesis that will
be accepted or rejected, the t-test formula is used to compare two
samples. The t- test formula:
The t- test formula:

X1 X 2
2

s s
n n
Which is:
t

: t-value

X1

: the mean of experimental group

X2

: the mean of control group

S12 : variance of post-test group

S22 : variance of pre-test group
n1 : number of sample of post-test
n2 : number of sample of pre-test
Sugiyono (2009:138)
In this inferential analysis, hypothesis testing is done. In
this testing, the hypothesis will be analyzed through t-test. The ttest is to see the score difference between the two variables; the
students vocabulary achievement of the experimental group and
the control group. After getting the result of t-value, then the tvalue is consulted to the t-table to be interpreted.

CHAPTER IV
RESEARCH FINDING AND DISCUSSION

In this chapter, the researcher presents the effectiveness of teaching

vocabulary using Text Twist game to the eleventh grade students of SMA N
1 Sapuran in the academic year of 2012 / 2013. To find out whether it is
effective to teach vocabulary using Text Twist game on the students
vocabulary mastery, the researcher analyzes the result of pre-test and posttest, before and after conducting the treatment.
A. Descriptive Analysis
Before doing the analysis, the researcher would like to give some
explanations. The type of this research was quantitative, which was preexperimental research. The researcher used pre-test and post-test as the
instruments of collecting data. To collect the data, the researcher came to
SMA N 1 Sapuran. The researcher used pre-test and post-test which
consists of 10 items of multiple choices, and 30 items of matching test.
In conducting the research, the data were collected after doing a
research toward 40 students as sample among 140 populations of the
eleventh grade of SMA N 1 Sapuran which became the sample in this
research. By using the test, the researcher collected some data concerning
the test result. To compute learning achievement test result, it was based on
criteria of scoring. The level of skill shown in the table was defined by
based on the criterion referenced scales (Arikunto, 2006:245). They are as
follows.

29

Table 2. Classification of the Students Learning Achievement

Range

Category

Criteria of ability stage

80 - 100

Very good

66 - 79

Good

56 - 65

Fair

40 - 55

Low

0 39

Very low

The researcher collected the data of students by using test. In

conducting this research, the researcher used the result of pre test and post
test.
1. The result of Pre-test and Post-test
Table 3. The result of Pre-test and Post-test
No

Name

Pre-test

Post-test

sample 1

76

82

sample 2

70

76

sample 3

79

81

sample 4

59

70

sample 5

64

70

sample 6

77

83

sample 7

72

85

sample 8

64

70

sample 9

77

80

10

sample 10

71

77

11

sample 11

68

74

12

sample 12

71

77

13

sample 13

71

76

14

sample 14

49

77

15

sample 15

79

80

16

sample 16

82

92

17

sample 17

71

94

18

sample 18

73

94

19

sample 19

73

79

20

sample 20

74

80

21

sample 21

71

77

22

sample 22

74

80

23

sample 23

76

82

24

sample 24

77

83

25

sample 25

67

73

26

sample 26

71

77

27

sample 27

70

76

28

sample 28

74

80

29

sample 29

76

82

30

sample 30

71

77

31

sample 31

64

70

32

sample 32

72

78

33

sample 33

61

64

34

sample 34

69

75

35

sample 35

65

77

36

sample 36

76

80

37

sample 37

71

77

38

sample 38

73

79

39

sample 39

61

66

40

sample 40

69

80

a. The result of pre-test

From the score table, the researcher concluded that the highest score (H)
was 82. The lowest score (L) was 49. The median (Me) was 71, the mode
(Mo) was 71, the range (R) was 33, and the total score of pre-test (T) was
2828.
From the data (available on appendix), the researcher tried to find the
mean of the data by applying the mean formula and then the researcher tried
to find the mean, the standard deviation, and the variance of pre-test. The
mean (M) was 70.7, the standard deviation (S1) was 6.284, and the variance
(S2) was 39.497. According to the students category (table 2), the mean
belonged to good, because the mean was in the score class of

66 - 79.

According to Arikunto (2006: 245) the criteria of assessments of the

students achievement of pre-test were shown in the following table.
Table 4. Degree mastery of pre-test score
Interval

Interpretation

Frequency

Percentage

80 100

Very Good

2.5%

66 79

Good

31

77.5%

56 65

Fair

17.5%

40 55

Low

2.5%

< 39

Very Low

0%
100%

Based on the table above, the researcher concluded that there were no
student belonged to very low category, 1 student (2.5%) belonged to low, 7
students (17.5%) belonged to fair category, 31 students (77.5%) belonged to
good category, 1 student (2.5%) belonged to very good category.

b. The Result of The Post-test

From the score table, the researcher concluded that the highest score of
the post-test (H) was 94, the lowest score (L) was 65, the range (R) was 30,
the median (Me) was 77.5, the mode (Mo) was 77, and the total score of
post-test (T) was 3130.
From the data (available on appendix), the researcher tried to find the
mean of the data by applying the mean formula and then the researcher tried
to find the mean, the standard deviation, and the variance of post-test. The
mean (M) was 78.25, the deviation standard (S1) was 6.319, and the
variance (S12) was 39.936.
According to Arikunto (2006:245), the criteria of assessment of the
students reading comprehension of post-test were shown in the following
table.
Table 5. Degree mastery of post test score
Interval

Interpretation

Frequency

Percentage

80 100

Very Good

17

42.5%

66 79

Good

22

55%

56 65

Fair

2.5%

40 55

Low

0%

< 39

Very Low

0%
100%

Based on the table above, the researcher concluded that there was no
student belonged to very low category, no student belonged to low
category, 1 student (2.5%) belonged to fair category, 22 students (55%)

belonged to good category, and 17 students (42.5%) belonged to very good

category.
c. The Result of Pre-test and Post-test
The table below is the summarized scores of the pre-test and post-test.
Table 6. The result of Pre-test and Post-test vocabulary mastery
Sources

Post-

9
6

Mo

71

71

SD

282

Pre-test
2

Me

3
3

6.28
70.7

8
77.

313

78.2

6.31

77
test

Notes:
H : the highest score

Mo : the mode

L : the lowest score

T : the total scores of the students

R : the range

M : the mean

Me : the median

SD : the deviation standard

The result of pre-test and post-test vocabulary mastery was reported

here in the form of chart. The vertical line with numbers beside showed the
percentage of students for each grade. The horizontal line showed the grade
of vocabulary mastery scores that was obtained by the students.
There were two charts describing the research findings. The first chart
showed the frequency range of vocabulary mastery result of pre-test and

post-test. Finally, the sixth chart showed the percentage range differences of
vocabulary mastery result of pre-test and post-test.
Chart 1. The chart of frequency range of vocabulary mastery result of
pre-test and post-test.

Frequency Range of Pre-test and Post-test

35

31

number of students

30
25

22

20

17
Pretest

15

Postest

10
5

7
1

0
Very Good

Good

fair

low

very low

category

The chart above showed the effectiveness of using Text twist game to
improve vocabulary mastery that was applied in experiment class. Very
good category was reached by 17 students of post-test. On the contrary,
there was only 1 student of pre-test who belonged to very good category.
Another fact showed the strategy used by the researcher effective was that
there was no student of post-test who belonged to low category.
Chart 2. The chart of percentage range of Pre-test and Post-test
vocabulary mastery.

Precentage Range of Pre-test and Posttest

77.5%

80.00%
70.00%

55.00%

Precentage

60.00%
50.00%

42.50%

40.00%

Pretest

30.00%
20.00%
10.00%

Postest

17.5%
2.50%

2.5%

2.50%0%

0% 0%

0.00%
Very Good

Good

fair

low

very low

category

This chart showed the frequency range of the result of pre-test and
post-test vocabulary mastery. The mode of pre-test belonged to good
category. And, the mode of post-test belonged to good category. There was
42.5% of post-test belonged to very good category. Meanwhile, there was
only 2.5% of the pre-test belonged to very good category.
B. Inferential Analysis
1. Prerequisite Analysis Test
The object of the study is to know the effectiveness of using Text
twist game to improve the vocabulary mastery. The researcher applied
the statistical analysis. In this case, t-test is used to analyze the data.
However, before applying the statistical analysis, the researcher
applied prerequisite test analysis to test normality, and homogeneity.
a. Test of Normality

The researcher using Kolmogorov-Smirnov Test Technique. A data

is said normal if the value of p is higher tha 0.05 (Sugiyono, 2011: 46).
The table below showed the result of computation done by SPSS.
Table 7. The summary of normality test based on SPSS 16.0

Based on the computation above, it showed that both students

pretest and post-test were higher than 0.05. They were 0.06 and 0.44 it
means that the data was normal.
b. Test of Homogeneity
This test is to see whether the score of the sample was homogenous
or not. The computation of test normality and test homogeneity were
done manually, the print out is attended on the appendix.

F = 39.936
39.497
= 1.01
From the calculation, the value of F is 1.01. Then, it is
compared with the value of F table with df of numerator and
denominator (40-1=39). Based on the table on F table, it is known
that at the F value on the significant level 0.05 is 1.01. Because F

obtained is lower than the value of F table (1.01<1.69), it means that

the variance of two sample is homogeneous.
After knowing that the variance of two samples is
homogeneous and the number of sample of pre-test is same with the
number of sample of post-test, so the t-test formula which is used by
the researcher is t-test separated variance (Sugiyono, 2011:196).
c. t-test Findings
The calculations of the mean score of post-test and pre-test were
78.25 and 70.7. If we compared the two means, it was clear that the
mean of the post-test was higher than that of the pre-test. The difference
between the two means was 7.55. It indicates that the treatment was
effective. To make the analysis more reliable, the researcher analyzes it
by using t-test separated variance formula.
t

= t value

X1

= 78.25

X2

= 70.7

S12

= 39.936

S22

= 39.497

n1 = n2 = 40
t

X1 X 2
2

s s
n n
t=

t=
t=

t=
t=
The result of the t-test is 5.39

C. Test of Hypothesis
There were two points involved in testing hypothesis. There were level
of significance and null hypothesis. The two points above were presented in
the following.

1. Level of Significance
In testing hypothesis, the researcher used the level of significance to
minimize the false conclusion of the research. This was applied to reject
the hypothesis in order to gain the objective conclusion. Generally, the
level used in any research is the 5% or 1% level. By using the level of
significance of the 5% level, it meant that the falseness of conclusion
was 5% and the truth of conclusion was 95%.
2. Null Hypothesis
In testing hypothesis, the researcher commonly faced with the null
hypothesis. By using the null hypothesis, the hypothesis statement will

be easier to be proved. The hypothesis of this research said The use of

text twist game in teaching vocabulary mastery to eleventh grade
students of SMA 1 Sapuran in academic year 2012/2013 is effective.
To prove whether the hypothesis is rejected or accepted, the
researcher changed the research hypothesis into the null hypothesis.
Therefore, the null hypothesis said The use of text twist game in
teaching vocabulary to eleventh grade students of SMA 1 Sapuran in
academic year 2012/2013 is not effective.

D. Discussion and Result of the Research

In this section, the researcher described the interpretation of research
result about descriptive analysis and inferential analysis. The following are
the details.
1. Descriptive Analysis Interpretation
After describing the analysis in the previous section, the researcher
will discuss more about the interpretation of the students vocabulary
mastery of post-test and pre-test.
a. The Pre-test of vocabulary mastery
The highest score of the students of pre-test on the eleventh
grade students of

SMA N 1 Sapuran was 82 and the lowest one

was 49. The mean of pre-test was 70.7, the standard deviation of it
was 6.28, and the variance was 39.49. The mean was included in
the interval of 66 to 79. It means that the students of control group
on the eleventh grade students of SMA N 1 Sapuran had good

result on their vocabulary mastery. From 40 samples,

the

researcher took the score, there was no student (0.0%) very low in
vocabulary test, 1 student (2.5%) were low in vocabulary test, 7
(17.5%) were fair in vocabulary test, 31 students (77.5%) were
good in vocabulary test, and only 1 student (2.5%) were very good
in vocabulary test.
b. The Post-test vocabulary mastery
The highest score of the students of post-test on the eleventh
grade students of

SMA N 1 Sapuran was 94 and the lowest one

was 64. The mean of experimental group was 78.25, the standard
deviation of it was 6.31, and the variance was 39.93. The mean
exist in the interval of 66 to 79. It meant that the students of
experimental group on on the eleventh grade students of SMA N 1
Sapuran had good result on their vocabulary mastery. From 40
samples, the researcher took the score, there were 17 students
(42,5%) were very good category in vocabulary test, 22 students
(55%) were good in vocabulary test, 1 student (2.5%) were fair in
vocabulary test, and none (0.0%) belonged to low and very low
category.
2. Inferential Analysis Interpretation
In this section, the researcher would interpret the hypothesis
testing. As mentioned above, the hypothesis of this research says The
use of text twist game in teaching vocabulary is effective to improve

vocabulary mastery at eleventh grade students of SMA 1 Sapuran in

academic year 2012/2013.
From the previous analysis, it showed that with the amount of
samples (n1= n2 =40) and the level of significance is 5%, the result of
the computation of t-value is 5.39. Based on the value in the t-table for
n1= n2 =40 and the significance level is 5%, the value of t-table is 2.02.
The computation shows that t-value is higher than t-table that is 5.39>
2.02. Therefore, the hypothesis is accepted. It means that the use of
text twist game in teaching vocabulary is effective to improve
vocabulary mastery at eleventh grade students of SMA 1 Sapuran in
academic year 2012/2013.. The value of t-test is 5.39
After computing t-test separated variance, and after knowing that
the hypothesis is accepted, the theory meets the fact in this case. Then,
from the computation exist in the previous section; the researcher
concluded that the use of text twist game in teaching vocabulary is
effective to improve vocabulary mastery at eleventh grade students of
SMA 1 Sapuran in academic year 2012/2013.

CHAPTER V
CONCLUSION AND SUGGESTION

In this chapter, the researcher presents the conclusion of the data analysis
that has been discussed before. Besides, the researcher tries to give some
suggestions related to the result of the data analysis that might be useful for the
teacher and for the students. The objective of this study is to describe the

effectiveness of using Text twist game to improve students vocabulary

mastery at the eleventh grade of SMA N 1 Sapuran in academic year
2012/2013.
A. Conclusion
Using Text twist game to improve students vocabulary mastery at the
eleventh grade of SMA N 1 Sapuran in academic year 2012/2013 is effective.
It can be seen from the result of t-value is 5.39. Then, the researcher consults
the critical value on the t-table using the 5% (0.05) alpha level significance
and the degree of freedom is 1.684. It shows that the t-value is higher than ttable (5.39>1.684). It means that the method used by the researcher is
effective in improving the students vocabulary mastery at the eleventh grade
of SMA N 1 Sapuran. Therefore, the researchers hypothesis with 0.95 or
95% of significance level is accepted and consequently null hypothesis (Ho)
is rejected. Another fact shows that the method used is effective. It is shown
by the mean of post-test that is higher than the mean of pre-test. In the posttest, the mean is 78.25. On the contrary, the mean of pre-test is 70.7.

44

B. Suggestion
In this final section, the researcher would like to present some
suggestions.
a. For the teacher
The teacher should try a new method with interesting technique.
Teaching vocabulary by using Text twist game is attractive and
variously, so, it is able to improve students interest. It makes the
students sharing with their friend, about their favorite things that can
be implemented in their class. At least, the teacher can motivate the
students to improve their vocabulary through some models of the
Text twist game.
b. For the student
The students should pay attention to the teachers explanation.
Therefore, they could catch the material given by the teacher, not only
know about the new words, but also understand the meaning of some
words. The student should also have high motivation to and practice
what they have read and learn from their teacher everywhere and every
time. The students are able to increase their skill in vocabulary mastery
indirectly. By applying Text twist game in teaching learning activity,
hopes it can dig the students interest in English because the method is
more fun and enjoyable. Students will be more attracted in learning
English without under pressure feeling and forced.

c. For other researchers

Other researchers are expected to do a similar research with a similar

topic by using a wider scope and larger population. Therefore, the
result will be more applicable in a tertiary level.
The researcher hopes there will be some corrections and critics from
the other researcher who read and investigate the same field to make it
more perfect.

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http://dictionary.com/d/effectiveness

Appendices

Appendix I

Letters

Appendix II
Instrument of the Research

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Nama Sekolah

: SMA N 1 Sapuran

Mata Pelajaran

: Bahasa Inggris

Kelas / Semester

: XI / 2 (Dua)

Standar Kompetensi

: Memahami kosa kata dan maknanya dalam esei pendek

sederhana berbentuk game

Kompetensi Dasar

: Memahami kosa kata dan maknanya dalam esei pendek

sederhana berbentuk game dengan menggunakan Text
Twist Game.

Indikator

: Memahami kosa kata dan maknanya dalam bentuk teks

esei berbentuk game.

Alokasi Waktu

: 2 X 45 menit

A. Tujuan Pembelajaran:
Pada akhir pelajaran siswa dapat : menjawab pertanyaan berbentuk game dengan
teliti dan benar.
B. Materi Pembelajaran:

Memberikan contoh bermain Text twist game.

Memberikan pengajaran dengan menggunakan Text twist game

C. Metode / Tehnik:
Modelling
D. Langkah-langkah kegiatan:
Kegiatan Awal:
a. Salam dan tegur sapa (greeting)
b. Mengecek kehadiran siswa
c. Memberikan contoh cara bermain Text twist game
Kegiatan Inti:
a. Siswa diminta untuk membuat kosakata baru dari huruf yang ada pada game
text twist.
b. Siswa diminta untuk menjawab pertanyaan di depan kelas sebagai model
Kegiatan Akhir:
a. Menanyakan kesulitan siswa selama kegiatan pembelajaran

b. Menugaskan siswa untuk berlatih di rumah

E. Sumber Belajar:
Netbook (text twist game)

F. Penilaian:
Tehnik

: text twist game

Bentuk

: read the text carefully and answer the question with carefully

Mengetahui,

Wonosobo , Mei 2013

Guru Bahasa Inggris

Mahasiswa

Suprapti, S.Pd

Isnanini hidayat

NIP.

NIM. 092120157

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Nama Sekolah

: SMA N 1 Sapuran

Mata Pelajaran

: Bahasa Inggris

Kelas / Semester

: XI / 2 (Dua)

Standar Kompetensi

: Memahami kosa kata dan maknanya dalam esei pendek

sederhana berbentuk game

Kompetensi Dasar

: Memahami kosa kata dan maknanya dalam esei pendek

sederhana berbentuk game dengan menggunakan Text
Twist Game.

Indikator

: Memahami kosa kata dan maknanya dalam bentuk teks

esei berbentuk game.

Alokasi Waktu

: 2 X 45 menit

A. Tujuan Pembelajaran:
Pada akhir pelajaran siswa dapat : menjawab pertanyaan berbentuk game dengan
teliti dan benar.
B. Materi Pembelajaran:

Memberikan contoh bermain Text twist game.

Memberikan pengajaran dengan menggunakan Text twist game

C. Metode / Tehnik:
Modelling
D. Langkah-langkah kegiatan:
Kegiatan Awal:
a. Salam dan tegur sapa (greeting)
b. Mengecek kehadiran siswa
c. Memberikan pretest kepada siswa
Kegiatan Inti:
c. Siswa diminta untuk mengerjakan soal pretest
Kegiatan Akhir:
c. Menanyakan kesulitan siswa selama kegiatan pembelajaran
d. Menugaskan siswa untuk berlatih di rumah

E. Sumber Belajar:
Netbook (text twist game)

F. Penilaian:
A. Benar x 1
B. Benar x 3
C. Benar x 3

Mengetahui,

Wonosobo , Mei 2013

Guru Bahasa Inggris

Mahasiswa

Suprapti, S.Pd

Isnanini hidayat

NIP.

NIM. 092120157

PRE-TEST
A. Choose the correct answer!
1. Back
a. To do something
b. The part behind the front
c. To damage severely, to destroy
d. To give up using or having
e. A container, usually made of glass, to hold liquid
2. Advise
a. To try to hear
b. To help with information, knowledge or ideas in making a decision
c. To warn of a fault, lightly scold
d. To give reasons for; to make clear
e. To try to do as well as, or better than, another or others
3. Again
a. A cloth cover used to keep warm
b. The hard material in the body
c. To say something or to do something that makes another person
angry or dishonored
d. To cause to disappear by rubbing out, striking out, etc.
e. Another time; as before
4. Age
a. To divide or injure with a sharp tool; to make less
b. The scattered remains of something broken or destroyed; rubble
or wreckage
c. To work as an official; to be employed by the government
d. A picture of the earths surface or part of it
e. How old a person or thing is
5. Admit
a. To sit, lie down or sleep to regain strength
b. To accept; to express ones guilt or responsibility
c. Of a different or unusual kind; not for general use
d. A plant that lasts for several years; Lasting a very long time,
enduring
e. An area of open land, usually used to grow crops or to raise
animals
6. Any

a. One or more of no special kind

b. A long-established belief or activity of a people
c. From higher to lower; in a low place
d. To return to good health; to cure
e. A situation in which a choice between opposing modes of conduct
is necessary

7. Announce
a. To mix up in a confused or bungling manner
b. Different as possible; completely different from
c. A strong, colorless liquid, usually made from grain, used a drug
d. To make know publicly; to declare officially
e. The science of changing the genes of a living organism
8. Across
a. At the end; last
b. A structure built over a waterway, valley or road so people and
vehicle can cross from one side to the other
c. A building in which people live; a countrys parliament or lawmaking
group
d. From side to side; to the other side
e. The side of the road
9. Ask
a. To guard or fight against attack; to protect
b. Any business the produces goods or provides services;
c. To question; to say something is wanted
d. A device that permits a person or thing to fall slowly from
airplane or helicopter to ground
e. Being without restraint
10. Amount
a. The number, size or weight of anything
b. To have life; to exist
c. Having a thin edge or small point that can cut or hurt; causing
hurt or paint
d. To drive something
e. To make a hole or gap in, to break through

B. Match the vocabulary words on the left with the definitions on the
right.

1. Family

a. An animal, usu. domesticated or tamed, kept in one's home

for companionship rather than practical use.

2. pup

b. To desire; wish for:

3. sorry

c. To allow; permit:

4. ask

d. Allowing entry or access; not shut, enclosed, or fastened.

5. island

e. A dog that is not fully grown; puppy.

6. poor

f. To put a question to:

7. cub

g. Feeling regret, pity, sympathy, or the like:

8. open

h. A body of land smaller than a continent and completely

surrounded by water.

9. want

i. without money, possessions, or other means of livelihood.

10. pet

j. To gain; obtain; acquire.

11. eight

k. A group consisting of parents and their children.

12. seven

l. The number represented by the Arabic numeral 8 and by

the Roman numeral VIII.

13. let

m. Past tense and past participle of meet1.

14. get

n. To indicate; show:

15. met

o. The number represented by the Arabic numeral 7 and by

the Roman numeral VII.

C. Match the vocabulary words on the left with the antonym on the right.
1. Young

a. Back

2. High

b. Close

3. Front
4. Long

c. Down
d. Enjoy

5. Strong

e. Good

6. Cold

f. Happy

7. Sick

g. Health

8. Big

h. Hot

9. Sad

i. Lose

10. Bad

j. Low

11. Won

k. Old

12. Boring

l. Short

13. Clever

m. Small

14. Up

n. Stupid

15. Open

o. Weak

Good luck -

Key answer
A.

B.
1.

C.
1.

1.

2. B

2. E

2. J

3. E

3. I

3. A

4. E

4. F

4. L

5. B

5. G

5. O

6. A

6. H

6. H

7. D

7. N

7. G

8. D

8. D

8. M

9. C

9. B

9. F

10. A

10. A

10. E

11. L

11. I

12. O

12. D

13. C

13. N

14. J

14. C

15. M

15. B

Appendix V
Table

No

The result of Pre-test and Post-test

Name
Pre-test

Post-test

sample 1

76

82

sample 2

70

76

sample 3

79

81

sample 4

59

70

sample 5

64

70

sample 6

77

83

sample 7

72

85

sample 8

64

70

sample 9

77

80

10

sample 10

71

77

11

sample 11

68

74

12

sample 12

71

77

13

sample 13

71

76

14

sample 14

49

77

15

sample 15

79

80

16

sample 16

82

92

17

sample 17

71

94

18

sample 18

73

94

19

sample 19

73

79

20

sample 20

74

80

21

sample 21

71

77

22

sample 22

74

80

23

sample 23

76

82

24

sample 24

77

83

25

sample 25

67

73

26

sample 26

71

77

27

sample 27

70

76

28

sample 28

74

80

29

sample 29

76

82

30

sample 30

71

77

31

sample 31

64

70

32

sample 32

72

78

33

sample 33

61

64

34

sample 34

69

75

35

sample 35

65

77

36

sample 36

76

80

37

sample 37

71

77

38

sample 38

73

79

39

sample 39

61

66

40

sample 40

69

80