TEACHING ENGLISH CONCRETE NOUNS

USING PICTIONARY GAME

(An Experimental Study With the Fourth Graders of SDN 01 Donowangun
Talun Pekalongan in the Academic Year of 2010/2011)

THESIS
Submitted in Partial Fulfillment of the Requirement for Gaining
The Degree of Bachelor in English Language Education

By:
Siti Fadhilah (063411008)

EDUCATION FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2011

THESIS PROJECT STATEMENT

I am, the student with the following identity:

Name

: Siti Fadhilah

Student Number

: 063411008

Department

: English Language Education

certify that this is definitely my own work. I am completely responsible for the
content of this thesis. Other writers opinions or findings included in the thesis are
quoted or cited in accordance with ethical standards.

Semarang,30 Mei 2011

The Writer

Siti Fadhilah
NIM: 063411008

ii

Semarang, 30 Mei 2011

ADVISOR NOTE

To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies

Assalamu alaikum wr. wb

I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following thesis identification:
Title
: Teaching English Concrete Nouns Using Pictionary
Game (An Experimental Study With the Fourth
Graders of SDN 01 Donowangun Talun Pekalongan in
the Academic Year of 2010/2011).
Name of Student
: Siti Fadhilah
Student Number
: 063411008
Department
: Tadris
Filed of Study
: English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo
State Institute for Islamic Studies to be examined at Munaqasyah session.
Wassalamu alaikum wr. wb.

Advisor I

Advisor II

M. Nafi Annury, M. Pd

Dr. Mustofa, M. Ag

iii

KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
FAKULTAS TARBIYAH
Jl. Prof.Dr.Hamka Ngaliyan (Kampus II) Telp (024) 7601295 Semarang 50185

RATIFICATION NOTE
Thesis with the following identification:
Title
: Teaching English Concrete Nouns Using Pictionary Game
(An Experimental Study With the Fourth Graders of SDN
01 Donowangun Talun Pekalongan in the Academic Year
of 2010/2011).
Name
: Siti Fadhilah
Student Number
: 063411008
Department
: Tadris
Filed of study
: English Language Education
Had been ratified by the board of examiners of Education Faculty of Walisongo
State Institute for Islamic Studies and can be received as one of any requirement
for gaining the Bachelor Degree in English Language Education.

Chair Person,

Semarang, 15 Juni 2011

THE BOARD OF EXAMINERS
Secretary

H. Mursid, M.Ag
NIP: 19670305200112 1 001

Siti Tarwiyah, S.S.,M.Hum

NIP: 19721108199903 2 001

Examiner I,

Examiner II

Dra. Hj. Siti Mariam, M. Pd

NIP: 19670319 199303 2 001

Syamsul Maarif, M. Ag
NIP: 19741030200212 1 002

Advisor I,

Advisor II

M. Nafi Annury, M. Pd
NIP: 19780719 200501 1 007

Dr. Mustofa, M. Ag
NIP: 19710403 199603 1 002

iv

ABSTRACT

Siti Fadhilah(63411008), Teaching English Concrete Nouns Using

Pictionary Game (An Experimental Study With the Fourth Graders of SDN 01
Donowangun Talun Pekalongan in the Academic Year of 2010/2011). Thesis,
Semarang: Bachelor Program of English Language Education of State Institute for
Islamic Studies Walisongo Semarang, 2011.
Key words: Teaching, Concrete nouns, Pictionary game, and
experimental.
This thesis discusses the effectiveness of teaching English concrete noun
using Pictionary game to the fourth graders of elementary school. The
background of the study in this research is based on the phenomena that students
in SDN 01 Donowangun Pekalongan usually get bored to learn vocabulary
especially on concrete nouns. So the teacher should device a good exercise or a
way of teaching English concrete nouns. Learning vocabulary at Elementary
School can be done through many ways, so the researcher teaches vocabulary
using Pictionary game. This game may become an alternative way to teach
English nouns for beginning level. It is more emphasizing on active learning and
language teaching, because it makes students more active.
The problems of this research can be stated as follows: Is using
Pictionary game effective to facilitate students learning of English concrete
nouns in the fourth graders of SDN 01 Donowangun?
The purpose is: To know whether or not using Pictionary game is
effective to improve students English concrete nouns in the fourth graders of SD
Negeri 01 Donowangun Talun Pekalongan.
The method of the research is experimental study. The data is obtained
by giving test to the experimental class and control class after giving a different
learning to both classes.
The number of the subjects is twenty in each class. They are IV A is as
experimental class (the students who are taught using Pictionary game), and IV A
control class (the students who are not taught using Pictionary game).
The instruments used to collect the data were: documentation and test.
The documentation was used to get the data of students name list that become
respondents, syllabus and lesson plan. Test was used to know students
competence before and after the experiment run. There are two kinds of test. They
are pre-test and post test.
The result of the research: The use of Pictionary game as technique in
teaching concrete nouns was effective. There was a significance difference in the
achievement between students in class IV A (experimental class) and students in
class IV B (control class). It is showed of the mean of experimental class is higher
than control class (80.70 > 73.35). On the other hand, the test of hypothesis using
t-test formula shows the value of the t-test is higher than the value of the t-table.
The value is (3.141>1.68). The hypothesis is accepted.

ACKNOWLEDGEMENT

First and foremost, I would like to express gratitude to Allah SWT, the
Almighty God for the blessing, kindness, and inspiration in lending me to
accomplish the final project. Without Him, I couldnt stay patient and in control in
writing this final project from the first page to the last page.
Shalawat and salam for the Prophet Muhammad who brings us from
darkness to the brightness.
I realize that I cannot complete this final project without the help of others.
Many people have helped me during the writing this final project and it would be
impossible to mention of all them. I wish, however, to give my sincerest gratitude
and appreciation to:
1. Dr. Sujai, M.Ag., as the Dean of faculty of Tarbiyah.
2. Siti Tarwiyah, M. Hum., as the Head of English Department.
3. M. Nafi Annury, M. Pd., as the first advisor and Dr. Mustofa, M. Ag., as the
second advisor for their patience in providing careful guidance, helpful
corrections, very good advice as well as suggestion and encouragement during
the consultation.
4. Lectures in English Department of Tarbiyah Faculty for valuable knowledge,
guidance, and advices during the years of my study.
5. Library official who always give good service related with the references in
this thesis so that the writer could done this thesis well.
6. Suyanta, S. Pd., as the headmaster of SDN 01 Donowangun Talun Pekalongan
who had allowed me to carry out the research in his school. Gusbandi, as the
English teacher of IV A and IV B year who had helped me in conducting the
research in their school, and the students of 4th grade class A and B, thanks for
the cooperation, and also the school administration staff.
7. My dear parents; love and respect are always for them. Thank you for the
valuable efforts and contributions in making my education success.
8. My beloved sister, brother and my big family.

vi

9. My beloved pi_2 and All my beloved friends (ai_dNa, Ne@t, nok_rur,

Momon, Emot, 7Angles of E17, mZ_Nasir, mZ_Abee)
10. All my special classmates of TBI06 (Mr.Ach_bab, Mo2n, DenZghi,
Bang_Jay, Ucup, Fatur, Izza, RiZqon, Faridut, Ropex, etc).
11. All inspiring people around me.

vii

TABLE OF CONTENT

Title ................................................................................................................. i
Thesis Project Statement .................................................................................. ii
Advisor Note ................................................................................................... iii
Ratification Note ............................................................................................. iv
Abstract ........................................................................................................... v
Acknowledgment ............................................................................................ vi
Table of Content ............................................................................................... vii

Chapter I: Introduction
A. Background of The Research ........................................................ 1
B. Questions of The Research............................................................. 3
C. Objectives and Benefit of The Research ........................................ 4

Chapter II: Review of the Related Literature

A. Previous Research .......................................................................... 5
B. Theoretical Framework .................................................................. 7
1. Definition of Noun .................................................................... 7
2. How to Teach Concrete Noun ................................................... 10
3. Problem Occurred in Teaching Concrete Noun ........................ 12
4. Pictionary Game in Language Teaching ................................... 14
C. Hypothesis ...................................................................................... 17

Chapter III: Research Method

A. Research Design ............................................................................ 18
B. Research Setting ............................................................................. 19
C. Population and Sample................................................................... 19
D. Variable and Indicator ................................................................... 21
E. Data Collection Technique............................................................. 21

viii

F. Data Analysis Technique ............................................................... 27

Chapter IV: Research Finding and Discussion

A. Description of the Research .......................................................... 32
B. The Data Analysis and Test of Hypothesis ................................... 33
C. Discussion of Research Finding ..................................................... 44
D. Limitation of the Research ............................................................. 44

Chapter V: Conclusion
A. Conclusion ..................................................................................... 45
B. Suggestion ...................................................................................... 45

References
List of Table
Apendix
Curriculum Vitae

ix

CHAPTER I
INTRODUCTION

A. Background of the Research

Language is most important as a means of communication for human
beings. People can communicate each other to have interaction by language.
In this global era where the distance is not such a problem, people have to do
interaction with another.1
People nowadays have to do many things to survive their life, thats
why they have to do the business not only from the local area but also with the
people who come from a very long distance. In this world there are many
tribes, culture, countries, in which each of them has the different language.
English has become the most global language, the lingua franca of
business, science, education, politics and music. More than 300 millions
people in the world speak English. Since the proclamation of Indonesia on the
17th of August 1945 English has been taught in this country as the first
foreign language. This is not the first time that the teaching of a foreign
language is introduced in the curriculum of Indonesian school. English
language has been studied since before Indonesian Independence day, in fact
even since centuries a go. It is the first foreign language in our country. In the
world, it is the world language. In Indonesia, English language has been
included in the curriculum of Elementary School to University. Even in some
regions, besides using Indonesian language they also use English language to
communicate at school. We have to know how to use English well. In order to
be able to use it well, we have to improve speaking, listening, writing and
reading skills. Speaking and listening are said to relate to language expressed
through the visual medium. Another way of representing these skills is by
reference not the medium but the activity of the language user. Thus speaking
1

Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Semarang Press, 1999),

p. 1

and writing are said to be active or productive skill where as listening and
reading are said to be passive or receptive skill.2
Teaching vocabulary is part of English teaching. Vocabulary power
will facilitate speaking, listening, writing and reading skills. Vocabulary is one
of the most components of language and one of the first things applied
linguists turned their attention too.3
It can also be articulated as basic building block of language.
Vocabulary items are form which longer structures such as sentences,
paragraph and whole text are formed. When we teach a language teaching
material must be suitable with the students needs. A good vocabulary learning
program should therefore focus on the appropriate level of vocabulary for the
learners. The use of teaching strategies also should be based on the students
characteristics. This thing is appropriate to young learners. Because of with
vocabulary, they can be good speaker or translator future.
Rivers argued that the acquisition of an adequate vocabulary is
essential for successful second language use, because without an extensive
vocabulary, we will be unable to use the structures and function, we may have
learned for comprehensible communication.4
In this paper, the researcher will try to study about noun, because
noun is part of vocabulary. The popular definition of a noun is that it describes
a person, place or thing. Nouns convey a substantial proportion of the
information in most texts.5
In English, nouns may be defined as those words with can occur with
articles and attributive adjectives and can be functioned as the head of a noun
phrase. In traditional English grammar, noun is one of the eight parts of
speech. Some classifications of nouns are; proper noun and common noun,
2

H.G Widdowson, Teaching Language as Communication, (Oxford: Oxford University

Press, 1987), p. 57
3
Jack C. Richard, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press, 2001), p. 4
4
David Nunan, Language Teaching Methodology; A text Book for Teacher, (London:
Phoenix, 1995), p. 117
5
Martin Parrott, Grammar for English Language Teachers, (Cambridge: Cambridge
University Press, 2010), 2nd Ed., p. 9

countable noun and uncountable noun, concrete noun and abstract noun. This
study will be focused on concrete noun.
To support this study, the researcher will use two ways. The first is
using Pictionary game. This game may become an alternative way to teach
English nouns for beginning level. It is more emphasizing on active learning
and contextual language teaching, because it makes students more active. The
teacher just stands and as a resource and facilitator. Students are given
instruction to look for some picture or nouns according to the picture. Before
that, the teacher introduced the materials. The 2nd is using non-Pictionary
game. This is one of conventional ways in teaching English. Here the teacher
is more active than students, because the teacher just gives the lecture or
explanation of the materials. Both of two ways have the same purpose. It is
way on teaching English concrete nouns.
The two groups of participants are assumed to be equivalent because
they are assigned to the groups randomly. Both groups will take a pre-test on
to measure their academic writing ability (helping to determine if the two
groups are indeed, equivalent). Actually, this study was done to find out the
acquisition of writing concrete nouns by student taught with Pictionary game
is different from that taught with non Pictionary game.
The writer chooses this topic based on following reasons:
1. Teaching vocabulary is important for students of any levels and it needs
suitable strategy in order to achieve the teaching aims.
2. Pictionary game and non Pictionary game is appropriate for teaching
beginners.

B. Question of the Research

The problem that will be investigated through this study is: Is using
Pictionary game effective to facilitate students learning English concrete
nouns in the fourth graders of SDN 01 Donowangun?

C. Objective and Benefit of the Research

The objective of the study is to know whether or not using Pictionary
game is effective to improve students English concrete nouns in the fourth graders of
SD Negeri 01Donowangun Talun Pekalongan.

The study is important for reasons as follows:

1. For students
This study may be helpful to the students, because using Pictionary game
in learning vocabulary (English concrete nouns) will make their
understanding clear and improve the students competence that is the
ability to communicate each other in understanding the material in English
teaching learning focusing on vocabulary understanding.
2. For teacher
The finding of this study may be helpful for the English teacher to be
employed in his/her teaching practice. It can be one of choices to do in the
classroom.

CHAPTER II
TEACHING ENGLISH CONCRETE NOUN USING PICTIONARY
GAME AND REVIEW OF THE RELATED LITERATURE

A.

Previous Research
This study describes some works which are relevant to the thesis in
order to make the thesis arrangement easier:
1. Thesis entitled The Use of Direct Method in Teaching Concrete Nouns:
A True Experimental Study With Students of 3rd Grade At SD
Patukangan 2 Kendal in Academic Year of 2008/2009 by Ayu Budi
Wijayanti. She was using direct method to improve students vocabulary
of concrete nouns. The result is there is a significant difference of
vocabulary concrete nouns between students who are taught by using
direct method and those who are taught without using direct method. In
order to achieve the objective of her study she designed an experimental
research using pre test and post test. The population of her study was the
third grade students of SD Patukangan 02 Kendal. She chooses two
classes to be result. One class was as control class and the other class
was as experimental class.
For experimental class, she used direct method for students and the other
class she did not use direct method. And the result was significant, direct
method could give contribution in teaching concrete nouns. The method
that used in this study can motivate the students to learn more about
vocabulary.1
2. Thesis entitled Teaching Vocabulary Using Word Games to The Fifth
Grade Students in SDN 02 Banyumudal in The Academic Year of
2007/2008 by Anisa Jasti Astuti. The objectives of her study were to
describe the improvement between the students before being taught
using word game and after being taught using word game. The
1

Ayu B. Wijiyanti (3104161), The Use of Direct Method in Teaching Concrete Nouns: A
True Experimental Study With Students of 3rd Grade At SD Patukangan 2 Kendal In Academic
Years of 2008/2009, (Semarang: Education Faculty of IAIN Walisongo, 2009), p. 54

population of her study was the fifth grade students of SDN 02

Banyumudal. She chooses one class to be result. She gives three cycles
to get the improvement. The result is game facilitates students to practice
using vocabulary. Because games are pleasing and suitable for
elementary school children, they will be encouraged to learn
vocabulary.2
3. Thesis entitled Teaching English Concrete Nouns Using Rainbow
Game (An Experimental Study with Fourth Graders at MI NU 02
Kutoharjo Kaliwungu in the Academic Year of 2008/2009)by M.
Darsul Khafid. The objective of his study were to describe the significant
different on English concrete noun achievement between the students
who have been taught using rainbow game and students who have taught
using lecturing. The objective of his study was he designed an
experimental research using pre test and post test. The population of his
study was the fourth graders of MI NU 02 Kutoharjo Kaliwungu. He
chooses two classes to be result, control class and experimental class.
The result is games have involvement in teaching vocabulary.3
In this research is different from previous one. The participant: In
my research includes forty students in the fourth grade class, but in those
researcher there are 30 students in the fifth grade class. The
methodology: in my research uses an experimental research form, but in
those researches uses a classroom action research.
This research focuses on teaching English concrete nouns using
Pictionary game with experimental research approach, so as researcher
need two class. The participants were students on fourth grade of SDN
01 Donowangun Talun Pekalongan. The researcher uses some strategies
in teaching learning process, with this research can improve and increase
2

Anisa J. Astuti (04420625), Teaching Vocabulary Using Word Games to The Fifth Grade
Students in SDN 02 Banyumudal in Academic Year 2007/2008, (Semarang: IKIP PGRI, 2008), p.
56
3
M. Darsul Khafid, Teaching English Concrete Nouns Using Rainbow Game: An
Experimental Study With 4th Graders at MI NU Kutoharjo Kaliwungu In The Academic Years of
2008/2009, (Semarang: IAIN Walisongo, 2009), p. 55

students skill in learning English vocabulary and also to get some solves
from the problem that faced by the students. The researcher uses test and
documentation as instrument. The similarities this research with the
previous are both my research and those researches are using game in
English vocabulary. Both of them is to know how extent the
effectiveness using game to improving English vocabulary.

B.

Theoretical Framework
Vocabulary is one of the most components of language and one of
the fist things applied linguists turned their attention too.4 Teaching
vocabulary is part of English teaching. Vocabulary power will facilitate
speaking, listening, writing and reading skills.
Noun is part of vocabulary. In English, there are many definitions
and kinds of noun.
1. Definition of Noun
Most learners are more concerned with the meaning of nouns
than with their grammar. However, in learning to use noun, they need to
pay attention to a variety of grammatical factors. The popular definition
of a noun is that it describes a person, place or thing.5 According to
Hornby, noun is something exists in a form that can be touched, felt,
seen, etc; real or solid.6 In fact, we use nouns to express a range of
additional

meanings

such

as

concept,

qualities,

organization

communities, sensation and event.

In other terms, nouns are the basic tools for giving names to
things and concepts; therefore, learners need to control a large

Jack C. Richard, Curriculum Development in Language Teaching, (Cambridge:

Cambridge University Press, 2001), p. 4
5
Martin Parrots, Grammar for English Language Factors, (Cambridge: Cambridge
Univ.Press, 2004), p. 7
6
AS Hornby, Oxford Advanced Learners Dictionary, (Oxford University Press: Great
Britain, 1995).

vocabulary of nouns as well as associated word such as pronouns,

adjectives, and preposition.7
There are classifications of nouns;
a. Kinds of Nouns
Kinds of noun divided into four, those are:
1) Proper Noun. Proper noun is words which begin with capital
letters and are not at the beginning of sentences are often the
names of people, place or institution.8 Proper nouns also called
proper names are nouns representing unique entities.
Example: London, Indonesia, China, Malang, Surabaya, Laura,
and Daniel, etc.
2) Common Noun.9 Common noun is noun which states in general
cognition.
Example: Car, book, radio, man, woman, mountain, sea, etc.
3) Collective Nouns are words which represent group of people,
etc.10 Example: people, audience, fleet, committee, crowd, etc.
4) Material Noun. Material noun is noun which states matter or
essence whatever something made.
Example:
-

This table is made of wood

That temple was built of marble

b. Types of Nouns11
Types of noun divided into two kinds:
1) Countable Noun.12 Countable nouns are things we can count.
Example: Umbrella, apple, radio, bus, truck, piano, cat, foot, boy
and girl.
7

Betty schrampfer Azar and Barbara F. matties, Fundamental of English Grammar, (New
York: Prentice Hall Regent, 1995), p. 54
8
Martin Parrott, grammar for English Language Teachers, (Cambridge: Cambridge
University Press, 2010), 2nd Ed., p. 9
9
Imam D. Djauhari, Mastery on English Part of Speech, (Malang: Indah, 1986), p. 15
10
Martin Parrott, grammar, p. 14
11
Imam D. Djauhari, Mastery, p. 16
12
Martin Parrott, grammar, p. 10

2) Uncountable noun.13 Uncountable nouns are things we cannot

count. They have no plural.
Example: Sand, gold, blood, sugar, water, air, oil, tea, milk,
money, etc.
c. Form of Nouns
Based on the form, noun divided into two classified:
1) Concrete noun14
Concrete noun refers to physical bodies which we use at least one
of our senses to observe. Or concrete noun is a word whose shape
can be seen physically.
Example:
-

My brother lends me his boat to go fishing at the sea.

Ivan Gunawan designs a lot of dress.

2) Abstract noun15
Abstract noun is a word which cannot be seen, but can be
imagined because abstract nouns are concept in the mind. On the
other hand abstract noun refers to abstract object that is ideas or
concepts. Such as Love, live, hate, health, goodness, freedom,
death, darkness, kindness, etc.
Example:
-

Thank you very much for your kindness.

She spent her childhood in a village.

d. Numbers of Nouns
From numbers of nouns, noun can be divided into two classified:
1) Singular Noun.16 Singular noun is a single word. Usually at the
written using a/an if not identify. But if has been identified,
using article the.

13

Martin Parrott, grammar, p. 10

Adi Gunawan R., Tangkas Bahasa Inggris SMU, (Surabaya: Kartika), p. 14
15
Adi Gunawan R., Tangkas, p. 15
16
Adi Gunawan R., Tangkas, p. 22
14

Example: A car, a house, a history, an umbrella, an apple, an

answer, etc.
2) Plural Noun.17 Plural noun is a word which points objects more
than one, at the written word using add s.
Example:
-

Dog

--- dogs

Cat

--- cats

Box

--- boxes

2. How to Teach Concrete Noun

Teaching English noun is teaching English vocabulary that is
focused on nouns. English nouns are nouns that are used in English
language.
Sukun Pribadi a master of IKIP Bandung said that teaching is an
activity that involves founding child about cognitive aspect and
psychomotor aspect. In order to child more much knowledge, critical,
systematically, writing, reading, running fast, swimming, make radio and
others. Quality teaching is achieved not only as a consequence of how
well teachers teach but through creating context and work environment
that can facilitate good teaching. There are four factors which facilitate
good teaching, they are:18 institutional factors, teacher factor, teaching
factors and learners factor.
a. Institutional factors
The organizational culture of a school refers to the ethos and
environment that exist within a school, the kind of communication
and decision make that take place, and staffing structure they sport.
b. Teachers factors
Many things can be done to create a context for good
teaching, but it is teachers themselves who ultimately determine the
success of a program. Good teacher can compensate for deficiencies
17

Adi Gunawan R., Tangkas, p. 23

Jack C. Richard, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press, 2001), p. 198
18

10

in the curriculum, the materials, or the resource they make use in

their teaching.
c. Teaching factors
The focus here is on the teaching practice that occurs within a
program, how these can be characterized, and how quality teaching
can be achieved and maintained. In language teaching programs,
teaching models are often based on particular methods or approach.
For example: the communicative approach, the cooperative learning
model, the process approach and the whole language approach.
d. Learners factors
Learning is not the mirror image of teaching. The extent to
which teaching achieves its goals will also depend on how
successfully learners have been considered in the planning and
delivery process. The following factors may affect how successfully
a course is received by learners. They are: understanding of the
course, view of learning, learning styles, motivation and support.
In teaching-learning process, teachers use media to teach their
students were to make easier students understanding. Media is whatever
served from five senses as a purpose understanding meaning as careful
and fast. So, the researcher uses Pictionary game and picture as media to
teach concrete nouns.
Allah said in the Al-Quran at Al-Baqarah: 31

!$yr'/ 6/r& t$s)s s3n=y9$# n?t yzt O $y=. u!$oF{$# ty#u z=tu

t%| F. ) Iy

That surah says, Allah taught Adam the names of thing. In simple
terms, nouns are things. So, in this study the researcher choose
concrete nouns as the material and Pictionary game as the technique.

19

Departemen Agama, Alquran dan Terjemah, (Semarang: CV. Toha Putra, 1989), p. 15.

11

Because teaching English concrete nouns using Pictionary game is

suitable to the students of elementary school.
This game is good for reviewing vocabulary. Choose a student and
show him or her flash card picture or whisper a word into his or her ear. The

student draws the picture on the board and first student to guess the picture
gets to draw the next picture. This can also be played in teams with a point
system.

Teaching concrete nouns to young learners at the school is very

important before they learn to speak. So, in teaching concrete nouns the
teacher should also teach grammar as well as pronunciation. For
example, if teacher wants to teach object in the class, the teacher does
not just say book or pen. But teacher should say this is a book,
and that is a pen. By doing this, the teacher can make students practice
to speak English in right way.
In teaching English concrete nouns, the teacher must be able to
select the words that will be given to the students. There is also a
limitation of vocabulary that teacher gives to the students.
3. Problem Occurred in Teaching Concrete Nouns
Teaching young learners is different from teaching adults. Young
learners tend to change their mood every other minute, and they find it
extremely difficult to sit still. On the other hand, they show a greater
motivation than adults to do things that appeal to them. Young learners
have the achievement in learning English:
a. Young learners tend to active and imaginative. They like to study
through games, story and song, so that they will be more motivated
to learn English.
b. Young learners easy bored and they have short level concentration.
To overcome their bored, learning activity must be variety. So, the
teacher should choose the appropriate technique of teaching and
pleased by the students. So young learners will be more motivated in
learning English and situation of study will be more enjoy.

12

c. Young learners still be difficult differentiate things which concrete

and abstract. They cannot differentiate something real matter or not.
Both teacher and students have problem in teaching learning
process. To learn English, Indonesian students have several
difficulties. In learning foreign language the learners have to try to
master both the language skills and its components.
According to Kasihani, factors the influence of teaching as
follow:
a. Mother tongue
Instinct, characteristic and skilled are formed in learning mother
tongue very help children in learning new language.
b. Material
Material which used in learning is suitable with ages and
students enthusiasm will be able to enjoy English for young
learners.
c. Social Interaction
Communication between students and teacher and also students
and students will give safety at young learners and improve their
self confidence in learning new language.
d. Media
Study English for young learners will be more effective if teacher
use media to support school activity, because children like the
visual things.
e. Family Background
Family background also support the children efficacy learn
English. The available of dictionary, book, and their facility at
their home and also support from their parents represent factors
which can influence the process learning foreign language.20

20

Kasihani K. E. Suyanto, English for Young Learners, (Jakarta: Bumi Aksara, 2008), p.

21-22

13

4.

Pictionary Game in Language Teaching

a.

Procedure of Pictionary Game in Teaching

1) Game
Game is a structured activity, usually undertaken for
enjoyment and sometime used as an educational tool.21 Games
are distinct from work, which is usually carried out for
remuneration and from art, which is more concerned with the
expression of ideas.
Game-based activities can involve practice of oral
strategies such as describing, predicting, simplifying, asking for
feedback, through activities such as feeling in questionnaires and
guessing unknown information. Even though these activities are
called games, there by amplifying fun, they are also
communication based and require the learners to use the
information they find out in collaborative way for successful
completion of a particular task.22
2) Pictionary Game
Pictionary game is a picture-based guessing game. Brian
Robin said that Pictionary game is a children's game show based
on the board game of the same name, in which two teams of
children competed in a drawing game for prize.23
Teaching concrete nouns using Pictionary game means
the teacher and the students use picture-based guessing game to
understanding the materials. The students study and remember
the words from the game that they are play.
Before conducting the teaching by means of Pictionary
game, there are many things to be prepared by the teacher in

21

Paul Cezanne, Game, http://en.wikipedia.org/wiki/game.

JoMcDonough and Christopher Shaw, Material An Method in ELT, (New York: Blacwell
Publishing Ltd, 2003), p. 55
23
Brian Robin, Pictionary 1989 Childrens Game Show
http://dictionary.sensagent.com/pictionary+%281989+games+show%29/en-en/#definitions, 17
December 2010, 14:45
22

14

order to make the teaching learning process well-prepared and

more systematic. Here are the things should be prepared in
advance.
a) Students pre-test score. This score becomes the guidance for
teacher to determine the student groups in different ability.
b) The arrangement of team list consisting of 7 students in each
team.
c) Lesson Plan.
d) Worksheets containing the given material. These worksheets
are used for studying to be discussed in team work.
e) Test containing the given material to be completed in
tournament phase.
f) The post test to measure the students understanding in last
session of teaching learning.
The steps to play the Pictionary game in teaching
concrete nouns divide two seasons are:
Season one
-

Teacher divides the students into two groups

Teacher gives some instruments how to play the game

Teacher asks every groups to send a volunteer as instructor

Teacher gives five flash card pictures to the instructor

Teacher asks every instructor to come forward one by one to

draw some object that she/he gets from the teacher on the
blackboard and asks the group to guessing it

Every group have two minutes to guessing five pictures

Teacher evaluates the students answer

Finally, the group who guessing all of the picture correctly as

a winner and get 10 points

Season two
-

Teacher divides students into two groups

Teacher gives some instruments how to play the game

15

Teacher shows 3 flashcards to the groups

Teacher asks the first group to choose a flashcard then

followed by the second group

Then teacher gives some clue of the pictures on the flashcard

one by one and asks the group to guessing it

Every group has 5 minutes to guessing 10 words

The group who guessing all of words correctly get 10 points

The last one flashcard should be guessing by all of groups

Whose group that know the answer should rise the hand
before answer the question

Each question contain of 2 points

Finally, the group who guessing a lot of words correctly as a

winner

b. Advantage and Disadvantage of Pictionary game

The advantage of Pictionary game since role-play and
simulation activities are most kids enjoy the challenge of
participating in games, and the process of playing some activities
may actually make them smarter and more capable. Among other
abilities, games help develop kids' motor skills, social capacities,
memory and creativity.24 Game also is more practice activities than
teaching activities; they are useful and more suitable for
consolidating and practicing aspects of conversational proficiency
than teaching new forms. This game also good for reviewing the
vocabulary. And disadvantages of pictionary game are make students
be noisy and not condusive in the class teaching-learning activity.

24

Renata Osinska, The Advantages of Learning Games For Kids, at

http://www.livestrong.com/article/214084-the-advantages-of-learning-games-for-kids/, diakses 26,
February 2011: 11:21

16

By using pictionary game as technique in teaching, the

researcher hopes students can receive material easily and students
can understand in teaching target language.

C.

Hypothesis
It refers to the basis belief of researcher which enables him or her to
carry out the research. It is provisional truth determined by researcher that
should be tested and proved.25
In this research, the hypothesis can be stated as follow:
Ha

: The use of Pictionary game technique is more effective to facilitate

the students learning on English passive voice than non Pictionary
game.

25

Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT. Rineka
Cipta, 2006), 13th Ed, p.116.

17

CHAPTER III
RESEARCH METHOD

This chapter discusses method of investigation concerning research

design, research setting, population and sample, variable and indicator, data
collection technique, data analysis technique.

A. Research Design
In this research, the writer wants to find out the effectiveness of
Pictionary game. So the writer uses method that is called experimental.
That experimental is used to find out the effect of treatment. The approach
used in this research is quantitative. It is quantitative because the prospect
analyzing numerical data send shivers down the spines many novice
researcher who not only baulk at the thought of statistic but also hold
fundamental objection to what they see as the mathematisation of nature .1
An experimental study typically involves two groups: an experimental
group and control group with receives the different treatment. This study
uses design pre test-post test.
The design of the experiment can described as follows:
E

01

02

03

04

Where:
E

: Experimental group

: Control group

01

: Pre-test for the experimental group

02

: Post-test for the experimental group

03

: Pre-test for the control group

04

: post-test for the control group

Louis Cohen, Lawrence Manion and Keith Morison, Research Methods In Education,
(New York: Routledge, 2007), p. 501
2
Suharsimi Arikunto, Prosedur, p. 86

18

: Treatment with Pictionary game

: Treatment with non Pictionary game

In the design above, subjects were grouped into an experimental

group (top line) and control group (bottom line). Their language
proficiency of the subject was first checked by pre-testing them (01 and
03). Then the treatment taught with Pictionary game was applied to the
experimental group, while the control group was taught with non
Pictionary game. The test type was completion. The result of which (02
and 04) were then computed statistically.

B. Research Setting
The research take place in SDN 01 Donowangun Talun
Pekalongan, where is located on Jl. Bremi-Donowangun Talun Pekalongan
is purposively selected as the research setting because of two major
reason. Firstly, its location is reachable for researcher to conduct the
research. The second reason why it is selected to be the research setting is
its students variety. Therefore, there is a great possibility of students
heterogeneity of intelligences and competences, social background and
students characteristics.

C. Population and Sample

1. Population
Population is all of the research of subject.3 The population in
this research is all students of fourth grade SDN 01 Donowangun
Talun Pekalongan in academic year of 2010/2011, which consists of 40
students. Arikunto states that when the number of subject is less than
one hundred, they all should be taken as the subject of research.4 So,
this research was population research. They were divided in to two

Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT. Asdi
Mahasatya, 2006), p. 130
4
Suharsimi Arikunto, Prosedur, p. 134

19

groups, namely control group and experimental group based on their

class. Each class consisted of 20 students.
The choice of the subject of the study was based on the following
consideration:
a)

The students needed an interesting and enjoyable technique in

learning English in general and specifically in vocabulary.

b)

Pictionary game technique was never introduced to the students

when learning English.

2. Sample
Sample is some of chosen population using certain procedure so
that can be expected to represent its population. Sampling is the
process done to choose and take sample correctly from population so
that it can be used as valid representative to the population.5 In this
research, the researcher took the subject of research randomly. In it,
the subjects were regarded that each of them has the equal chance to be
chosen as the sample.6 The sample might be categorized in paired
sample because there are experimental and control group that are
compared. Two classes were chosen randomly, in which the each class
consist of 20 students. Class IV A was chosen as the experimental
group which was taught by means of Pictionary game, while class IV
B was chosen as the control group which was taught by means of nonPictionary game technique. The researchers consideration on choosing
the samples was based on the cognitive structure of the students in
each class. At this school, the students were distributed thoroughly into
their classes without regarding their cognitive competence. So, every
class had the same right to be the sample of the research. In addition,
there was a pre-test to ensure that students competence of both class
are equal.

5
6

Sugiarto, et al., Teknik Sampling, (Jakarta: Gramedia Pustaka Utama, 2003), 2nd Ed, p.4
Sugiarto, et al., Teknik, p. 46.

20

D. Variable and Indicator

Variable refers to the object of research that becomes research
focus. The variable of this research refers to the teaching learning method
using Pictionary game (independent variable) and the students
achievement on English concrete nouns (dependent variable). The
indicators of teaching and learning technique using Pictionary game are as
follows.
a.

Class presentation
In this phase, the students attentions become one important
element that should be done by the students while the teacher gives the
explanation.

b.

Team Game
In this phase, the cooperation ability of the students in team in
explaining the given material is needed where they should help to one
another for getting understanding to reach the team success.

E. Data Collection Technique

1. Technique of data collection
In gaining the data, the researcher attempts to employ these
following methods:
a. Documentation
It refers to the archival data that helps the researcher to
collect the needed data. The function of the document related to the
object research such as students name list and the English subject
schedule.
b. Test
It is a set of questions and exercises used to measure the
achievement or capability of the individual. In this research, there
are two kinds of test, pre test and post test that are given to the
students as participants, either the experimental or the control

21

group.7 Before carrying out the teaching, there are two tests that
were used in this study. There are:
1) Pre test
Pre test is test that is done before carrying out the teaching,
given to both groups in order to make sure that the two groups
have similar and equal level of proficiencies.
2) Post test
Post test is given to the experimental group after being taught by
means of Pictionary game and it is given to the control one after
being taught by means of non-Pictionary game. The test is in
form of discrete item test on gap filling format. The post test is
aimed to assess their achievement on the vocabulary
understanding, particularly on English concrete nouns.
c.

Observation
It refers to the activity of giving total concern to research
object by the sense. In this research, the concern of research is
focused on the students observable behavior pertaining to their
understanding on English concrete nouns. The instrument used in
this research is observation check list.

2. Instrument of the Research

The instrument used here are test and observation check list.
a. Test
It is used to investigate the students achievements before
and after being taught using Pictionary game. The steps to arrange
the test are as follows:
1)

Limit the tested material. Here, the material is limited in

English concrete nouns.

2)

Determine the term to do the test.

Suharsimi Arikunto, Prosedur., p. 150

22

3)

Determine the test type. Here, the discrete-items test is used

because it is considered can appropriately measure the
learners knowledge in understanding grammar.8

b.

Observation Check List

In arranging this instrument, the researcher lists some
students observable behavior that indicates their understanding
on English concrete nouns during presentation and Pictionary
game.

3. Research Procedure and Timeline

In collecting data, the researcher needs six weeks and done
some following steps, they are as follows:
a) 1st week, asks permission to head master of the school.
b) 2nd week, the writer asks permission and meet to the English
teacher.
c) 3rd week, the writer gives pre test to both control and experimental
(class IVA and B).
d) 4th week, the writer teaches control and experimental (class IV A
and B).
e) 5th week, the writer gives post test to both control and experimental
class
f) 6th week, the writer calculates the data. The procedures of
collecting the data could be seen in the following table.
Table 4.The sequences of administration of the data collection

No.

What to
prepare

Task

1.

Preliminary

visit

(meet

the

Contact the headmaster

Saturday, 12
February 2011

administration officer)
2.

Date

Research

Monday,

28

Scott Thomburry, How to Teach Grammar, (Malaysia: Longman, 2006) 9th Ed., p. 141.

23

permission

February 2011

letter
3.

Contact the English teacher to

Wednesday, 2nd

ask data of data of students as

March 2011

participants
4.

Give pre-test

Pre-test

MondayTuesday,

7-8

March 2011
5.

Give treatment

Lesson plan,

1.Monday-

handbook,

Tuesday, 14-

observation,

15

checklist, and

2011

March

Book (as

2.Monday-

rewards)

Tuesday,
21-22
March 2011

6.

Give post-test

Post-test

MondayTuesday, 28-29
March 2011

1. Preliminary Visit
The researcher visited the school to get information about the
students and teacher as participants. To gain the information, the
researcher asked the administration officer whether the school possibly
become the setting of research or not by describing the researchers
intention and ask for information about setting and participants.
2. Contact the Headmaster
Having got the information about setting and participant, the
researcher did the second visit to meet the headmaster of the school by
giving the permission letter.
3. Contact the English Teacher

24

After receiving research permission from the headmaster of the

school, the researcher met the English teacher and asked for the data of
students and negotiated what the class should become the participants
that were the control and experimental groups.
4. Give Pre-test
In this session, the researcher gave the pre-test of English
concrete nouns, both experimental and control groups same the
multiple choice test were given. This test was to ensure that both two
groups were the same in score. In addition, the results or score of the
test were used to determine the students teams.
5. Give the Treatment
In this session, the experimental group was given the treatment
and taught by researcher as the experimenter while the control group
was taught also by the researcher. Both groups teaches in same
material, but was different in teaching technique that was by pictionary
game and non-pictionary game. During the treatment, the observation
was also conducted to observer.
6. Give Post-test
Having administered the treatment for secondly, the post-test
was given to both groups to test their understanding on English
concrete nouns.
So, the procedure of treatment could be seen in the following
below:
b. The Activities of Experimental Group
1) Pre-test
Pre-test was given before the treatment. The researcher
came to the chosen class and then explained to the students
about what they were going to do. Then, the researcher
distributed the instruments and asked them to do the test.

25

2) Activities in the classroom

There were some activities in experimental group (Class
IV A) as follows:
Time allotment: 2 x 45 minutes
Activities I :
a) Teacher greets the students and asks about their conditions
b) Teacher checks the students attendance by calling the roll
c) Teacher asks to the students about things around us
d) Teacher explains the definition of concrete noun
e) Teacher asks students to work in pair and asks them to make
list of things in the classroom, (under teacher controlled).
f) Teacher divides the students into two groups to plays the
picture-guessing game by turns (Pictionary Game)
Activities II :
a) Teacher asks the students to work in pair and asks them to
make list of things at their home, (under teacher
controlled)
b) Teacher divides the students into two groups to plays the
picture-guessing game by turns (Pictionary Game)
3) Post test
Post-test was held after all treatments were conducted.
This test was used to measure students achievement after they
were given treatments. The result of test was analyzed
statistically.
c. The Activities of Control Group
1) Pre- test
Pre-test was given before the treatment. First, the writer
came to the class. Then, he explained to the students what they
had to do. Finally, he distributed the instruments and asked
them to do the test.

26

2) Activities in the classroom

Time allotment

: 2 x 45 minutes

Activities I

a) Teacher greets the students and asks about their conditions

b) Teacher checks the students attendance by calling the roll
c) Teacher asks to the students about things around us
d) Teacher explains the definition of concrete noun
e) Teacher asks students to work in pair and asks them to make
list of things in the classroom, (under teacher controlled).
f) Teacher asks students to write the vocabulary on the
blackboard one by one
g) Teacher pronouns the vocabulary loudly and students repeat
it after her.
Activities II:
a) Teacher asks students to work in pair and asks them to make
list of things at their home, (under teacher controlled).
b) Teacher asks students to write the vocabulary on the
blackboard one by one
c) Teacher pronouns the vocabulary loudly and students repeat
it after her.
d) Teacher asks the new vocabulary to the students and than
discuss it together.
3) Post- test
Post-test was held after all treatments were conducted.
This test was used to measure students ability after they were
given treatments. The result of test was analyzed statistically.

F. Data Analysis technique

Data analysis is an effort which is done by teacher and researcher
to embrace the data accuratly. Data analysis that was used in this research
is quantitative. Because the data that was gained were numeric and

27

analazed by using statistical computation. There are two steps of analysis,

they are:
1. Pre-requisite test
Before testing the hypothesis that is to compare the difference
of students academic achievement using t-test formula, there is a prerequisite test to know the legality of the sample. Here, the normality
and homogeneity test are employed.
a. Normality test
Normality test were used to find out the data distribution
normal or not. In this case, the researcher employed the chi-square,
the steps of chi-square test as follow:
1) To determining span (R) that is the bigger score is lessened the
smaller score.
2) To determining many class interval (P) using formula
P=

spand ( R)
manyclass

3) Making table of distribution frequency

4) To determining class boundary (Bk) from each class interval
5) To

determining

means

Xi( X ),

using

formula,

X=

fi. Xi
fi
6) To determining variants, using formula

n fiXi 2 ( fiXi )
S =
n(n 1)

7) To determining Z score, using formula

Z=
x

xx
s

= class boundary

x = mean
s

= standard deviation

28

8) To

determining
s

chi-square

(x2)

using

formula

x2 =

(oi Ei )2
Ei

9) To determining x2 table
10) To determining distribution normality with criteria: if x2 value
> x2 table, so data is not in normal distribution, and if x2 value
< x2 table, so data is normal distribution.
b.

Homogeneity test
Homogeneity is used to determine that data homogeny or not.
The steps as follows:
1) To determining means ( x )
2) To determining variants (S2) using
S2 =

n x12 ( x1 ) 2
n(n 1)

3) To determining F using formula

F=

BiggerVariants
SmallerVariants

4) Tso compare Fvalue with Ftable (nb-1) (nk-1) and dk = (k-1)

if Fvalue < Ftable so, that data is homogen distribution.
c. T-test
Technique statistic where used to determine significant
compares (to compare mean score of group with mean score other
group) is using t-test.9
Hypothesis Ho and Ha.
Ho = 1 2
Ha = 1> 2
Formula where used in t-test:

Ibnu Hajar, Dasar-Dasar Methodologi Penelitian Kuantitatif dalam pendidikan, (Jakarta:

PT Grafindo, 1996), Cet. 1, p. 251

29

t=

x1 x2
1 1
S
+
n1 n2

S2 =

(n1 1) s12 + (n2 1) s22

n1 + n2 2

Where:
T

= statistic

x1

= the mean score of the experimental group

x2

= the mean score of the control group

s 12

= the variants of experimental group

s 22

= the variants of control group

n1

= the total of students of experimental group

n2

= the total of students of control group

2. Analysis Phase End

a. Normality Test
Steps normality second step is the same as the normality test on the
initial data.
b. Homogeneity Test
Steps homogeneity second step is the same as the homogeneity test
on the initial data.
c. Test Average (Right-hand Test)
Proposed hypothesis test in average similarity with the right test is
as follows:
Ho

= 1 = 2

Ha

= 1 > 2

If 12 = 22 (has same variant), the formula is:

X1 X2

t=
S

1 1
+
n1 n2

With

30

S=

(n1 1) S1 + (n2 1) S 2
n1 + n2 2

Where:

X1

: The mean score of the experimental group

X2

: The mean of the control group

n1

: The number of experiment group

n2

: The number of control group

S12

: The standard deviation of experiment group

S22

: The standard deviation of both groups

If = 12 22 (has no same variant) the formula is:

t1 =

X X2
S12 S12
+
n1 n2

Testing criteria that apply Ho is accepted if t count > t table with

determine dk = ( n1 + n 2 - 2) and = 5% with opportunities (1 - )
Values for other t Ho rejected.10

10

Sudjana, Metode Statistika, (Bandung: Tarsito, 1996), p. 243.

31

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

A. Description of the Result Research

To find out the effectiveness of pictionary game, between the students
who were taught by using pictionary game and the students who were not taught
by using pictionary game on concrete nouns, especially in SDN 01 Donowangun
the researcher did an analysis of quantitative data. The data was obtained by
giving test to the experimental class and control class after giving a different
learning both classes.
The subjects of this research were divided into two classes. They are
experimental class (IV A) and control class (IV B) of SDN 01 Donowangun. Test
was given before and after the students follow the learning process that was
provided by the researcher.
Before the activities were conducted, the researcher determined the
materials and lesson plan of learning. Learning in the experiment class used
pictionary game, while the control class without used pictionary game.
After the data were collected, the researcher analyzed it. The first analysis
data is from the beginning of control class and experimental class that is taken
from the pre test value. It is the normality test and homogeneity test. It is used to
know that two groups are normal and have same variant. Another analysis data is
from the ending of control class and experimental class. It is used to prove the
truth of hypothesis that has been planned.

32

B. The Data Analysis and Test of Hypothesis

1. The Data Analysis
a. The Data Analysis of Pre-Test Value of the Experimental class and the
Control Class.

Table 1
The list of Pre-Test Value of
The Experimental and Control Classes
Pre Test
control experiment
40
40
48
52
64
60
68
60
44
52
52
44
48
48
44
48
52
56
60
48
48
64
68
68
52
64
68
64
48
44
48
44
56
56
56
52

No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18

code
E-01
E-02
E-03
E-04
E-05
E-06
E-07
E-08
E-09
E-10
E-11
E-12
E-13
E-14
E-15
E-16
E-17
E-18

19
20

E-19
E-20

56
40

68
40

1060

1072

code
K-01
K-02
K-03
K-04
K-05
K-06
K-07
K-08
K-09
K-10
K-11
K-12
K-13
K-14
K-15
K-16
K-17
K-18
K-19
K-20

Post Test
control experiment
67
67
67
77
70
83
81
90
75
77
73
73
70
80
63
73
73
77
63
67
67
80
70
77
84
93
73
70
81
83
84
90
75
87
75
87
78
78

90
93

1467

1614

33

=
=

N
X

20
53

20
53.6

20
73.35

20
80.70

Based on the table above were analyzed as follows:

1) The Normality Pre-test of the Experimental Class
The normality test is used to know whether the data obtained is
normally distributed or not.
Data normality of Experimental Class:
Max. Score

= 68

Min. Score

= 40

= 68- 40

= 1+3.3 log 20 = 5.29 or 6

Class length

= 28/6

= 28

= 4.67 or 5

X = 53.6

s 2 = 83.192
s = 9.121

Table 2
Observation frequency value of pre test
Of experiment class
Class
interval
40 -44
45 - 49
50 - 54
55 - 59
60- 64
65 - 69

BK
39.5
44.5
49.5
54.5
59.5
64.5
69.5

Zi
-1.60
-1.05
-0.50
0.06
0.61
1.16
1.71

P(Zi)
0.4452
0.3531
0.1915
0.0239
0.2291
0.377
0.4564

Size
classes
0.0921
0.1616
0.1676
0.2052
0.1479
0.0794

(O i
Ei
1.842
3.232
3.352
4.104
2.958
1.588

Oi
4
4
3
2
4
3

Ei )
Ei

2.52821064
0.18249505
0.0369642
1.07865887
0.36706018
1.2555063

X = 5.44889523

34

With = 5% and dk = 6-3 = 3, from the chi-square distribution

table, obtained X table = 7.81. Because X 2 count is lower than X 2 table
(5.44889523<7.81). So, the distribution list is normal.
2) The Normality Pre-Test of the Control Class
Hypothesis :
Ho: The distribution list is normal.
Ha: The distribution list is not normal.
Test of hypothesis:

The formula is used:

(Oi Ei ) 2
Ei
i =1
k

2 =

The computation of normality test:

Max. Score

= 68

Min. Score

= 40

= 68- 40

= 1+3.3 log 20 = 5.29 or 6

Class length

= 28/6

= 28

= 4.67 or 5

X = 53

s 2 = 78. 943
s = 8. 885
Table 3
Observation frequency value of pre test
Of control class
Class
interval
40 - 44

BK
39.5

Zi
-1.54

P(Zi)
0.4382

Size
classes
0.1042

(O i
Ei
2.084

Oi

Ei )
Ei

4 1.761543186

35

45 - 49
50 - 54
55- 59
60 - 64
65- 69

44.5
49.5
54.5
59.5
64.5
69.5

-0.97
-0.40
0.17
0.74
1.31
1.88

0.334
0.1554
0.0675
0.2704
0.4049
0.4699

0.1786
0.0879
0.2029
0.1345
0.065

3.572
1.758
4.058
2.69
1.3

5
3
3
2
3

0.570880179
0.877453925
0.275841301
0.176988848
2.223076923

X = 5.885784362
With = 5% and dk = 6-3 = 3, from the chi-square distribution
table, obtained X table = 7.81. Because X 2 count is lower than X 2 table
(5.885784362<7.81). So, the distribution list is normal.
3) The Homogeneity Pre-Test of Experimental and Control Classes
Hypothesis:

H : 12 = 22
H A : 12 22
Test of hypothesis:

The formula is used:

F=

Biggest var iant

smallest var iant

The Data of the research:

Variant
Total
N
X
Variant (S2)
Standard deviasi (S)

Experimental Classes
1072
20
53.6
83. 192
9. 121

Control Classes
1060
20
53
78. 943
8. 885

Based on the formula, it is obtained:

F=

83.192
= 1.053
78.943

36

With = 5% and dk = (20-1 = 19): (20-1 = 19), obtained Ftable =

2.15. Because Fcount is lower than Ftable (1.053 < 2.15). So, Ho is accepted
and the two groups have same variant / homogeneous.
4) The average of similarity Test of Pre-Test of Experimental and Control
Classes.
Hypothesis:
Ho: 1 = 2
Ha: 1 2
Test of hypothesis:

Based on the computation of the homogeneity test, the experimental class

and control class have same variant. So, the t-test formula:

t=

x1 x2
1 1
S
+
n1 n2

S=

(n1 1) S1 + (n2 1) S 2
n1 + n2 2

The data of the research:

Variant
Total
n
X
Variant (S2)
Standard deviasi (S)
2

S=
S=

Experimental Classes
1072
20
53.6
83.192
9.121

(n1 1) S1 + (n2 1) S 2
n1 + n2 2

Control Classes
1060
20
53
78.943
8.885

(20 1)83.193 + (20 1)78.943

= 9.0037
20 + 20 2

37

So, the computation t-test:

x1 x2
53.6 53
t=
=
= 0.2107= 0.211
1 1
1
1
S
+
9.0037
+
n1 n2
20 20
With = 5% and dk = 20 + 20 2 = 38, obtained t table = 1.68.
Because t count is lower than t table (0.211 < 1.68). So, Ho is accepted and

there is no difference of the pre test average value from both groups.

b. The Data Analysis of Post-Test Value in Experimental Class and Control

Class.

Table 4
The List of the Post Test Value of the Experimental
And Control Classes

No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

code
E-01
E-02
E-03
E-04
E-05
E-06
E-07
E-08
E-09
E-10
E-11
E-12
E-13
E-14
E-15
E-16

Pre Test
control experiment
40
40
48
52
64
60
68
60
44
52
52
44
48
48
44
48
52
56
60
48
48
64
68
68
52
64
68
64
48
44
48
44

code
K-01
K-02
K-03
K-04
K-05
K-06
K-07
K-08
K-09
K-10
K-11
K-12
K-13
K-14
K-15
K-16

Post Test
control experiment
67
67
67
77
70
83
81
90
75
77
73
73
70
80
63
73
73
77
63
67
67
80
70
77
84
93
73
70
81
83
84
90

38

17
18

E-17
E-18

56
56

56
52

K-17
K-18

75
75

87
87

19
20

E-19
E-20

56
40

68
40

K-19
K-20

78
78

90
93

N
X

=
=
=

1060
20
53

1072
20
53.6

1467
20
73.35

1614
20
80.70

1) The Normality Post-Test of the Experimental Class

Based on the table above, the normality test:
Hypothesis:
Ho

: The distribution list is normal.

Ha

: The distribution list is not normal.

Test of hypothesis:

The formula is used:

(Oi Ei ) 2
Ei
i =1
k

2 =

The computation of normality test:

Max. Score

= 93

Min. Score

= 67

= 93- 67

= 1+3.3 log 20 = 5.29 or 6

Class length

= 26/6

= 26

= 4.33 or 5

X = 80.70
s 2 = 69.2224
s = 8.32

39

Table 5
Observation frequency value of post test
Of experiment class
Class
interval
67 71
7276
77 81
82 86
87 91
92 96

(O i
BK
66.5
71.5
76.5
81.5
86.5
91.5
96.5

Zi
-1.75
-1.13
-0.51
0.11
0.72
1.34
1.96

P(Zi)
0.4599
0.3708
0.195
0.0438
0.2642
0.4099
0.475

Size classes
0.0891
0.1758
0.1512
0.2204
0.1457
0.0651

Ei
1.782
3.516
3.024
4.408
2.914
1.302

Oi
3
2
6
2
5
2
X =

Ei )
Ei

0.832505051
0.653656428
2.928761905
1.315441016
1.493272478
0.374196621
7.597833

With = 5% and dk = 6-3 = 3, from the chi-square

distribution table, obtained X table = 7.81. Because X 2 count is lower
than X 2 table (7.597833< 7.81). So, the distribution list is normal.
2) The Normality Post-Test of the Control Class
Hypothesis:

Ho
Ha

: The distribution list is normal

: The distribution list is not normal

Test of hypothesis:

The formula is used:

(Oi Ei ) 2
=
Ei
i =1
k

The computation of normality test:

Max. Score

= 84

Min. Score

= 63

= 84- 63

= 1+3.3 log 20 = 5.29 or 6

Class length

= 21/6

= 21

= 3.5 or 4

40

X = 73.35
s 2 = 40.1956
s = 6.34

Table 6

Class
interval
63 66
67 70
71 74

BK
62.5
66.5
70.5

75 78

74.5

79- 82

78.5

83 86

82.5
86.5

Observation frequency value of post test

Of control class
Size
Zi
P(Zi)
classes
Ei
Oi
-1.78697 0.4633 0.0925
1.85
2
-1.12818 0.3708 0.1936
3.872
6
-0.46939 0.1772 0.1018
2.036
3
0.18940
3 0.0754 0.2269
4.538
5
0.84819
2.644
2
5 0.3023 0.1322
1.50698
6 0.4345 0.0505
1.01
2
2.16577
8
0.485
X =

(O i

Ei )
Ei

0.012162162
1.169520661
0.45643222
0.047034817
0.156859304
0.97039604

2.812405

With = 5% and dk = 6-3 = 3, from the chi-square

distribution table, obtained X table = 7.81. Because X 2 count is lower
than X 2 table (2.812405 < 7.81). So, the distribution list is normal.
3) The Homogeneity Post-Test of the Experimental Class
Hypothesis :

H : 12 = 22
H A : 12 22
Test of hypothesis:

The formula is used:

41

F=

Biggest var iant

smallest var iant

The Data of the research:

Variant

Experimental Classes

Control Classes

Total
n

1614
20
80.70
69.2224
8.32

1467
20
73.35
40.1956
6.34

X
Variant (S2)
Standard deviasi (S)

Biggest variant (Bv) = 69.2224

Smallest variant (Sv) = 40.1956
n1 = 20
n2 = 20
Based on the formula, it is obtained:

F=

69.2224
= 1.7221
40.1956

With = 5% and dk = (20-1 = 19): (20-1 = 19), obtained Ftable =

2.15. Because Fcount is lower than Ftable (1.7221 < 2.15). So, Ho is
accepted and the two groups have same variant / homogeneous.
2. The Hypothesis Test
The hypotheses in this research is a significance difference in concrete
nouns test score between students taught using Pictionary and those taught
using non Pictionary game.
In this research, because 12 = 22 (has same variant), the t-test
formula is as follows:

42

t=

x1 x2
1 1
S
+
n1 n2

(n1 1) S1 + (n2 1) S 2
n1 + n2 2

S=

The data of the research:

Variant

Experiment

Control

Total
N
X
Variant (s2)
Standard deviasi (s)

1613
20
80.70
69.2224
8.32

1467
20
73.35
40.1956
6.34

S=

S=

(n1 1) S1 + (n2 1) S 2
n1 + n2 2

(20 1)69.2224 + (20 1)40.1956

= 7.3966
20 + 20 2

So, the computation t-test:

x1 x2
80.70 73.35
t=
=
= 3.142
1 1
1
1
S
+
7.3966
+
n1 n2
20 20
From the computation above, the t-table is 1.68 by 5% alpha level of
significance and dk = 20 + 20 2 = 38. T-value was 3.142. So, the t-value was
higher than the critical value on the table (3.142 > 1.68).
From the result, it can be concluded that using Pictionary game is
more effective than without using Pictionary game in teaching concrete
nouns. The hypothesis is accepted.

43

C. Discussion of Research Finding

The result of the research shows that the experimental class (the students
who are taught using Pictionary game) has the mean value pre-test was 53.6 and
post-test was 80.70. While the control class (the students who are taught without
using Pictionary game) has the mean value pre-test was 53.0 and post-test was
73.35.
On the other hand, the test of hypothesis using t-test formula shows the
value of the t-test is higher than the critical value. The value of t-test is 3.142,
while the critical value on t s 0,05 is 1.68. It means that using Pictionary game more
effective than without using Pictionary game in teaching concrete nouns.

D. Limitation of the Research

The researcher realizes that this research had not been done optimally.
There were constraints and obstacles faced during the research process. Some
limitations of this research are:
1. Relative short time of research makes this research could not be done
maximum.
2. The research is limited at SDN 01 Donowangun Kab. Pekalongan. So that
when the same research will be gone in other schools, it is still possible to get
different result.
3. The implementation of the research process was less perfect. Because short
time of this research, so the assessment was conducted not only based on the
material given in the class but also the assignments or exercises given to
students homework.
Considering all those limitations, there is a need to do more research about
teaching Pictionary game using Pictionary game. So that, more optimal of the
result will be gained.

44

CHAPTER V
CONCLUSSION AND SUGGESTION

A. Conclusions
Based on the finding and discussion in chapter IV, it could be
concluded that the use of Pictionary game as technique in the teaching
concrete nouns was effective. It was proved by the obtained score of t-test.
The t-test showed that t-score 3.14 were higher than t-table 1.68. It meant that
Ha was accepted and Ho was rejected. Since the t-score was higher than the ttable, there was a significance difference in the achievement between students
in class IV A who were taught concrete nouns using Pictionary game as
technique and students in class IV B who were taught concrete nouns without
using Pictionary game as technique. The average score of experimental group
was 80.70 and the average score of control group was 73.35. It meant that the
experimental group (class IV A) was better than the control group (class IV
B).

B. Suggestion
This research that was carried out in SDN 01 Donowangun Pekalongan
in academic year of 2010/2011 is not free from some lacks. The limitation that
can be found in this research is about the time restriction. Actually the
activities contained in Pictionary game technique need more time. So, it is
better for the English instructor to manage the time allocation when he or she
wants to employ this kind of teaching and learning technique in classroom. He
or she has to subdivide the time and sequence the activities contained in
Pictionary game in details so that the English teaching and learning may wellrun. In addition, this kind of teaching and learning technique should not
always be applied to teach vocabulary only, but it may be applied to teach
speaking class.

45

Moreover, the researcher may suggest the next researcher to conduct

further study that can enhance this research because this research actually can
be broaden and extended to other subject and also in different setting. Finally,
this research may be helpful and give positive contribution to English
language learning context. Amin.

46

REFFERENCES

Arikunto, Suharsimi, Prosedur Penelitian: Suatu Pendekatan Praktik, Jakarta: PT.

Rineka Cipta, 2006), 13th Ed.
Astuti, Anisa J., (04420625), Teaching Vocabulary Using Word Games to The
Fifth Grade Students in SDN 02 Banyumudal in Academic Year
2007/2008, Semarang: IKIP PGRI, 2008.
Azar, Betty, schrampfer and matties, Barbara F., Fundamental of English
Grammar, New York: Prentice Hall Regent, 1995.
Cezanne, Paul, Game, http://en.wikipedia.org/wiki/game.
Cohen, Louis, Lawrence Manion and Keith Morrison, Research Methods in
Education, New York: Routledge, 2007
Departemen Agama, Alquran dan Terjemah, Semarang: CV. Toha Putra, 1989.
Djauhari, Imam D., Mastery on English Part of Speech, Malang: Indah, 1986.
Donough, JoMc, and Shaw, Christopher Material An Method in ELT, New York:
Blacwell Publishing Ltd, 2003.
Gunawan, Adi and Roeswati, Tangkas Bahasa Inggris, Surabaya; Kartika
Hajar, Ibnu, Dasar-Dasar Methodologi Penelitian Kuantitatif dalam pendidikan,
Jakarta: PT Grafindo, 1996, Cet., 1.
Hornby, AS., Oxford Advanced Learners Dictionary, Oxford University Press:
Great Britain, 1995.
Khafid, M. Darsul, Teaching English Concrete Nouns Using Rainbow Game: An
Experimental Study With 4th Graders at MI NU Kutoharjo Kaliwungu In
The Academic Years of 2008/2009, Semarang: IAIN Walisongo, 2009.
Nunan, David, Language Teaching Methodology; A text Book for Teacher,
London: Phoenix, 1995.
Osinska, Renata, The Advantages of Learning Games For Kids, at
http://www.livestrong.com/article/214084-the-advantages-of-learninggames-for-kids/, diakses 26, February 2011: 11:21.

Parrott, Martin, Grammar for English Language Factors, Cambridge: Cambridge

Univ.Press, 2004.
Parrott, Martin, Grammar for English Language Teachers, Cambridge:
Cambridge Univ. Press, 2nd Ed., 2010
Ramelan, Introduction to Linguistic Analysis, Semarang: IKIP Semarang Press,
1999.
Robin,

Brian, pictionary 1989 childrens game show, dalam,

http://wikipedia/dictionary.sensagent.com/pictionary+%281989+games+
show%29/enen/#definitions, 17 December 2010, 14: 45.

Richard, Jack C., Curriculum Development in Language Teaching, Cambridge:

Cambridge University Press, 2001.
Sudjana, Metode Statistika, Bandung: Tarsito, 1996.
Suyanto, Kasihani, K. E., English for Young Learners, Jakarta: Bumi Aksara,
2010, 1st Ed.
Sugiyarto, et. Al., Tekhnik Sampling, Jakarta: Gramedia Pustaka Utama, 2003,
Edisi II.
Thomburry, Scott, How to Teach Grammar, Malaysia: Longman, 2006 9th Ed.
Widdowson, H.G, Teaching Language as Communication, Oxford: Oxford
University Press, 1987.
Wijiyanti, Ayu B., (3104161), The Use of Direct Method in Teaching Concrete
Nouns: A True Experimental Study With Students of 3rd Grade At SD
Patukangan 2 Kendal In Academic Years of 2008/2009, Semarang: IAIN
Walisongo, 2009.

Lesson Plan
(Experimental Class)

School
Lesson
Class/ Semester
Time Allotment
Theme

: SDN Donowangun 01
: English
: IV A/ II
: 2 x 40 minutes
: Things around Us (Concrete Noun)

I. Standard Competence
a. Listening
To understand the simple instruction using action in class context
II. Basic Competence
a. To respond by using action as acceptance in class context
b. To respond the simple instruction as Verbal in class context
III. Indicator
a. To mention vocabulary things around us
b. Use the vocabulary in their daily activities
IV. Teaching Objective
By the end of the lesson students will have been able to:
a. Use vocabulary of things a round us in their daily activities
V. Material
a. Concrete noun (Things around us)
b. Structure
: Simple Present Tense
c. Vocabulary
: Table, chair, black board, book, etc.
VI. Source/ Media
Source : Start With English, Richatul Misciyah, M. Pd, Bumi Aksara,
2010
Media : Pictures.
VII. Learning Strategy
Teaching and Learning Activities:
Activities I
Time
: 40 minutes
Opening : 5 minutes
- Teacher opens the class by greeting to the students
- Teacher check students attendance by calling the roll

Main process : 30 minutes

a.
Building Knowledge of the Field
- Teacher asks students about things around us
- Teacher shows some pictures of things around us and pronounces it
- Teacher explains about concrete noun
- Teacher tells and pronounces some word of objects around us
- Teacher asks students to repeat after her
b. Modeling of the Text
- Teacher divides the students into two groups
- Teacher gives some instruments how to play the game
- Teacher asks every groups to send a volunteer as instructor
- Teacher gives five pictures to the instructor
c.
Join Construction of the Text
- Teacher asks every instructor to come forward one by one to draw
some object that she/he gets from the teacher on the blackboard and
asks the group to guessing it
- Every group have two minutes to guessing five pictures
d.
Independent Construction of the Text
- Teacher evaluates the students answer
- Finally, the group who guessing all of the picture correctly as a winner
and get 10 points
Closing : 5 minutes
- Reinforcing materials
- Teacher asks students to study at home
Activities II
Time
: 40 minutes
Opening : 5 minutes
- Teacher opens the class by greeting students
- Teacher checks students attendance by calling the roll
Main process : 30 minutes
a.
Building Knowledge of the Field
- Teacher asks the students about the last lesson
- Teacher asks the students to tell things around us by watching some
picture
b. Modeling of the Text
- Teacher divides the students into two groups
- Teacher shows 3 flashcards to the groups
c.
Join Construction of the Text
- Teacher asks the first group to choose a flashcard
- Then teacher gives some clue of the pictures on the flashcard one by
one and asks the group to guessing it
- Every group has 5 minutes to guessing 10 words
- The group who guessing all of words correctly get 10 points

d.
-

The last one flashcard should be guessing by all of groups

Whose group that know the answer should rise the hand before answer
the question
Each question contain of 2 points
Independent Construction of the Text
Teacher evaluates students answer
Finally, the group who guessing a lot of words correctly as a winner

Closing : 5 minutes
- Reinforcing materials
- Post test
VIII. Evaluation
a. Type
: Written test
b. Technique : Multiple Choices
c. Scoring : S = R x 100
N
Where :
S
: Score
R
: Total number of correct answer
N
: Total number of item

Teacher,

Pekalongan, March 2011

Researcher,

Gusbandi, S. Pd
NIP.

Siti Fadhilah
NIM. 63411008

Approval
Headmaster of SDN Donowangun 01

Suyanta, S. Pd
NIP. 19651010 199103 1 026

Lesson Plan
(Control Class)

School
Lesson
Class/ Semester
Time Allotment
Theme

: SDN Donowangun 01
: English
: IV B/ II
: 2 x 40 minutes
: Things around Us (Concrete Noun)

I. Standard Competence
a. Listening
To understand the simple instruction using action in class context
II. Basic Competence
a. To respond by using action as acceptance in class context
b. To respond the simple instruction as Verbal in class context
III.
Indicator
a. To mention vocabulary things around us
b. Use the vocabulary in their daily activities
IV. Teaching Objective
By the end of the lesson students will have been able to:
a. Use vocabulary of things a round us in their daily activities
V. Material
a. Concrete noun (Things around us)
b. Structure
: Simple Present Tense
c. Vocabulary
: Table, chair, black board, book, etc.
VI. Source/ Media
Source : Start With English, Richatul Misciyah, M. Pd, Bumi Aksara,
2010
Media : Pictures.
VII. Learning Strategy
Teaching and Learning Activities:
Activities I
Time
: 40 minutes
Opening
: 5 minutes
- Teacher opens the class by greeting to the students
- Teacher check students attendance by calling the roll
Main Process : 30 Minutes

a. Building Knowledge of the Field

- Teacher asks students about things around us
- Teacher tells some words of things around us
b. Modeling of the Text
- Teacher asks students to repeat after her
- Teacher writes the vocabulary of things around us on the black
board
c. Join Construction of the Text
- Teacher asks students about the meaning of the words who known
- Teacher writes the meaning on the black board
d. Independent Construction of the Text
- Teacher pronounces the vocabulary
- Students repeat after the teacher
Closing
: 5 Minutes
- Reinforcing materials
- Teacher asks students to study at home
Activities 2
Time
: 40 minutes
Opening
: 5 minutes
- Teacher opens the class by greeting to the students
- Teacher check students attendance by calling the roll
Main Process : 30 Minutes
a. Building Knowledge of the Field
- Teacher gives stimulus about the material (concrete nouns) to the
students
- Teacher explains the material
b. Modeling of the Text
- Teacher asks the students to write the vocabulary on the black
board one by one
- Students write the new vocabulary that they get from other students
c. Join Construction of the Text
- Teacher discusses the result of things at home with the whole class
- Teacher introduce and teaches about things around us
d. Independent Construction of the Text
- Teacher gives a post test
Closing
: 5 Minutes
- Teacher concludes the material
- Teacher closes the lesson
VIII. Evaluation
a. Type
: Written test
b. Technique
: Multiple Choices
c. Scoring : S = R x 100
N

Where :
S
R
N

: Score
: Total number of correct answer
: Total number of item

Teacher,

Pekalongan,
Researcher,

Gusbandi, S. Pd
NIP.

Siti Fadhilah
NIM. 063411008

Approval
Headmaster of SDN Donowangun 01

Suyanta, S. Pd
NIP. 19651010 199103 1 026

March 2011

SOAL PRE TEST

SOAL POST TEST

Appendices

ANSWER KEYS
PRE TEST

1. D (This is a pen)
2. B (Bag)
3. A (Book)
4. B (That is a chair)
5. D (Lamp)
6. A (this is a Television)
7. B (Spoon)
8. B (Bath room)
9. A (That is flag)
10. C (Ruler)
11. B (this is a sofa)
12. A (Book)
13. C (That is Calendar)
14. A (This is radio)
15. C (Black board)
16. B (Flag)
17. A (That is a broom)
18. C (This is a chalk)
19. A (Kitchen)
20. D (Clock)
21. D (Toothpaste)
22. D (Fridge)
23. A (Class)
24. B (A bed and table)
25. B (Lamp)

Appendices

ANSWER KEYS
POST TEST

1. D (This is a dustbin)

21. B (Garage)

2. B (Duster)

22. B (Book and pencil)

3. D (Drawing book)

23. A (Sofa)

4. B (That is a dipper)

24. D (Toothpaste)

5. D (Book)

25. D (Book)

6. A (This is a bed)

26. A (Dining room)

7. B (Toothpaste)

27. C (Kitchen)

8. C (Bedroom)

28. B (floor)

9. C (That is ruler)

29. D (Umbrella)

10. B (Fan)

30. B (Bowl)

11. D (This is a desk)

12. A (Chair)
13. A (This is a globe)
14. D (This is a towel)
15. B (Book)
16. B (Window)
17. B (That is a eraser)
18. B (This is a bag)
19. B. (Living room)
20. D (Carpet)

Appendices 1

Students List
Name

No.

Students
code

ABDUL AZIZ

K-01

AHMAD HANIF

K-02

AHMAD ROSIDI

K-03

ANIS MAGHFIROH

K-04

BAROKAH MUHAZAETI

K-05

DWI RAHMAWATI

K-06

FITRIANI

K-07

HAIDAROTUL MILLA

K-08

HIMATUL ALIYAH

K-09

10

IIN MASRUROH

K-10

11

LAILATUL AZIZAH

K-11

12

LUTFI RATNASARI

K-12

13

M. ANSHOR

K-13

14

M. ARIF

K-14

15

NURUL KAROMAH

K-15

16

NURUL TOIFIN

K-16

17

NUR ROISATUN

K-17

18

SITI FATIMAH

K-18

19

TAHRI

K-19

20

ZUBAIDI

K-20

Appendices 2

Students List
Name

No.

Students
code

A. MISBAHUL MUNIR

E-01

AHWAN

E-02

ANDRIAN

E-03

ANIK KURNIATI

E-04

AZIZUL QONI

E-05

FATHUR ROZIN

E-06

FIKHOLA

E-07

KHOIRUL ANAM

E-08

KHUSNUL KHOTIMAH

E-09

10

M. KHORUL KHULUQ

E-10

11

M. MUKMININ

E-11

12

MULYO DIRJO

E-12

13

M. MUTROFIN

E-13

14

M. NURUL ANAM

E-14

15

NUR AZIZAH

E-15

16

ROFIQOH

E-16

17

SITI ROHATI

E-17

18

ROHIMIN

E-18

19

RIZQONUDDIN

E-19

20

SLAMET NUR LAILY

E-20

CURRICULUM VITAE

Name

: Siti Fadhilah

Date of Birth

: Pekalongan, 6 November 1987

Student Number

: 63411008

Address

: 1. Home
Dk. Keprok Rt/Rw 003/003 Donowangun
Talun Pekalongan 51192
2. Boarding House
Perum. BPI blok. E17 Ngaliyan Semarang

Academic Background:
1. SDN 01 Donowangun Talun Pekalongan
2. SLTP

Muhammadiyah

12

Sendang

Paciran

Lamongan
3. MA Salafiyah Simbang Kulon Buaran Pekalongan
4. Education Faculty of IAIN Walisongo Semarang

Semarang, 30 Mei 2011

The Writer,

Siti Fadhilah

PEMERINTAH KABUPATEN PEKALONGAN

DINAS PENDIDIKAN
UPT PENDIDIKAN TALUN
SD NEGERI 01 DONOWANGUN
Alamat: Jln. Bremi-Donowangun Kode Pos 51192

SURAT KETERANGAN
Nomor: 422/SD/III/2011

Dengan ini menerangkan bahwa:

Nama

: Siti Fadhilah

NIM

: 63411008

Program

: S.1 IAIN Walisongo Semarang

Jurusan

: Fakultas Tarbiyah Progam Pendidikan Bahasa Inggris

Judul

: Teaching English Concrete Nouns Using Pictionary Game

(An Experimental Study to the Fourth Graders of SDN 01
Donowangun Talun Pekalongan in the Academic Year
2010/2011)

Telah melaksanakan penelitian di SD Negeri 01 Donowangun Talun Pekalongan

yang dilaksanakan pada tanggal 01 Maret s/d 31 Maret 2011, guna melengkapi
tugas akhir program S.1.
Demikian surat ini dibuat, agar dipergunakan sebagaimana mestinya.

Pekalongan , 31 Maret 2011

CURRICULUM VITAE

Name

: Siti Fadhilah

Date of Birth

: Pekalongan, 6 November 1987

Student Number

: 63411008

Address

: 1. Home
Dk. Keprok Rt/Rw 003/003 Donowangun
Talun Pekalongan 51192
2. Boarding House
Perum. BPI blok. E17 Ngaliyan Semarang

Academic Background:
1. SDN 01 Donowangun Talun Pekalongan
2. SLTP

Muhammadiyah

12

Sendang

Paciran

Lamongan
3. MA Salafiyah Simbang Kulon Buaran Pekalongan
4. Education Faculty of IAIN Walisongo Semarang

Semarang, 30 Mei 2011

The Writer,

Siti Fadhilah