Nasrudin PDF

THE INFLUENCE OF USING TEXT TWIST GAME TOWARDS STUDENTS’
ENGLISH VOCABULARY MASTERY IN THE SECOND SEMESTER

OF THE ELEVENTH GRADE AT SMA N 1 PENENGAHAN
IN THE ACADEMIC YEAR OF 2016/2017
A Thesis
Submitted as a Partial Fulfillment of the Requirement for S1 Degree
By:
Nasrudin
NPM. 1311040163
STUDY PROGRAM : ENGLISH EDUCATION
TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY OF RADEN INTAN LAMPUNG
2017
A Thesis
Submitted as a Partial Fulfillment of the Requirement for S1 Degree
By:
Nasrudin
NPM. 1311040163
STUDY PROGRAM : ENGLISH EDUCATION
Advisor : Syofnidah Ifrianti, M.Pd

Co-Advisor : Dewi Kurniawati, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY OF RADEN INTAN LAMPUNG
2017
ABSTRACT

By
Nasrudin
Vocabulary is one of language elements that should be mastered by the students.
Vocabulary mastery is meant as an ability of speaker or writer to use all the words of
language that they have learn in conducting both oral and written communication.
The students’ vocabulary mastery of SMA N 1 Penengahan is still low. It can be seen
from the students’ vocabulary mastery score in preliminary research. There were
60.36% of the students who got the score under 72 as the criteria of minimum
mastery. To solve the problem, the writer applied Text Twist game. Text Twist game
is one way to help students improve their vocabulary mastery by doing some
procedures in the technique such as rearranging the letters into correct word and then
finding meaning from each word. The objective of this research is to know whether
there is a significant influence of using Text Twist game toward students’ English
Vocabulary Mastery in the Second Semester of the Eleventh Grade at SMA N 1
Penengahan in the Academic Year of 2016/2017.
The research methodology was quasi experimental design. In this research, the
population was the eleventh grade of SMA N 1 Penengahan, South Lampung. The
sample of this research was two classes consisting of 38 students for experimental
class and 38 students for control class. In the experimental class, the writer used Text
Twist game and in the control class the teacher used Translation Technique. The
treatments were held in 3 meetings in which 2 x 45 minutes for each class. In
collecting the data, the writer used instrument in the form of multiple choice
questions which had been tried out before the treatments. The instrument was given
in pre-test and post-test. Before giving the treatment, the writer gave pre-test for both
classes. Then, after conducting the treatments, the instrument was given in post-test.
After giving pre-test and post-test, the writer analyzed the data using SPSS to
compute independent sample t-test.
Based on the data analysis computed by using SPSS, it was obtained that Sig. = 0.000
and α = 0.05. It means Ha is accepted because Sig. < α = 0.000 < 0.05. Therefore,
there is a significant influence of using Text Twist game towards students’
vocabulary mastery in the first semester of the eleventh grade at SMA N 1
Penengahan, South Lampung.
Keywords: Text Twist game, vocabulary mastery, quasi experimental research.
ii
DECLARATION
I hereby state that this thesis entitled “The Influence of Using Text Twist Game
towards Students’ English Vocabulary Mastery in the Second Semester of the
Eleventh Grade at SMA N 1 Penengahan in the Academic Year of 2016/2017” is
completely my own work. I am fully aware that I have quoted some statements and
theories from various sources and they are properly acknowledged in this thesis.
Bandar Lampung, June 2017

Declared by,
Nasrudin
NPM. 1311040163
v
MOTTO
‫َﺎت اﻟﻠﱠ ِﻪ‬

ُ ‫َت َﻛﻠِﻤ‬
ْ ‫ْض ﻣِﻦ َﺷ َﺠَﺮةٍ أَﻗ َْﻼ ٌم وَاﻟْﺒَ ْﺤ ُﺮ ﳝَُﱡﺪﻩُ ﻣِﻦ ﺑـَ ْﻌ ِﺪﻩِ َﺳْﺒـ َﻌﺔُ أَﲝُْ ٍﺮ ﻣﱠﺎ ﻧَِﻔﺪ‬
ِ ‫َوﻟ َْﻮ أَﳕﱠَﺎ ِﰲ ْاﻷَر‬
﴾٢٧﴿ ‫إِ ﱠن اﻟﻠﱠﻪَ َﻋﺰِﻳٌﺰ َﺣﻜِﻴ ٌﻢ‬
“And if all the trees in the earth were pens, and the sea, with seven more seas to help
it, (were ink), the words of Allah could not be exhausted. Lo! Allah is Mighty, Wise.”
(Luqman (31): 27) 1
1
Yayasan Penyelenggara Penerjemah Al-Qur’an, The Noble Qur’an, (Depok: Al-Huda,
2006), p. 850
vi
DEDICATION
This thesis is dedicated to everyone who cares and loves me. I would like to dedicate
this thesis to:
1. My beloved parents, Mr. Sunaryo, and Mrs. Miskah, who always pray, support
and guide me to be successful in my study and my life.
2. My beloved brothers, Harun and Sueb also my beloved younger, Andreansyah
who always motivate me to succeed.
3. My beloved Almamater, UIN Raden Intan Lampung.
vii
CURRICULUM VITAE
The name of the writer is Nasrudin. He was born in Tanjung Heran, on January 15th,
1995. He is the third child of Mr. Sunaryo and Mrs. Miskah. He has two brothers
whose names are Harun and Sueb, and one younger brother whose name is
Andreansyah.
The writer began his study in Elementary School at SD N Tanjung Heran in 2001
and graduated in 2006. He continued his study at Junior High School at MTs 2 Al-
Munawwarah 2, South Lampung and graduated in 2009. After that, he went to SMA
Negeri 1 Penengahan and graduated in 2012. After finishing his study in SMA, he
decided to study in English Educational Program of Tarbiyah and Teacher Training
Faculty of State Islamic University of Raden Intan Lampung. He joined an
association in his faculty, called ESA (English Student Association). Besides ESA, he
also joined organizations such as Asosiasi Mahasiswa Penerima Bidikmisi (AMPIBI),
Komunitas Minat Baca Mahasiswa Lampung (KMBML).
viii
ACKNOWLEDGEMENT
Praise be to Allah, the most gracious and the most merciful, who has given his
blessing and chance for completing this thesis entitled “The influence of using Text
Twist game toward students’ vocabulary mastery in the second semester of the
eleventh grade of SMA N 1 Penengahan in the academic year of 2016/2017”. This
thesis is written as one of requirements of S-1 degree the English Education study
program of UIN Raden Intan Lampung. In finishing this thesis, the writer obtained so
much help, support, love and many valuable things from various sides. Therefore, the
writer would sincerely thank:
1. Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training
Faculty of UIN Raden Intan Lampung, with his personnel who have given an
opportunity and forbearance to the writer when on going the study until the
accomplishment of this thesis.
2. Meisuri, M.Pd., the Chairperson of English Education Study Program of UIN
Raden Intan Lampung who patiently guided the writer until the completion of
this thesis.
3. Syofnidah Ifrianti, M.Pd., the advisor who has patiently guided and directed
the writer until the completion of this thesis.
4. Dewi Kurniawati, M.Pd., the great co-advisor, who has always patiently
guided and spent countless time given to the writer to finish this thesis.
ix
5. All excellent lecturers of English Education Study Program of UIN Raden
Intan Lampung.
6. Drs. Hariri, the headmaster of SMA N 1 Penengahan, Lampung Selatan, for
allowing him to conduct the research.
7. Ida Sriwahyuni, S.Pd., the English Teacher of SMA N 1 Penengahan who has
helped and given suggestions during the research process and the students of
the eleventh grade of SMA N 1 Penengahan for being cooperative during the
research.
8. The researcher’s parents, Mr. Sunaryo and Mrs. Miskah and also his beloved
brothers for their support, love, and everything that he cannot tell all in words.
9. The writer’s beloved friends, Ari Setiawan, Eli Nurhayati, Ahmad Saifudin,
Fathur Rohman, Abdul Rohman Imanudin, Achmad Alfarezi, Elmizar M.
Nur, Bayak Djaka Surya, all friends in English department 2013, especially
class D, the writer’s partners in Asosiasi Mahasiswa Penerima Bidikmisi
community, thanks for the biggest motivation, help and support.
Finally, the writer is fully aware that there are still a lot of weaknesses in this thesis.
For this, the writer truthfully expects criticism and suggestion from the readers to
enhance the quality of the thesis.
Bandar Lampung, June 2017

The Writer,
Nasrudin
NPM. 1311040163
x
TABLE OF CONTENTS
Page
COVER ................................................................................................................. i
ABSTRACT .......................................................................................................... ii
APPROVAL ......................................................................................................... iii
ADMISSION......................................................................................................... iv
DECLARATION.................................................................................................. v
MOTTO ................................................................................................................ vi
DEDICATION...................................................................................................... vii
CURRICULUM VITAE...................................................................................... viii
ACKNOWLEDGEMENT................................................................................... ix
TABLE OF CONTENTS..................................................................................... xi
LIST OF TABLES ............................................................................................... xiv
LIST OF FIGURES ............................................................................................. xv
LIST OF APPENDICES ..................................................................................... xvi
CHAPTER I INTRODUCTION
A. Background of the Problem ..................................................................... . 1
B. Identification of the Problem ................................................................... . 8
C. Limitation of the the Problem .................................................................. . 8
D. Formulation of the Problem ..................................................................... . 8
E. Objective of the Problem and the Use of Research.................................. . 8
F. Scope of the Research .............................................................................. . 9
CHAPTER II RIVIEW OF RELATED LITERATURE

A. Frame of Theories .................................................................................... . 10
1. Teaching English as a Foreign Language ............................................. . 10
2. Concept of Vocabulary ......................................................................... . 12
3. Concept of Vocabulary Mastery ........................................................... . 20
4. Aspect of Vocabulary Mastery.............................................................. . 22
5. Concept of Teaching Vocabulary.......................................................... . 25
6. Concept of Game................................................................................... . 26
7. Games in Teaching Vocabulary ............................................................ . 27
8. Text Twist Game................................................................................... . 28
a) Concept of Text Twist Game .......................................................... . 28
b) Rule of Text Twist Game................................................................ . 31
c) Procedure of Text Twist Game .......................................................... 32
d) Advantages and Disadvantages of Text Twist Game ..................... . 34
9. Translation Technique........................................................................... . 37
a) Concept of Translation Technique .................................................. . 37
xi
b) Procedure of Teaching Vocabulary through Translation
Technique.………………………………………………………... . 39
c) Advantages and Disadvantages of Translation Technique ............. . 40
B. Frame of Thinking .................................................................................... . 41
C. Hypothesis................................................................................................. . 42
CHAPTER III RESEARCH METHODOLOGY

A. Research Design.......................................................................................... . 43
B. Variable of the Research ............................................................................. . 45
C. Operational Definition of Variables............................................................ . 46
D. Population, Sampling Technique, and Sample of the Research.................. . 46
1. Population of the Research.................................................................... . 46
2. Sample of the Research......................................................................... . 47
3. Sampling Technique.............................................................................. . 47
E. Data Collecting Technique.......................................................................... . 48
1. Pre-Test ................................................................................................. . 49
2. Post-Test................................................................................................ . 49
F. Research Instrument.................................................................................... . 49
G. Research Procedure..................................................................................... . 56
1. Planning ................................................................................................ . 56
2. Application............................................................................................ . 58
3. Reporting............................................................................................... . 59
H. Scoring Procedure ....................................................................................... . 59
I. Validity and Reliability ............................................................................... . 60
1. Validity of the Test................................................................................ . 60
2. Reliability of the Test............................................................................ . 63
J. Data Analysis .............................................................................................. . 64
1. Fulfillment of the Assumptions ........................................................... . 65
a. Normality Test .............................................................................. . 65
b. Homogenity Test ........................................................................... . 65
2. Hypothetical Test ................................................................................ . 66
CHAPTER IV RESULT AND DISCUSSION

A. Situation of SMA N 1 Penengahan ............................................................. 67
B. Research Implementation............................................................................ 69
C. Description of Treatments........................................................................... 70
D. Data Analysis .............................................................................................. 73
1. The Result of Pretest............................................................................... 74
2. The Result of Posttest ............................................................................. 75
3. The Result of Normality Test ................................................................. 77
4. The Result of Homogeneity Test............................................................ 78
5. The Result of Hypothetical Test ............................................................. 79
xii
E. Discussion ................................................................................................... 80
CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................................. 83
B. Suggestion ................................................................................................. 83
REFERENCES...................................................................................................... 85
APPENDICES ....................................................................................................... 89
xiii
LIST OF TABLES
Page
Table 1 The Score Data from English Teacher of SMA N 1 Penengahan,

Lampung Selatan in the Academic Years 2015/2016 ............................. 3
Table 2 The Data of Documentation at the Eleventh Grade of SMA N 1
Penengahan .............................................................................................. 47
Table 3 Table Specification of Pre-test Items before Try Out ............................... 50
Table 4 Table Specification of Post-test Items before Try Out ............................. 51
Table 5 Table Specification of Pre-test Items after Try Out .................................. 53
Table 6 Table Specification of Post-test Items after Try Out ................................ 55
Table 7 The Level of Reliability .......................................................................... . 64
Table 8 Data of Teacher and Staffs of SMA N 1 Penengahan (2016/2017) ....... 67
Table 9 The Data Total of the students of SMA N 1 Penengahan (2016/2017) . 68
Table 10 Data of Infrastructural Situation of SMA N 1 Penengahan ................... 69
Table 11 Normality of the Experimental and Control Class ................................. 77
Table 12 The Result of Homogeneity Test ............................................................ 78
Table 13 The Result of Hypothetical test .............................................................. 79
xiv
LIST OF FIGURES
Page
Figure 1 Graphs of the result of the pre-test in experimental class............................. 74

Figure 2 Graphs of the result of the result of pre-test in control class ........................ 75
Figure 3 Graphs of the result of the result of post-test in experimental class............. 76
Figure 4 Graphs of the result of the result of post-test in control class ...................... 76
xv
LIST OF APPENDICES
Page
Appendix 1 The Result of Interview Teacher in the Preliminary Research .......... 90

Appendix 2 Result of Interview with the Student in the Preliminary .................... 93
Appendix 3 Students’ Vocabulary Score ............................................................... 99
Appendix 4 Analysis Result of Test Items using Anates....................................... 105
Appendix 5 Blueprint of Vocabulary Mastery (Pre-test after Try Out) ................ 107
Appendix 6 Vocabulary Test Instrument of Pre-test after Try Out ....................... 108
Appendix 7 Vocabulary Test Answer Sheet (Pre-test after Try Out) .................... 112
Appendix 8 Vocabulary Test Answer Key (Pre-test after Try Out) ...................... 113
Appendix 9 Blueprint of Vocabulary Mastery (Post-test after Try Out) ............... 114
Appendix 10 Vocabulary Test Instrument of Post-test after Try Out.................... 115
Appendix 11 Vocabulary Test Answer Sheet (Post-test after Try Out)................. 120
Appendix 12 Vocabulary Test Answer Key (Post-test after Try Out)................... 121
Appendix 13 Result of the Pre-test in the Experimental Class .............................. 122
Appendix 14 Result of the Pre-test in the Control Class ....................................... 123
Appendix 15 Result of the Post-test in the Experimental Class............................. 124
Appendix 16 Result of the Post-test in the Control Class...................................... 125
Appendix 17 The Score of Students in Experimental Class .................................. 127
Appendix 18 The Score of Students in Control Class ........................................... 128
Appendix 19 The Result of Normality and Homogenity Test ............................... 129
Appendix 20 Documentation ................................................................................. 130
Appendix 21 Students’ Work of Pretest and Posttest for Control Class................ 134
Appendix 22 Students’ Work of Pretest and Posttest for Experimental Class ...... 136
Appendix 23 Syllabus ............................................................................................ 138
Appendix 24 Lesson Plan 1 (Experimental Class)................................................. 139
Appendix 27 Lesson Plan 1 (Control Class).......................................................... 179
Appendix 28 Lesson Plan 2 (Control Class) .......................................................... 187
Appendix 29 Lesson Plan 3 (Control Class) .......................................................... 196
Appendix 30 Research Administrations ................................................................ 2 204
xvi
1
CHAPTER I
INTRODUCTION
A. Background of the Problem
English is used by most people throughout world. Although there are some languages
that become international language nowadays, people tend to use English rather than
other languages. As an international language, English can give many advantages to
people who learn it. English is taught in order to absorb science, technology and art.
English also helps people to communicate with other people in other countries.
In Indonesia, English is the first foreign language which is taught at Primary School,
Junior, and Senior High Schools up to the university level. Based on Educational
Level Unit of Curriculum (KTSP), English subject has some skills and elements that
should be mastered by the students. All the students must have the four language
skills (listening, speaking, reading, and writing). 1 All of those skills will be achieved
when the students have mastered vocabulary. Thornbury says without grammar very
little can be conveyed, without vocabulary nothing can be conveyed.2 We can still
understand the language even if we did not know about grammar. But, the language
will tell us nothing, if we do not know anything about vocabulary.
1
Dinas Pendidikan, Kurikulum Tingkat Satuan Pendidikan, (Jakarta: Kementerian Pendidikan
dan Kebudayaan, 2006)
2
Scott Thornburry, How to Teach Vocabulary, (Essex: Pearson Educational Limited, 2002), p.
13
1
2
Dealing with the background above, the writer saw that vocabulary plays an
important role in understanding a sentence or a text. When we talk about vocabulary
we are also talking about particular meaning. Students must learn vocabulary of the
language is they want to be able to use the language in communication. Michael et.al
says that vocabulary is the set of words for which writer know the meanings when the
writer speaks or read orally.3
Some students at Senior High School in SMA N 1 Penengahan, South Lampung still
cannot communicate in English. It can be seen from the students’ score in table 1 that
gotten from preliminary research. They can neither speak nor write. The students feel
as if English lesson were very frightening and difficult. Hence, they lose motivation
to learn English. This problem comes about due to the teaching learning always take
place in the same way every classes. In the preliminary research at the Eleventh
Grade Students at the SMA N 1 Penengahan, Kalianda, Lampung Selatan, the writer
interviewed Mrs. Ida Sri Wahyuni as the English teacher about the students’
capability in mastering English, especially about their vocabulary. She said that the
students’ vocabulary mastery is still low, because they feel that the vocabulary given
is still hard to remember.
3
Elfrida H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary, (London:
Rouledge Press, 2005), p. 3
3
In doing preliminary research, the writer got data of vocabulary score which was
taken from semester test at the eleventh grade of SMA N 1 Penengahan. The
following table 1 is describing the result of students’ score in vocabulary test.
Table 1
English Vocabulary Score of the Eleventh Grade Students at the Eleventh Grade
of SMA N 1 Penengahan in the Academic Year 2015/2016
Class
No Score Total Percentage
XI IPA XI IPS 1 XI IPS 2
1 ≥ 72 22 9 13 44 39.64%
2 < 72 12 29 26 67 60.36%
Total 34 38 39 111 100%
(Source: The Score Data from English Teacher at SMA N 1 Penengahan, Kalianda,
Lampung Selatan in the Academic Years 2015/2016)
According to the criteria of minimal mastery for English subject in SMA N 1
Penengahan, Lampung Selatan, the KKM is seventy two (72). Based on the table
above, it can be seen that 39.64% students got score >72, and 60.36% students got
score <72. It showed many students do not get the target vocabulary score that has
been set by the school. It can be concluded that the students’ vocabulary mastery is
still low and should be increased.
Based on those statements, the writer discussed about the factors that make
vocabulary learning process is look like difficult lesson. Based on the interview with
some students in the preliminary research, it was found most of them confused and
bored with technique given. In the classroom, students simply behave as listeners and
followers. They just implemented what the thing was given by teacher. Whereas the
student needs, interests, and activation are not taken care by the teacher. Hence, the
4
students are still hard to achieve maximum vocabulary results in English learning. It
means that the factor that make learning vocabulary process is not effective is caused
by the monotonous technique. The technique cannot make learning process more
interest and the student feels annoyed when the learning process’ in the class. The
researcher means that there is no innovative technique and the teacher only asks the
student to open the dictionary and asks them to memorize the difficult vocabulary.
The reach the best goal, the researcher thought teacher must change the way in
teaching English.
Like other languages, in learning English, students have to be able to understand
words. In fact, it happens that students want to express something in English but they
do not know how to express the word appropriately because of the lack of
vocabulary. Tankersley says that “vocabulary is the meaning and pronunciation of
words that we use in communication. It simply the numbers of words that we
understand or can actively use to listen, speak, read, or write”. 4 Students have to be
able to understand words whether in written or audio form. Many kinds of language
games could be applied in class such as bingo families and many others. The teacher
should apply various interesting teaching strategy for vocabulary instruction and then
the teacher can use various type of language games for teaching vocabulary. Thus the
students can enjoy learning English.
4
Karen Tankersley, Threads of Reading, (Alexandria, Virginia: Ascd Publications, 2003), p. 52
5
Facing the problem above, the writer suggested creating and implementing a suitable
technique so that teaching and learning process can run effectively and reaching the
teaching objective. From this condition and situation, the use of teaching technique is
necessary, that is why the writer used game to find out whether game can improve the
students’ vocabulary achievement or not. In this study, the writer applied Text Twist
game in learning vocabulary.
Text Twist game is a language game where the way of playing this game is by
arranging some letters which are given by the teacher in order to form as many
English words as possible within a certain period of time. This game is played in
groups. The group which can arrange the most letters into English words, will be the
winner.5 It means that, the text twist game is a kind of language game that played in a
group which emphasized on arranging some letters in task which got from the teacher
and the player or students have to rearrange its letters into correct words as fast as
possible within a certain period of time. Desmanto says that the advantages of this
game are students will be motivated to look words up in dictionary. Also, Text Twist
game makes students become more creative to find out the vocabulary. As the
impact, students got improvement in vocabulary memorizing skill.6 It means that the
5
Nurul Sofia Aulia, Journal English Language Teaching, The Use of Super Text Twist Game to
Improve Students’ English Vocabulary Mastery, ELT 2 (2) 2013, ISSN 2253-6706, (Universitas Negeri
Semarang, 2013), p. 3
6
Sukma Nada Desmanto, The Use of Text Twist Game Implemented through Cooperative
Learning to Improve Students’ Noun Vocabulary Power, (Semarang: Walisongo State Islamic
University, 2016), p. 21
6
game can make the students motivate to check the words that they do not know in
dictionary. Hence, the improvement in vocabulary memorizing will be more develop.
Using technique especially Text Twist game in teaching and learning process is an
interesting topic for many researchers. Therefore, there is a number of studies have
been done in these field. Related to this study, the writer chose some references about
previous studies which are closed to the influence of using Text Twist towards
students’ vocabulary mastery topic.
Based on the previous research, Nurdianita, she conducted the research entitled “The
Use of Text Twist Game for Teaching Vocabulary (A Quasi-Experimenal Study at the
Tenth Grade Students of SMA Islam Ta’allumul Huda Bumiayu in the Academic Year
2014/ 2015)”. 7 In this case, the result of her research showed that Text Twist game
can be used to teach vocabulary. It can be seen in the t-test which showed that the t-
value was higher than t-table. It means that there was a different significant between
two means of control and experimental class. The questionnaire also showed that
there was significant enthusiasm during the learning process going on. It means that
the students were interested in learning vocabulary by using Text Twist game.
Second, Desmanto conducted a research entitled “The Use of Text Twist Game
Implemented through Cooperative Learning to Improve Students’ Noun Vocabulary
7
Meitia Nurdianita, The Use of Text Twist Game for Teaching Vocabulary, (English Department
Faculty of Languages and Arts Semarang State University, 2015), p. iii
7
Power”.8 This research is aimed at responding the questions: how is the
implementation of Text Twist game through cooperative learning to improve
students’ mastery of English noun, and how is the improvement of students’ mastery
of English noun after students are taught using Text Twist game. The result of the
study showed that there was improvement of students’ ability in noun vocabulary
after being taught using text-twist game. It could be seen from the result of the test
and observation from the pre cycle to second cycle. The students’ participant in the
whole teaching learning process got improvement in every cycle. Finally, the result of
this study showed that the implementation of Text Twist game through cooperative
learning technique could maximize the students’ noun vocabulary power.
Some researches above discussed about teaching vocabulary. All of researchers
wanted to get the fact either getting the best vocabulary teaching technique or
improving students’ vocabulary mastery. However, in this case, the influence of using
Text Twist game for students’ vocabulary mastery has not been discussed yet. The
writer assumes that it will give influence of using Text Twist game towards students’
vocabulary mastery.
Therefore, in this research, the writer used Text Twist game to know the influence of
using Text Twist game towards students’ vocabulary mastery. Thus, the title of this
research is: “The Influence of Using Text Twist Game Towards Students’ English
8
Learning to Improve Students’ Noun Vocabulary Power (A Classroom Action Research at the Seven
Grade of MTs Negeri Model Babakan Lebaksiu Tegal in Academic Year of 2015/2016), (Semarang:
Walisongo State Islamic University, 2016), p. v
8
Vocabulary Mastery in the Second Semester at the Eleventh Grade at SMA N 1
Penengahan, South Lampung in Academic Year of 2016/2017”.
B. Identification of the Problem
Based on the background of problem, the writer identified the problems as follows:
1. The students cannot master vocabulary well.
2. The technique used by the teachers make the students bored.
C. Limitation of the Problem
Based on the identification problems, the writer limited the problem about the
influence of using Text Twist game towards students’ vocabulary mastery of noun,
verb, and adjective in humanity song lyrics.
D. Formulation of the Problem
The researcher formulated the problem as follows: is there any significant influence
of using Text Twist game towards students’ vocabulary mastery?
E. The Objective Research and the Use of Research
1. Objective of Research
Based on previous explanation, the objectives of this research was to know
whether there is significant influence of students’ mastery in vocabulary using
2.
TextUse of the
Twist Research
game.
9
The findings of the research were expected:
a. To motivate and encourage students in learning English and improve
students’ vocabulary.
b. To give information for further research with certain interest.
c. To give information to the English teacher about the influence of Text
Twist game towards students’ vocabulary mastery.
F. Scope of the Research
1. Place of Research
The research was conducted at SMA Negeri 1 Penengahan. It is located on Jl.
Raya Klaten, Penengahan, Lampung Selatan.
2. Subject of Research
The subject of this research was the students at second semester of the
eleventh grade at SMA Negeri 1 Penengahan.
3. Object of Research
The object of research was the students’ vocabulary mastery.
4. Time of Research
The research was conducted at the second semester of the eleventh grade in
2016/2017.
10
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Frame of Theories
1. Teaching English as a Foreign Language
Teaching is the activities of giving some lesson to the students. Teachers have to
master in using language during learning process. Language is used to
communicate to communicate our thoughts and ideas. 1 And there are some skills
in language. Especially in English language, the teacher always give lesson that
containing at least four skills namely listening skill, speaking skill, reading skills,
and writing skills. As a teacher, the teacher must master all of the skills to use as a
communication of ideas, feeling, believe, opinion, loves, knowledge etc.
There are many languages in the world. One of them is English. English is the
international language. International English is a concept of the English as a
global means of communication in numerous dialects, and also the movement
towards an international standards for the language.2
In Indonesia, English is a foreign language that is taught formally from Junior
High School up to University levels as a compulsory subject. It has also been
taught at elementary school as a local content. Foreign language is the language
which is used by the people from other country or society. For example Russian,
1
M. F. Patel and Praveen M. Jain, English Language Teaching: Methods, Tools, and Techniques,
(Vaishali, Jaipur: Sunrise, 2008), p. 31
2
Ibid., p. 6
10
11
Chin and other country also use these languages. These are foreign language
because they have different sound pattern, different words, little ode structure and
entirely different meaning.3
In this case, the teacher should create the learning process or situation which
funny and enables the students to learn English well. Thus, in teaching English
the teacher should speak English clearly, simple and as often as possible. Based
on Brown’s statement, teaching means giving instructions. Guiding in study of
something, providing with knowledge, causing to know or understand. 4 It means
the teacher must be able to create a pleasant condition by using of the English. If
teacher often uses English in the classroom, students are accustomed to listening
and imitating so that it makes them easy to understand without having to tell the
meaning.
By this way, the students will unconsciously remember the meaning of the words
spoken. However, to achieve the goal of teaching English, there should be
skillful, creative and innovative teachers. These teachers surely need media,
technique or other facilities which can support them in achieving the goal.
In other words, teaching techniques play an important role in teaching learning
process. In addition, the teaching techniques are suggested to be interesting and
appropriate for students as well.
3
Ibid., p. 35
4
H. Douglas Brown, Principles of Language Learning and Teaching, (San Francisco:
Longman, 2007), p. 8
12
2. Concept of Vocabulary
When we learn about English, learners will be introduced to divide language into
the four skills: listening, speaking, reading and writing then to add grammar,
vocabulary and phonology to them as components of language. 5 Vocabulary is a
horde of words that showed by individual. It means that each word have meaning
and function depends on their word form. According to Caroline, “vocabulary is
the collection of words that an individual”. 6 Thus, whatever words found it can be
called as vocabulary.
As a reader or a writer, vocabulary is also needed as a basis knowledge to make
their activity going on as well as they can. As a writer, the function of vocabulary
is to know what the ideas that will be write in their blank page. Then, as a reader
the main function of vocabulary is to know what the writer tells about in the
written text.
According to Hiebert and Kamil, vocabulary is the set of words for which writer
know the meanings when the writer speaks or read orally. 7 This statements also
supported by Richards and Renandya, they say that vocabulary is a core
component of language and provides much of the basis for how learners speak,
5
Lynne Cameron, Teaching Language to Young Learners, (New York: University Press, 2001),
p. 17
6
Caroline T. Linse, Practical English Language Teaching Young Learners, (New York:
McGraw-Hill, 2005), p. 121
7
Elfrieda H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary, (London:
Rouledge Press, 2005), p. 3
13
listen, read and write.8 Therefore, we can assume that the four skill which said
before could not be function if learners did not mastering vocabulary.
All of vocabularies are words. Usually learning word is learning about new words
and searching the meaning of them. Knowledge of words also comes in two
forms: receptive and productive. These statements are supported by Michael and
Hiebert, they say generically, vocabulary is the knowledge of meaning of words.
What complicates this definition is the fact that words come in at least two forms:
oral and print. Knowledge of words also comes in two forms: receptive –that
which we can understand or recognize–and productive –the vocabulary we use
when we write or speak. Oral vocabulary is the set of words for which we know
the meanings when we speak or read orally. Print vocabularies consist of those
words for which the meaning is known when we write or read silently. Productive
vocabulary is set of word that an individual can use when writing or speaking.
Receptive vocabulary is that set of words for which an individual can assign the
meaning when listening or reading.9
In the other side, Hatch and Brown, they say that vocabulary refers to a list or set
of words that individual speakers of language might use. They also stat that
vocabulary is the only system involved of alphabetical order. 10 The more
8
Richards and Renandya, Methodology in Language Teaching, (New York: Cambridge
University Press, 2005), p. 255
9
Elfrieda H. Hiebert and Michael L. Kamil, Op.Cit., p. 3
10
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education,
(Cambridge: Cambridge University Press, 1995), p. 1
14
vocabulary the students have, the bigger possibility to have a skill to use the
language.
If the students’ vocabulary is limited, they will find some difficulties in using
English for communication in English. Vocabulary becomes one of the
requirements for people to speak a language, we will find the difficult to express
something without vocabulary. Thornbury says without grammar very little can
be conveyed, without vocabulary nothing can be conveyed. 11 We can still
understand the language even if we did not know about grammar. But, the
language will tell us nothing, if we do not know anything about vocabulary.
From the statement above, we can assume that vocabulary is used to build a
language, it is a basic element in communication. Hence, learning vocabulary
plays an important role in understanding the language whether it is used in written
or spoken. We need vocabulary to communicate. When we want to talk, if we
have limited vocabulary so, we will difficult to convey something. That is why
vocabulary called as important part in language, no language exist without
vocabulary.
Concerning the explanations above, one of definition vocabulary is knowledge of
meaning of words. All of knowledge of words is vocabulary. There are many
kinds of vocabulary. It means that when we talk about vocabulary, we also have
11
Scott Thornburry, How to Teach Vocabulary, (Essex: Pearson Educational Limited, 2002), p.
13
15
to talk about word classes. Because getting vocabulary come from knowing
words. Each word have different role in a written or spoken form. Thornburry
says that words play different roles in a text. Therefore, the different roles fall into
one of eight different word classes.12
There are eight main word classes in English, such as preposition, conjunction,
determiners, pronoun, adverbs, verbs, noun, and adjectives.13 In this research, the
study was focused on noun, verb, and adjective in song lyrics. The reason of
choosing them is the words or vocabulary that usually used in song lyric are noun,
verb, and adjective. The writer means that they are more frequently used than the
other word classes.
The theme of song that used in this research is about humanity. The using of song
lyric as a material topic was aimed for getting the appropriate material based on
one of the topic syllabus (Kurikulum 2013) in the second semester of the eleventh
grade at Senior High School (SMA) provided.
a. Verbs
The verb is part of the backbone of any sentence, joining the noun or subject as
one of two absolutely necessary elements of a complete sentence. The verb lives
in what grammarians call the predicate, which contains the verb plus all the
12
Ibid., p.3
13
John Easwood, Oxford Guide to English Grammar, (New York: Oxford University Press,
1994), pp. 2-3
16
words that relate specifically to it. The verb gives the subject its action or
expresses its state of being.14 Sentences are complete only if they contain both a
subject and a verb. Most verbs describe actions, so they called action verb. Action
verbs tell what people or thing are doing. Here common action verbs such as:
drink, eat etc.15 There are three important types of verb to be aware such as:
1. Auxiliary Verbs or Lexical Verb
Two or more words may be joined together into a single verb phrase that
functions as the full verb of the predicate. The first part of the verb is the
auxiliary verb and the second part is the lexical verb (will be arriving).16
2. Main Verbs
Main verb can stand alone (e.g. shouted, arrived). However, where more
than one verb is used, they express the main idea (e.g. she is swimming,
have you seen?).
3. Phrasal Verbs
Phrasal verbs are formed by adding a particle (adverb or preposition –or
an adverb and a preposition) to a verb to create new meanings. Thus ‘set
out’ (‘we set out the following day’ or ‘he set out his agenda for the
meeting’) has a completely different meaning from ‘set’ (e.g. ‘set an
exam’, ‘set the table’).17
14
Phylis Dutwin, English Grammar Demysfied, (New York: McGraw Hill, 2010), p. 30
15
Howard Sargeant, Basic English Grammar, (Victoria: Acer Press, 2007), p. 52
16
Marcela Frank, Modern English, (New Jersey: Prentice Hall, Inc, 1972), p. 80
17
Jeremy Harmer, Op.Cit., p. 68
17
b. Noun
According to Frank, noun is one of the most important parts of speech. Its
arrangement with the verb helps to form the sentence core which is essential to
every complete sentence. In addition, it may function as the chief or head word in
many structures of modification.18
There are some main types of nouns, namely common nouns (words for people,
places and things are called common nouns), proper nouns (the names of
particular people, places and things), singular noun, and plural noun.
1) Common nouns
a) Common nouns are words for things
These common nouns are words for things: ruler, chair, hammer, bicycle,
truth, pen, table, saw, ship, calculator, crayons, sofa, axe, truck,
television, pencil, loyalty, drill, ferry, fridge, book, lamp, ladder, train,
cooker, dictionary, carpet, lawnmower, bus, computer, courage,
telephone, spade, laziness printer, etc.
b) Common nouns are words for animals
These common nouns are words for animals: dog, puppy, cat, kitten, cow,
calf, horse, foal, sheep, lamb, goat, kid, frog, tadpole, etc.
18
Marcella Frank, Op.Cit., p. 7
18
c) Common nouns are words for places
These common nouns are words for places: bank, airport, hotel gas
station, library, park, museum, farm, mall, zoo, theater, factory, hospital,
nursery, etc.
d) Common nouns are words for people who do certain things
These common nouns are words for people who do certain things: singer,
manager, sailor, gardener, dancer, secretary, pilot, police, officer, etc.
2) Proper noun
As mentioned before the proper noun is word that showed about names of
particular people, places and things. According to Sargeant, there are some
kinds of proper noun such as:
a) The people’s names people’s names are proper nouns. Such as: Robin
Hood, Florence etc.
b) The names of the days of the week and the months of the year are proper
nouns.
c) The names of special days and celebrations are also proper nouns.
d) The names of famous places, buildings and monuments are proper nouns.
e) The names of people who live in a particular country are also proper
nouns.
19
3) Singular noun
When you are talking about just one thing or person, use a singular noun.
For example: a tent, a park, an idea, a taxi, a doctor, an oven, a house, a
lady, an exercise, etc.
4) Plural Nouns
Use a plural noun when you are talking about two or more people, places
or things. Just add s to make most nouns plural. For the example:
computers, chairs, pens, books, mirrors, tables, rooms, etc. 19
c. Adjectives
According to Frank, the adjective is a modifier that has the grammatical property
of comparison. It is often identified by special derivational endings or by special
adverbial modifiers that precede it. Its most usual position is before the noun it
modifies, but it fills other positions as well.20 There are some types of adjectives
namely:
1. Determiners
Determiners consist of a small group of structure words without
characteristic form.
a) Articles –the, a, –an
b) Demonstrative adjectives –this, plural these
19
Howard Sargeant, Op.Cit., p. 7
20
Ibid., pp. 7-11
20
c) Possessive adjectives, my, your, one’s, John’s, the girl’s etc.
d) Numeral adjectives, cardinal: four, one hundred etc. Ordinal:
fourth, third, etc.
e) Adjectives or indefinite quality –some, few, all, more, etc.
f) Relative and interrogative adjective –whose, what, which.
All of these determiners except the articles and the possessive adjectives
of the personal pronouns may functions as pronouns when not followed by
nouns. Personal pronouns have separate forms for the possessive used
without a noun –my (adjective) book vs the book is mine (pronoun). 21
2. Descriptive Adjectives
Descriptive adjectives usually indicate an inherent quality (beautiful
intelligent), or a physical state such as age, size, color. Inflectional and
derivational endings can be added only to this type or adjective.22
3. Concept of Vocabulary Mastery
According to Kamil and Hiebert, vocabulary is knowledge of meanings of
words.23 So, all of knowledge of word is vocabulary. It means that vocabulary is
vital part of language, because a language is formed by words. If we are having
good enough of vocabulary, we will be able to communicate to other people and
express our idea clearly and easily.
21
Marcella Frank, Op.Cit., pp. 109-110
22
Ibid.,
23
Elfrieda H. Hiebert and Michael L. Kamil, Op.Cit., p. 3
21
According to Kridaklsana, vocabulary represents: (1) language component
claiming all information about meaning and word usage (2) vocabulary mastery
of the speaker or writer of a language. (3) list of word formed such as a
dictionary, but with brief and practical definition.24 It means that all details about
meaning and word usage should be consisted in language component and it is
produced by vocabulary. Vocabulary mastery is not only mastering in written
form but also in oral form. Overall, vocabulary can be called as list of word that
contains information about meaning and word usage and it looks like a
dictionaries.
Mastery means understanding well or simply reaching a certain level of
understanding of particular content, whereas competence represents the ability to
apply what has been mastered. According to Guskey “Mastery is a term that all
educators use and believe they understand well. But when pressed to describe
precisely what it means to master a concept, skill or subject everyone has a
different definition.25 It can be concluded that vocabulary mastery is a complete
skill of the students to understand well and communicate by using words they
have learned.
24
Harimurti Kridaklasana, Kamus Linguistik, (Jakarta: Gramedia Pustaka, 2008), p. 142
25
Thomas R Guskey, Educational Leadership. (Cambridge: Cambridge University Press,
1994), p. 1
22
From the explanations, the students’ vocabulary mastery have meaning as an
ability of students to use all the words of language that they have learn in
conducting both oral and written communication.
4. Aspect of Vocabulary Mastery
According to Harmer there are some aspects of vocabulary that should be taught or
mastered by the students in learning foreign language, they are word meaning,
word use, word grammar and word combination.26
a. Word Meaning
According to Cameron word meaning in language can relate to each other in a
range ways, called sense relation, also labeled semantic relations or lexical
relations. The types of sense relations that hold between words include: 27
1. Antonymy being opposite in meaning e.g. alive – dead.
2. Synonymy having (nearly) the same meaning e.g. rich – wealthy
3. Hyponymy one is an example or type of another e.g. furniture – chair
4. Meronymy one is part of another e.g. army – soldier.
From the explanation, it can be concluded that the meaning of a word is often
related to other words. For example, we explain the meaning of “full” by
26
Jeremy Harmer, The Practice of English Language Teaching, (London: Cambridge 1988),
p. 16
27
Lynne Cameron, Op.Cit., p. 83
23
saying that it is the opposite of “empty”; we understand that “cheap” is the
opposite of “expensive”.
b. Extending Word Use
Words do not just have different meanings, however, they can also be stretched
and twisted to fit different context and different uses. We say that someone is
in a black mood or someone is yellow, yet we are not actually describing a
color. In such context black and yellow mean something else. It is frequently
stretch throw the set or metaphorical an idiom use. For example: “you are an
apple in my eyes” this idiom expression show that it began to praise someone.
From the explanation. the writer concludes that extending word use is an
aspect of vocabulary mastery that determines how the words can be viewed
based on different context and different use. For the example is the word
“close” in “close the door, please!”, in this sentence, the word close have two
meaning. The first meaning is to be near with something and the other meaning
is to cover the opening of (something).
c. Word Combinations
Word combinations (also known as collocations) is the way in which words
co-occur — combinations which, through custom and practice, have come to
be seen as normal and acceptable. It is immediately apparent that while some
words can live together, others cannot. We say fast asleep, and this is an
24
acceptable collocation, but *fast awake is not. We can say clenched fist and
even clenched teeth, yet we cannot talk about clenched ears.28 This statement
also supported by Charty, she says that a collocation is a pair or group of
words that are often used together.29 It means that, the word combination can
be called as collocations which have means as a combination or a pair of words
that are often used together to make they be seen as normal and acceptable.
Here are some more examples of collocations:
(1) You must make an effort and study for your exams. (Not the an effort)
(2) Did you watch TV last night? (Not look at TV)
(3) This car has a very powerful engine. It can do 200 km an hour. (Not
strong engine)
(4) There are some ancient monuments nearby. (Not antique
monuments).30
d. Word grammar
The last is about word grammar, which is employed by distinguishing the use
of word based on the use of certain grammatical pattern such as noun, verb,
adjective, adverb, etc. we make a distinction between countable and
uncountable nouns. The former can be both singular and plural. We can say
28
Jeremy Harmer, Op.Cit., p. 20
29
Michael McCharthy and Felicity O’Dell, Collocations in Use, (Cambridge: Cambridge
University Press, 1994), p. 3.
30
Ibid.,
25
one chair or two chairs, etc.31 It means that the word grammar can be called as
the use of word based on grammatical pattern such as noun, adjective, adverb,
etc. We should know the distinction of some words based on the grammatical
pattern allowed.
Based on the explanations, there are four aspects that should be mastered in
vocabulary. There are word meaning, word use, word grammar, and word
combination aspects. In this study, all of those aspects were taught in the class
both in experimental and control class.
5. Concept of Teaching Vocabulary
In teaching vocabulary, it does not only the explanation about meaning, but also
illustrating it, and presents the vocabulary. Teaching is showing or helping
someone to learn how to do something providing with knowledge, causing to
know or to understand.32 Relating to vocabulary teaching, teacher has to be careful
in selecting the vocabulary that she/he will teach. Cameron says that teaching
vocabulary is focused to help learners to build up knowledge of words in ways that
will enable them to use the language differently and successfully. 33 More
vocabularies the learners have, more chances they master the language.
31
Jeremy Harmer, Op.Cit., pp. 18-21
32
H. Douglas Brown, Op.Cit., p. 8
33
26
Based on the explanations, it can be concluded that the teaching vocabulary should
be emphasized on how the teacher can help and provide the learners with
knowledge of words so that the learners use the words differently and successfully.
6. Concept of Game
When we talk about game, there is available the situation that called conflict.
Conflict represents feel participating between the player and the game situation
and rule. Salen and Zimmerman, call the games as system of conflict. Conflict, a
game as a contest of power, is a core component of our very definition of game.
While conflict outside of games can sometimes be destructive, in games we find
the wonderful paradox of a staged conflict, resulting in meaningful play. 34
Crawford in Salen and Zimmerman also says that conflict arises naturally from the
interaction game. The player is actively pursuing some goal. Obstacles prevent
him from easily achieving this goal. Conflict is an intrinsic element of all games.35
It means that when we talk about game, actually, we also talk about conflict –
conflict in a game. Hence, the players will feel engaged in an artificial conflict and
some rules showed during the game process. This statement also supported by
Wright, he says that game is mean an activity which is entertaining and engaging,
34
Katie Salen, Eric and Zimmerman, Rules of Play: Game Design Fundamentals. (MIT Press.
2003), p. 1
35
Loc.Cit.,
27
often challenging, and an activity in which the learners play and usually interact
with others.36
Based on the definitions, the researcher can conclude that a game is structured
playing, usually undertaken for enjoyment and it can make the learners do the
interaction with the other learners in a class.
7. Games in Teaching Vocabulary
In teaching vocabulary, a teacher needs to use proper technique in order to help his
students have good understanding on new words being learned. Learning
vocabulary has been considered a boring subject for a long time. So, there should
be an effective way in helping learners feel comfortable and interested in the
subject of vocabulary.
It is the better when teaching English by using game. Especially in teaching
vocabulary. By applying the game, it will be gotten enjoyable class during learning
process. The students will more relax and interest to follow the learning because
there are so many activities that will be passed either when the learning is started
or when the learning have finished.
In addition, Lee in Asian EFL Journal by Huyen lists several main advantages
when games are used in the classroom, including “a welcome break from the usual
36
Andrew Wright et al, Game for Language Learning, New Edition, (Cambridge: Cambridge
University Press, 1984), p. 1
28
routine of the language class”, “motivating and challenging”, “effort of learning”,
and “language practice in the various skills.” 37 It means that the vocabulary
learning will be more effective and attractive when the teacher applied a game in
the classroom. Hence, the students will get motivation to follow all of learning
steps. Summary, games are useful and effective tools that should be applied in
vocabulary classes. The use of vocabulary is a way to make the lessons not only
more interesting, enjoyable, and effective, but also practice it incidentally.
8. Text Twist Games
a. Concept of Text Twist Game
Text Twist game is a language game where the way of playing this game is
by arranging some letters which are given by the teacher in order to form
as many English words as possible within a certain period of time. This
game is played in groups. The group which can arrange the most letters
into English words, will be the winner.38 It means that, the text twist game
is a kind of language game played in a group which emphasizes on
arranging some letters in task gotten from the teacher and the player or
students have to rearrange its letters into correct words as fast as possible
within a certain period of time.
37
Nguyen T. Huyen, Asian EFL Journal: Learning Vocabulary through Games; The
Effectiveness of Learning Vocabulary through Game, (Asian EFL Journal, 2012), p. 35
38
Nurul Sofia Aulia, Journal English Language Teaching, The Use of Super Text Twist Game to
Improve Students’ English Vocabulary Mastery, ELT 2 (2) 2013, ISSN 2253-6706, (Universitas Negeri
Semarang, 2013), p. 3
29
The Text Twist game is barely same with the Scrabble Flash. Lewis says
that the Text Twist game is available at Yahoo.com and the inspiration of
Scrabble Flash.39 It means that both Text twist and Scrabble are barely the
same. The Text Twist game is adopted form Scrabble Flash and the word is
meant as the development of something. It can be concluded that the text
twist is the game which is developed from Scrabble Flash.
Koprowski in Desmanto also says that this game is similar to “Scrambled
Letters”. The procedure is teacher writes up the words with their letters
shuffled (e.g. EICSCEN for SCIENCE) on the board. When the teacher
says 'go', the students, individually or in pairs, endeavor to untangle the
words as quickly as they can. He said that phrases, expressions, and idioms
larger than 2 words can also be used in order to make some variations. 40 It
means that the Text Twist game is an individual or pairs game like
“Scrambled Letters” where the player or players should write up the words
from the letters shuffled on the board. Desmanto also says in his study that
Ur and Wright in also have a word game that have similar rules with Text
Twist. This game is called “Words out of...”. 41 It means that the Text Twist
game not only have similar game with Scrabble Flash but also similar with
39
Ferlazzo Lewis, Twisted Text, Eel4924 – Spring 2011, (University Florida, 2011), p. 3
40
Learning to Improve Students’ Noun Vocabulary Power (A Classroom Action Research at the Seven
Grade of MTs Negeri Model Babakan Lebaksiu Tegal in Academic Year of 2015/2016), (Semarang:
Walisongo State Islamic University, 2016), p. 19
41
Ibid.,
30
Scrambled Letters and “Words out of...” game. Here, the example of Text
Twist game:
According to the statements above, the writer concluded that Text Twist
game is a language game that have similarity with scrabble and scrambled
game, it contains some letters in each stage and the player has to rearrange
its letters into correct word within timing duration given. Actually, the Text
Twist is adopted from Scrabble Game. Both of Text Twist and Scrabble
task are rearranging some letters given into correct word and so the
scrambled game. The one that make it different is the score of each letter in
Scrabble has definite based on the level of its letter and word. In the Text
Twist game the score is only shown in the word form.

31
b. Rule of Text Twist Game
According to Aulia, she says that the way of playing this game is by
arranging some letters which are given by the teacher in order to form as
many English words as possible within a certain period of time. 42 It means
that the major rule in this game is rearranging some letters given into an
English word with timing duration given.
Jay in Desmanto also says that if the player gets the word from all letters,
he/she can move on to the next round. 43 It means that there are some
rounds in this game. If the player had arranged the letters into correct one
in it stage, the player may continue the game to next step or round.
From the explanations, it can be concluded that the main point rule of Text
Twist game is rearranging some letter in each stage into English correct
word with timing duration given by teacher. If the students or players have
rearranged correctly in one stage, they may continue the game to the next
stage.
42
Nurul Sofia Aulia, Journal English Language Teaching, The Use of Super Text Twist Game
to Improve Students’ English Vocabulary Mastery, ELT 2 (2) 2013, ISSN 2253-6706, (Universitas
Negeri Semarang, 2013), p. 3
43
Sukma Nada Desmanto, Op.Cit., p. 18
32
c. Procedure of Text Twist Game
The procedures of teaching vocabulary through text twist game based on
Game House –Endless Game are as follows:
1) The reader reads aloud the letters on the card for the first round. All
players write the letters for that round in the spaces at the top of their
answer boards.
2) The reader then reads aloud the number of 3, 4, 5, 6, and 7-letter words
that can be created from those letters. (These are indicated on the card
below the letters). All players record this on their answer boards where
indicated.
3) On the “Go” command, the reader flips the 2-minute sand timer and all
players write down as many words as they can using the letters
provided.
4) When the 2-minute timer has elapsed, the reader looks up the card and
challenge number in this Solution Booklet and reads aloud the 3, 4, 5, 6,
and 7-letter word solutions.
5) All players add their scores for round 1 and record on “scoreboard”
space.
6) Wipe off all boards, and begin a new round. Player with the highest
score after 5 Rounds wins the game!

33
7) In the event of a tie after 5 rounds, all tied players may continue playing
additional challenges until a winner is decided. 44
In this study, the writer modified some procedure points to make it more
effective when applied in the class. The writer’s limitation when applied
the game into manual technique made some points should be modified. It is
aimed to make learning process more effective and practically. The
procedure that have modified can be seen as follows:
1) The reader reads aloud the letters on the card for the first round. All
players write the letters for that round in the spaces.
2) The reader then reads aloud the number of 3, 4, 5, 6, and 7-letter words
that can be created from those letters. All players record this on their
answer boards where indicated.
3) When the 2-minute timer has elapsed, the reader looks up the card and
challenge number which is given by teacher and reads aloud the 3, 4, 5,
6, and 7-letter word solutions.
4) All players add their scores for round 1 and record on “scoreboard”
space.
5) Wipe off all boards, and begin a new round. Player with the highest
score after 5 Rounds wins the game!
44
Game House, Endless Games, Text Twist based on the Popular Game, Instruction and Solution,
(Freehold, New Jersey: Endless Games, Inc, 2001), p. 2, available at: endlessgames.com/wp-
content/uploads/instructions/texasTwist_Instructions.pdf, retrieved on December 07th 2016 at 10.35 PM.
34
6) In the event of a tie after 5 rounds, all tied players may continue playing
additional challenges until a winner is decided.
Concerning the procedure above, it can be concluded that the general tasks
of this game are arranging six letters from cards into some words. The
letters can be formed from the word which contains two letters, three
letters, four letters, five letters, six letters, until seven letters. Each word
have one point score and the player/s who get the highest score is a winner.
d. Advantages and Disadvantages of Text Twist Game
1) The Advantages of Text Twist Game
When someone learns about language, it is needed hard work to get
understanding about what language learned even it is from listening,
speaking, reading or writing. As the writer told before, language learning
may make the learner feel bored and the appropriate technique and media
are needed to make the learning process more fun.
The decision of choose game as a technique is not too bad in learning
process because game have many advantages for language teaching and
learning like Text Twist game. The advantages of using game can be seen
as follows:
a) The game helps and encourages many learners to sustain their interest
and work.
35
b) The game also helps the teacher to create the context in which the
language is useful and meaningful. The learners want to take put and
in order to do so must understand what other saying or have written,
and they must speak or write in order to express their own point of
view or give the information.
c) The game causes as much density of practice as more conventional
drill exercise.
d) By making the language convey information and opinion, games
provide the key feature of drill with the opportunity to sense the
working of language as living communication. 45
According to Aulia, the advantages of using Text Twist game can be seen
as follows:
1) By doing the Text Twist game, unconsciously the students will recall,
write, and discuss to find out English words.
2) The students will be more familiar with English words.
3) The students will unconsciously be motivated to look words up in
dictionary.46
Desmanto also says that the advantages of this game are students will be
motivated to look words up in dictionary. Also, Text Twist game make
45
Andrew Wright, David Betterdige and Michael Bucbey, Game for Language Learning,
New Edition, (Cambridge: Cambridge University Press, 1984), pp. 1-2
46
Nurul Saofa Aulia, Op.Cit., p. 3
36
Students become more creative to find out the vocabulary. As the impact,
students got improvement in vocabulary memorizing skill. 47 It means that
the game can make the students motivate to check the words that they do
not know in dictionary. Hence, the improvement in vocabulary memorizing
will more develop.
2) The Disadvantages
Games in teaching and learning is not only as a technique that can make
learning process more fun and attractive but also have some disadvantages
or limitations. The writer assumes that it is difficult to use the game,
because in using game, the teacher have to know the principles of text
twist game and apply the instructions in the class. The class should be
planned so that there is minimum formal drilling and a maximum
activities. According to Aulia, the disadvantages of this game can be seen
as follow: 48
a) The time allocation will be limited more. In this case, the problem
related to time management. Thus, the students did not finish the task
on time.
b) There were many subjects who had to ask to their friends because
there were only several subjects who really understood role of each
activity. Therefore, the class will be noisy.
47
Sukma Nada Desmanto, Op.Cit., p. 21
48
Nurul Sofia Aulia, Op.Cit., pp. 8-9
37
9. Translation Technique
a. Concept of Translation Technique
Based on the technique used by the teacher in SMA N 1 Penengahan, the
teacher used translation technique for teaching vocabulary. In this
research, the writer focused on translation technique as a teaching
technique that was used in control class. Translation technique may be
classified as one of technique that can be used in teaching vocabulary.
Nation in Cameron listed basic techniques by which teachers can explain
the meanings of new words, all of which can be used in the learner
classroom are demonstration or pictures, analytical definition, putting the
new word in a defining context, and translating into another language. 49 It
means that translation can be defined as a technique of teaching English
especially for vocabulary. This statement is also supported by Garcia, he
says that the translation can also be an appropriate technique to introduce
new words or even to explore the obscure nuances between terms. 50
Summary, it can be concluded that the translation can be classified as a
technique in teaching and learning English in the class. Learning new
words or what we called as vocabulary is one of English aspect skill that
can be taught by using translation technique.
49
50
Roberto A. Valdeon García, A New Approach to the Use of Translation in the Teaching of
L2, Revista Alicantina de Estudios Ingleses Volume 8, 1995, (Universidad de Oviedo, 1995), p. 241
38
According to Molina and Albir, translation technique is defined as
procedures to analyze and classify how translation equivalence works. 51 It
means that we need the procedures when translate some words either in
oral or written form that called as the translation technique.
The word translation itself may be defined as the replacement of textual
material in one language (source language) by equivalent material in
another language (target language). Larson says that the translation is
done by going from the form of the first language to the form of a second
language by way of semantic structure. It is meaning which is being
transferred and must be held constant. The form from which the
translation is made will be called the source language and the form into
which it is to be changed will be called receptor language. 52It means that
the translation technique should be emphasized on replacement one
material type into another type by paying the equivalent changed.
Concerning the explanations above, translation technique is one of
teaching technique by making a replacement language in textual material
from one language (source language) into another language (target
51
Lucia Molina and Amparo Hurtado Albir, Translation Techniques Revisited: A Dynamic
and Functionalist Approach, Universitat Autònoma de Barcelona, Meta, XLVII, 4, 2002, (Barcelona,
Spain: Universitat Autònoma de Barcelona, 2002), p. 509
52
M. L. Larson, Meaning-based Translation: A Guide to Cross-language Equivalence, (New
York: University Press of America, Inc, 1984), p. 3
39
language) that emphasizes on equivalent rule. In this case, the researcher
used its technique as a vocabulary teaching technique.
b. Procedure of Teaching Vocabulary through Translation
Technique
The procedure of teaching vocabulary by using translation technique can
be seen as follows: 53
1) In class activities were introduced explicitly at the beginning and
included discussion on the definition of translation, and what the
translator needs to translate from one language to another.
2) Translation was integrated into reading activities.
3) Translation was conducted at both sentence (English to Indonesia) and
passage (Indonesia to English) levels.
4) Several short Indonesia text translations (around 400 characters) were
integrated progressively into class activities.
5) Feedback was provided in the following week by 1) correcting
individual translation work and, 2) presenting common mistakes/errors
in class.
Based on procedures, unsatisfying in vocabulary teaching may be gotten
when use translation technique. The learning process also will be more
53
Sayuki Machida, A Step Forward to Using Translation to Teach a Foreign/Second
Language, Electronic Journal of Foreign Language Teaching, Vol. 5, Suppl. 1, (National University of
Singapore, 2008), p. 144.
40
bored without any enjoyable and fun class during learning process. The
material will be look unattractive when the material is given. It may be not
interest for the student to use translation technique in vocabulary mastery.
For students, it cannot be motivated in learning mastery and cannot
improve their vocabulary mastery. The other way is needed when teaching
the material such as give a game while teaching process is going on.
c. Advantages and Disadvantages of using Translation Technique in
Teaching English
1) The Advantages of using Translation Technique
According to Howattin Mehta, translation technique is not as terrible as it
appears to be and Duff in Mehta gives reasons for considering translation
very advantageous: 54
(a) Invites speculation and discussion.
(b) Develops qualities that are essential to all language: accuracy, clarity
and flexibility.
(c) The teacher can select material to illustrate particular aspects of
language, and students can see the links between language usage and
grammar.
(d) Lets students practice a variety of styles and registers.
54
Dr Naveen K. Mehta, English Language Teaching through the Translation Method (A
Practical Approach to Teaching Mongolian CPAs), Volume 14, No. 1
January 2010, available at: http://translationjournal.net/journal/51mongolian, retrieved on March 11,
2017 at 10.05 PM.
41
2) The Disadvantages of using Translation Technique
Mehta reveals following limitations of using translation technique: 55
(a) Encourages thinking in one language and transference into another
with interference.
(b) Deprives from learning within only one language.
(c) Gives false credence of word-to-word equivalence.
(d) Does not allow achievement of generally accepted teaching aims:
emphasis on spoken fluency.
(e) Time-consuming activity.
(f) Not desirable, since it uses the mother tongue.
B. Frame of Thinking
English is foreign language in Indonesia. In learning English, students are
expected to be able to use English vocabulary. In teaching vocabulary, an English
teacher should be able to help students to memorize the word. Therefore, the
teacher should have kinds of technique to make the students interested and they
motivated in learning English. The teacher must prepare the material as well,
using suitable technique or media in teaching and learning vocabulary. In this
case, the teacher can help the students by using Text Twist game as a technique in
teaching vocabulary.
55
Loc.Cit.,
42
The researcher hopes that the students can learn more and more interesting in the
progress by using Text Twist game in teaching vocabulary. The teacher can use
this technique as alternative teaching in learning English.
C. Hypothesis
Hypothesis on the frame of theories and frame of thinking mentioned above, the
researcher formulated the hypothesis as follows:
Ho: There is no influence of using Text Twist game towards students’ vocabulary
mastery in the second semester of the eleventh grade at SMA N 1
Penengahan in the academic year of 2016/2017.
Ha: There is influence of using Text Twist game towards students’ vocabulary
mastery in the second semester of the eleventh grade at SMA N 1

43
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research, the researcher used experimental research. According to Donald, An
experimental design is the general plan for carrying out a study with an active
independent variable.1 The writer used quasi experimental design. Creswell states that
quasi experimental include assignment, but not random assignment of participant
group. The variety of quasi experimental design can be divided into two main
categories, they are post-test only design and pre-test-posttest design.2
In this research the researcher used quantitative research and in this research, it had
two groups one as a control class and the other class as an experimental class.
Sugiyono says that there are two groups chosen randomly and given pretest to know
whether there is difference situation between in the experiment and control class.3
Based on the explanation above, the researcher used two classes as sample of this
research consisting of an experimental class which was received treated by using Text
Twist game and the other as the control class which was taught by using the
Translation Technique.
1
Donald Ary, Introduction to Research in Education Eighth Edition, (Canada: Nelson
Education, Ltd, 2010), p. 301
2
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research 4thEd, (Boston: Pearson Education, 2002), pp. 309-310
3
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Penerbit Alfabeta,
2010), p. 76
43
44
Before teaching vocabulary by using Text Twist game to the students, the researcher
gave the students pre-test to know the skill of the students, after using English Text
twist game post-test was given to measure the progress made by the students. The
research design is described as follows:
GI (random) T1 X T2
G2 (random) T1 O T2
Where:
G1: The first group (Experiment class).

G2: The second group (Control class).
T1: Pre-Test.
T2: Post-Test.
X: Treatment by using Text twist game
O: Treatment by using Translation Technique.4
G1 or experimental class that was chosen randomly from the population in the school
will get the post test, but before giving the post test, the pretest was holding on in
experimental class (G1) to get the data score of students’ vocabulary master in the
second semester of the eleventh grade at SMA N 1 penengahan. After the data score
was collected the class got treatment by using Text Twist game three times. This
aimed to know whether there was significant influence of using Text Twist game
towards students’ vocabulary mastery or not before and after getting the treatment.
Hence, it will be seen from the students’ vocabulary achievement on pre-test and
post-test. So did in G2 or control class that also was chosen randomly from the
population in the school got the post test, and the control class was taught by using
Translation Technique for three times. The pre-test also was holding on in the control
4
Ibid.,
45
class before the post test was given. Thus, it was known the influence of both Text
Twist amd Translation Technique towards students’ vocabulary mastery from the
classes.
B. Variables of Research
A variable is a characteristic or attribute of an individual or an organization that a
writer can measure or observe and varies among individuals or organization study.
There were two variables in this research namely: independent variable and
dependent variable. An independent variable was variable selected by the writer to
determine their effect on the relationship with the dependent variable. The dependent
variable is observed to determine what effect, if any the other types of variable may
have on it.5
There are two variables in this research, they are:
1. Independent variable
The independent variable in this research was Text Twist game as variable
(X).
2. Dependent Variable
The dependent variable in this research was the students’vocabulary mastery
as variable (Y).
5
Jack R, Fraenkel and Norman R. Wallen, How to Design and Evaluate Research in
Education, (New York, McGraw-Hill,2008), p. 42
46
C. Operational Definition of Variable
The operational definition of variable was used to describe the characteristics of the
variable investigated of the researcher as follows:
1. Independent Variable (X)
Text Twist is one of technique in language teaching by arranging some letters
which are given by the teacher in order to form as many English words as
possible within a certain period of time.
2. Dependent Variable (Y)
Students’ vocabulary mastery have meaning as an ability of students to use all
the words of language that they have learn in conducting both oral and written
communication. The aspects vocabulary mastery that taught are word
meaning, word use, word grammar and word combination. The vocabulary
learning was focused on noun, verb, and adjective of humanity song lyrics.
D. Population, Sample, and Sampling Technique
1. Population of the Research
According to Daniel, the population is the group of people we want to
generalize to.6 Based on the definition above the researcher concluded that the
population is every subject that will be researched in the research. The
population of this research was the second semester students of the eleventh
6
Daniel Muijs, Doing Quantitative Research in Education,(London: Sage Publications Ltd,
2004), p. 15
47
grade of SMA N 1 Penengahan in the academic year 2016/2017. The total
numbers of population were 111 students that calculate from three classes.
Table 2
The Population of Research
No Class Gender Total

Male Female
1 XI IPA 09 25 36
2 XI IPS 1 27 11 38
3 XI IPS 2 24 15 38
Total 60 51 112
(The Documentation Data of the Eleventh Grade at SMA N 1 Penengahan in the
Academic Year of 2016-2017).
2. Sample of the Research
According to Balnaves and Peter, sample is part estimates of population
parameters.7 Based on the definition above, sample is piece of population that
used in this research. The eleventh grade consists three classes that were XI
IPA and XI IPS 1 and XI IPS 2. The writer chose two of the classes, they are
XI IPS 2 as experimental class and XI IPS 1 as control class.
3. Sampling Technique
In taking sample, the writer used cluster random sampling technique. The
selection of groups, or clusters, of subjects rather than individuals is known as
cluster random sampling.8 The writer conducted the research at the eleventh
7
Mark Balnaves and Peter Caputi, Introduction to Quantitative Research, (London: Sage
Publication, 2001), p. 177
8
Jack R, Fraenkel and Norman R. Wallen, How to Design and Evaluate Research in
Education, (New York: McGraw-Hill, 2008), p. 95
48
grade consists of three classes. The steps in determining the experimental
class and control class as follows:
a. The first, the name of each class was written in small pieces of paper.
b. The second, these pieces of paper were rolled and put into the glass
c. Third, the writer shook the glass and took one of a piece of paper for the
experimental class.
d. Next, the writer shook the glass again and took one small piece of rolled
paper. The name of class must be different with the name in the first
shaken. Thus, the second paper was chosen as the control class.
E. Data Collecting Technique
To collect the data, the researcher used test as a technique to collecting the data.
According to Donald a test is a set of stimuli presented to an individual in order to
elicit responses on the basis of which a numerical score can be assigned. 9 Based on
the definition above, the researcher used test to collect the data. The tests were pre-
test and post-test. To know about the students’ vocabulary mastery through Text
Twist games, the researcher used vocabulary test where the students answered the
multiple choices questions given.
9
Donald Ary, Op.Cit., p. 201
49
1. Pre-test
Pre-test was conducted before treatment. It was done in control class and
experimental class to find out the students’ quality before treatment. The test was
in term of written form by giving students multiple choices test that consists5
options. There are (A), (B), (C), (D) and (E). The vocabulary pre-test instrument
is available in appendix 5, 6, and 7.
2. Post-test
Post-test was conducted after treatment. The researcher used post-test to know the
influence of the treatment toward students’ vocabulary mastery after being given
treatment. The post test was given to the classes after receiving the treatment. The
vocabulary post-test instrument is available in appendix 9, 10, and 11.
F. Research Instrument
According to Margono, the research instrument is defined as a tool of data collecting
that has to be planned well and designed in various form to get empirical data as it is
in reality. 10 In this research, the instrument was vocabulary test in the form of
multiple choice questions as a tool for testing in order to know students’ vocabulary
mastery. The questions were 50 items with five alternative options.
The researcher gave two instruments, they were pre-test and post-test. The
instruments of pre-test and post-test were all of the test form. It contains questions
test, and answer sheet. The writer prepared the instrument in the form of multiple-
10
Margono, Metodologi Penelitian Pendidikan, (Jakarta: Rineka Cipta, 2014), p. 155
50
choice questions. The specification pretest and posttest before validity test can be
seen in table 3 and table 4. While the specification pretest and posttest after validity
test can be seen in table 5 and table 6.
Table 3
Table Specification of Pre-test Items before Try Out
Item Number
No Aspect Subject
Even Odd
1 Word Meaning Noun 4, 24, 28 1, 7
Verb 22, 26 5, 23
Adjective 6, 10 3, 27
2 Word Grammar Noun 46, 48 25, 47
Verb 42, 50 41, 45
3 Word Use Noun 30, 38 31, 39
Verb 32, 34 33, 35
Adjective 40, 36 29, 37
4 Word Combination Noun 14, 16 9, 11
Verb 18, 20 13, 19
Adjective 8, 12 15, 17, 21
Total 25 25
50
(The specification of pre-test items before try out)
Based on the table, the word meaning of noun consists of five numbers. They were
number 4, 24, and 28 for even numbers and 1, 7, and 25 for odd numbers. The word
meaning of verb consists of four numbers. They were number 8 and 22 for even
numbers and 5 and 23 for odd numbers. The word meaning aspect of adjective
consists of four numbers. They were number 6 and 10 for even numbers and 3 and 27
for odd numbers. The word grammar of noun consists of four numbers. They were
number 46 and 48 for even numbers and 25 and 47 for odd numbers. The word
grammar of verb consists of four numbers. They were number 42 and 50 for even
51
numbers and 41 and 45 for odd numbers. The word grammar of adjective consists of
four numbers. They were number 2 and 44 for even numbers and 43 and 49 for odd
numbers. In word use of noun consists of four numbers. They are 30 and 38 for odd
numbers and 31 and 39 for even numbers. In word use of verb consists of four
numbers. They were 32 and 34 number for odd numbers and 33 and 35 for even
numbers. In word use of adjective consists of four numbers. They were 40 and 36 for
odd numbers and 29 and 37 for even numbers. In word combination of noun consists
of four numbers. They were 14 and 16 for odd numbers and 19 and 13 for even
numbers. In word combination of verb consists of four numbers. They were 18 and
20 for odd numbers and 9 and 11 for even numbers. While, in word combination of
adjective consists five numbers. They were 8 and 12 for odd number and 15, 17 and
21 for even numbers. Summary, there were 25 number for odd and 25 for even
number. Hence, they were 50 numbers in pre-test before validity test.
Table 4
Table Specification of Post-test Items before Try Out
Item Number
No Aspect Subject
Even Odd
1 Word Meaning Noun 4, 8, 42 1, 23
Verb 2, 26 5, 49
2 Word Grammar Noun 48, 50 21, 41, 43
Verb 24, 44 7, 27
Adjective 28, 46 45, 47,
3 Word Use Noun 30, 38 31, 39
Verb 32, 34 33, 35
Adjective 40, 36 29, 37
4 Word Combination Noun 16, 18 11, 13
Verb 12, 20 19, 25
Adjective 10, 14 15, 17
Total 25 25
50
52
Based on the table, the word meaning of noun consists of five numbers. They were
number 4, 8 and 42 for even numbers and 1 and 23 for odd numbers. The word
meaning of verb consists of four numbers. They were number 2 and 26 for even
number and 5 and 49 for odd numbers. The word meaning aspect of adjective
consists of four numbers. They were number 6 and 22 for even numbers and number
3 and 9 for odd numbers. The word grammar of noun consists of five numbers. They
were number 48 and 50 for even numbers and number 21, 41 and 43 for odd
numbers. The word grammar of verb consists of four numbers. They were number 24
and 44 for even numbers and number 7 and 27 for odd numbers. The word grammar
of adjective consists of four numbers. They were number 28 and 46 for even numbers
and 45 and 47 for odd numbers. In word use of noun consists of four numbers. They
were 30 and 38 for odd numbers and 31 and 39 for even numbers. In word use of
verb consists of four numbers. They were 32 and 34 number for odd numbers and 33
and 35 for even numbers. In word use of adjective consists of four numbers. They
were 40 and 36 for odd numbers and 29 and 37 for even numbers. In word
combination of noun consists of four numbers. They were 16 and 18 for odd numbers
and 11 and 13 for even numbers. In word combination of verb consists of four
numbers. They were 12 and 20 for odd numbers and 19 and 25 for even number.
While, in word combination of adjective consists five numbers. They were 10 and 14
for odd number and 15 and 17 for even numbers. Summary, there were 25 number for
odd and 25 for even numbers. Hence, they were 50 numbers in pre-test. Summary,
53
there were 25 numbers for even and 25 for odd numbers. Hence, the total number of
post-test is 50 before validity test.
Table 5
Table Specification of Pre-test Items after Try-Out
Item Number
No Aspect Subject
Even Odd
1 Word Meaning Noun 4 10
Verb - 9, 21
Adjective - 3
2 Word Grammar Noun - 23
Verb 22 25
Adjective 2, 20, 24 -
3 Word Use Noun 12, 14 13, 19
Verb 16 17
Adjective 18 11, 15
4 Word Combination Noun 8 -
Verb 6 1, 5
Adjective - 7
Total 11 14
25
(The specification of pre-test items after try out)
Based on the table, the word meaning of noun consists of two numbers. They were
number 4 for even number and 10 for odd number. The word meaning of verb
consists of two numbers. They were number 5 and 23 for odd numbers and there was
no available item for odd number. The word meaning aspect of adjective consists of
one number. There was on number 3 for odd number and there was no available item
for even number. The word grammar of noun consists of one number. There was on
number 23 for odd number and there was no available item for even number. The
word grammar of verb consists of two numbers. They were number 22 for even
number and 25 for odd number. The word grammar of adjective consists of three
54
numbers. They were number 2, 20, and 24 for even numbers and there was no
available item for odd number. In word use of noun consists of four numbers. They
were number 12 and 14 for odd numbers and 13, 19 for even numbers. In word use of
verb consists of two numbers. They were number 16 for even number and number 17
for odd number. In word use of adjective consists of three numbers. They were 18 for
odd number and number 11 and 15 for even numbers. In word combination of noun
consists of one number. There was on number 8 for even number and there is no
available item for odd number. In word combination of verb consists of three
numbers. They were on number 6 for even number and 1, and 5 for odd numbers.
While, in word combination of adjective consists one number. It is on number 7 for
odd number and there was no available item for even number. Summary, there were
14 number for odd and 11 for even number. Hence, they were 25 numbers in pre-test
after validity test.

55
Table 6
Table Specification of Post-test Items after Try-Out
Item Number
No Aspect Subject
Even Odd
1 Word Meaning Noun 4, 12, 14 -
Verb 2, 18 17
Adjective 16 9
2 Word Grammar Noun 28, 33 1
Verb 30, 32 -
Adjective - 15, 29, 31
3 Word Use Noun 26 21, 27
Verb 20, 22 23
Adjective 24 19, 25
4 Word Combination Noun 8 3
Verb 6, 9, 10 13
Adjective - 7, 11
Total 18 15
33
(The specification of post-test items after try out)
Based on the table, the word meaning of noun consists of three numbers. They were
number 4, 12, and 14 for even numbers and there was no available item for even
number. The word meaning of verb consists of three numbers. They were number 2,
and 18 even number and number 17 for odd number. The word meaning aspect of
adjective consists of two numbers. There was on number 16 for even number and
number 9 for odd number. The word grammar of noun consists of two numbers. They
were number 28 and 33 for even numbers and there was no available item for even
number. The word grammar of verb consists of two numbers. They were number 30
and 32 for even numbers and there was no available item for odd number. The word
grammar of adjective consists of three numbers. They were number 15, 29 and 31 for
odd numbers and there was no available item for even number. In word use of noun
56
consists of three numbers. They were 21 and 27 for odd numbers and 26 for even
number. In word use of verb consists of three numbers. They were number 23 for odd
number and 20 and 22 for even numbers. In word use of adjective consists of three
numbers. They were 19 and 25 for odd numbers and 24 for even number. In word
combination of noun consists of two numbers. They were 3 for odd number and 8 for
even number. In word combination of verb consists of four numbers. They were 13
for odd number and 6, 9, and 10 for even numbers. While, in word combination of
adjective consists two numbers. They were 7 and 11 for odd numbers and there was
no available item for even number. Summary, there were 15 numbers for odd and 18
for even numbers. Hence, they were 33 numbers in post-test after validity test.
G. Research Procedure
There are three steps in conducting this research. They were:
1. Planning
Before the researcher applies the research procedure, the researcher made some
planning to running the application well. There were some steps in this
research. The procedures can be seen as follows:
a) Determining the subject of the research
The subjects of the research were the students at the second semester of the
eleventh grade of SMA N 1 Penengahan in the academic year of
2016/2017.
57
b) Preparing try-out to the students
The researcher prepared a kind of test (called try-out test) that was given to
the students. The researcher prepared the try-out for pre-test and post-test.
The total number of this test is 50 questions. Then, the researcher evaluated
the test items to get the best items that was given in pre-test and post-test.
The try-out was given to XI IPA class.
c) Preparing pre-test
The researcher prepared a kind of test (called pre-test) that was given to the
students. The researcher used the test instruments that were used in try out.
The researcher prepared something was used in pre-test such as instrument
and others. By doing preparation, the researcher hold on the pre-test easily.
d) Determining the material to be taught
The researcher determined the material to be taught to the students. The
material related to familiar vocabulary in humanity song lyrics. The
materials of vocabulary that taught were noun, verb, and adjectives. This
material based on syllabus at the second semester of the eleventh grade.
e) Preparing post-test
The researcher prepared a kind of test (called post-test) that was given to
the students. The post-test was given to know the students’ vocabulary
mastery after being given the treatment. The researcher prepared something
that was used in post-test such as instrument, class and others. Hence, the
post test hold on easily.

58
2. Application
After making the planning, the researcher tried to apply the research
procedure. There were some steps in doing in this research:
a. In the first meeting, the researcher gave try-out.
This test was multiple choices consist of 50 questions that have answer
options (A), (B), (C), (D), and (E). Try-out test was given in try out
class to evaluate the test items before used to pre-test and post-test
items. The try-out was given to XI IPA class.
b. In the second meeting, the researcher gave the pre-test.
In this case, the writer gave items after being determined by validity
and reliability analysis of try out. It means that only valid and reliable
test items that used in the pre test.
c. After giving the pre-test, the researcher conducted the treatment in the
control class and experimental class.
In the control class, the class teacher conducted the treatment by using
Translation Technique, while in the experimental class, the researcher
gave the treatment by using Text Twist game. Both control class and
experimental class were given three treatments.
d. In the last meeting, the researcher gave post-test.
After the researcher doing the treatment in experimental class, the
researcher gave post-test as a technique to measure whether the

59
technique can give significance influence or not to the students’
vocabulary mastery. This test gave in control and experimental class.
3. Reporting
The last point in the research procedure was reporting. There were three steps
in reporting. The steps were as follows:
a. Analyzing the data that were already received from try-out test.
b. Analyzing the data that were already received from pre-test and post-
test.
c. Making a report on the findings.
H. Scoring Procedure
Before getting the score, the researcher determined the procedure to be used in
scoring the students’ work. In order to do that, the researcher used Arikunto’s
formula. The scores of pre-test and post-test calculated by using the following
formula:11
= x 100
Where:
S: Score
R: Totally answer right
n: Totally item
11
Harjanto, Perencanaan Evaluasi Pengajaran, (Jakarta: PT. Rineka Cipta, 2011), p. 282
60
I. Validity and Reliability of the Test
1. Validity of the Test
Validity is the most important consideration in developing and evaluating
measuring instruments. According to Arikunto, validity is a measurement
which shows the degree of validity of an instrument.12 It means that validity is
to know the result of test is good, the writer will measure test. To measure that
the test has good validity, the writer used content validity, construct validity
and internal validity.
a. Content Validity
Best and Kahn say that content validity refers to the degree to which the
test actually measures or is specifically related to the traits for which it
was design, content, validity is based upon the careful examination of
course textbooks, syllabus, objectives, and the judgments of subject matter
specialists.13 It means that test should appropriate with learning material.
Content validity is the level validity of the instrument that can be taken
from course textbooks, syllabus, objectives, and the judgments of subject
matter specialists. To get the content validity, the test adapts with the
textbook and based on the syllabus for the eleventh grade for Senior High
School. The syllabus could be seen in Appendix 33.
12
Suharsimi Arikunto Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta,
2010), p. 211
13
John W. Best and James V. Kahn, Research in Education (7th Edtion) (New Delhi:
PrenticeHall, 1995), p. 219
61
b. Construct Validity
To measure construct validity refers to assumption, showing the
measurement used contains correct operational definition, which is based
on the theoretical concept construct validity is related to our theoretical
knowledge of the concept we are wanting to measure. We might
hypothesize that our concept or achievement measure has a number of
different dimensions.14 In the other words, construct validity is just like a
concept, both of them are abstraction and generalization that need to be
defined so clearly that can measured and examined. Therefore construct
validity is focus on kind of the test that used to measure the ability.
The writer consulted the test to the English teacher at SMA N 1
Penengahan named Ida Sri Wahyuni, M.Pd. in consulting the test, the
writer wanted to see whether the specification vocabulary mastery and
items number had been fixed. After the writer consulted the test with the
teacher, she said that the vocabulary test material was suitable for the
student level. It could be seen in Appendix 12.
c. Internal Validity
To know whether both the variables correlate or not, the researcher used
internal validity to find out the relationship between one variable and the
other variable. Frankel defines that the internal validity have means that
14
Ibid. p. 68
62
any relationship observed between two or more variable should be
unambiguous as to what it means rather than being due to “something
else.” The “something else” may, as we suggested above, be any one (or
more) of a number of factors, such as the age or ability of the subjects, the
conditions under which the study is conducted, or the type of materials
used. If these factors are not in some way or another controlled or
accounted for, the researcher can never be sure that they are not the reason
for any observed results. Stated differently, internal validity means that
observed differences on the dependent variable are directly related to the
independent variable, and not due to some other unintended variable. 15
According to Creswell, internal validity, which relates to the validity of
inferences drawn about the cause and effect relationship between the
independent and dependent variables. 16 It means that to know score the
best result of each items correlated with the score about the totality of the
test result. This research used ANATES Version 4 program to know
validity of which consist of 50 items multiple choice.
In the first step of pre-test try out, there were 25 items considered invalid.
The invalid items number were 1, 5, 6, 7, 8, 9, 10, 11, 12, 16, 17, 20, 21,
23, 25, 26, 27, 28, 29, 34, 39, 41, 42, 45, and 47. While valid items in
15
Jack R, Fraenkel and Norman R. Wallen, Op.Cit., p. 66
16
Ibid., p.303
63
posttest try out were 25 items. They were the items number 2, 3, 4, 13, 14,
15, 18, 19, 22, 24, 30, 31, 32, 33, 35, 36, 37, 38, 40, 43, 44, 46, 48, 49,
and 50. It can be seen in Appendix 13.
In the second step of post-test try out, there were 17 items considered
invalid. The invalid items number were 3, 4, 5, 6, 7, 13, 14, 15, 18, 26, 30,
31, 36, 43, 44, 46, and 47. While valid items in post-test try-out were 33
items. The valid items number were 1, 2, 8, 9, 10, 11, 12, 16, 17, 19, 20,
21, 22, 23, 24, 25, 27, 28, 29, 32, 33, 34, 35, 37, 38, 39, 40, 41, 42, 45, 48,
49, and 50. It can be seen in Appendix 13.
2. Reliability of Test
Reliability is a measuring instrument. Ary says that reliability of a
measurement is the degree of consistency with which it measures whatever it
is measuring. 17 A good test must have high validity. This can be done by
examining the students’ vocabulary test to know the reliability of the test.
The next step is to compute the reliability of the test.
According to Creswell, Reliability means that scores from an instrument are
stable and consistent.18 Reliability refers to consistency of the test. The writer
used ANATES Version 4 program. ANATES can help analysis of item
17
Donald Ary, Op.Cit., p. 236
18
Ibid., 159
64
quickly, easy and accurately. ANATES is necessary in the research to assess
the good instrument or not. The criteria of reliability test are:19
Table 5
The Level of Reliability
0.00-0.200 Very low reliability

0.200-0.400 Reliability is Low
0.400-0.600 Medium reliability
0.600-0.800 Reliability is high
0.800-1.000 Reliability is very high
From the criteria of reliability above, it can be drawn a conclusion that the
result obtained in the ANATES of reliability that reliability test in vocabulary
mastery for pre test has a high reliability because the result of the reliability is
0.68 and the result of post test was 0.81. The writer concluded that the degree
of the level of reliability of the students was high reliability. It can be seen in
Appendix 13.
J. Data Analysis
After collecting the data, the researcher analyzed the data by using t-test. There were
two assumptions that were done, before the researcher analyzed the data by using t-
test. They are normality test and homogeneity test.
19
Suhairmi Arikunto, Prosedure Penelitian Suatu Pendidikan Praktik, Jakarta : Rineka Cipta,
2010, p.310
65
1. Fulfillment of the Assumptions
a. Normality Test
The normality test is used to measure whether the data in the experimental class
and control class are normally distributed or not. In this research, the researcher
used statistical computation by using SPSS (Statistical Package for Social
Science) for normality. The tests of normality employed are Kolmogorov –
Smirnov and Shapiro Wilk. The hypotheses for the normality test were
forrmulated as follows:
Ho : The data were normally distributed.
Ha : The data were not normally distributed.
While the criteria of acceptance or rejection of normality test are as follows:
Ho was accepted if Sig. > α = 0.05
Ha was accepted if Sig. < α = 0.05
b. Homogenity Test
Homogeneity test was used to determine whether the data obtained from the
sample homogeneous or not. In this research, the researcher used statistical
computation by using SPSS (Statistical Package for the Social Science) for
homogeneity of test. The test of homogeneity employing Levene statistic test. The
hypotheses for the homogeneity tests were formulated as follows:
Ho = the variances of the data are homogenous
Ha = the variances of the data are not homogenous.

66
While the criteria of acceptance or rejection of homogeneity test were as follow:
2. Hypothetical Test
When the fulfillment of the assumptions normally test and homogeneity test were
fulfilled, the researcher used independent sample t-test. In this case, the researcher
use statistical computation by using SPSS (Statistical Package for Social Science)
for hypothetical of test. The purpose of using SPSS in this case is to practicality
and efficiency in the study.
The hypotheses are:
Ha : There was a significant influence of using Text Twist game towards
students’ vocabulary mastery in the second semester of the eleventh
grade at SMA N 1Penengahan in the academic year of 2016/2017.
Ho : There was no significant influence of using Text Twist game towards
students’ vocabulary mastery in the second semester of the eleventh
grade at SMA N 1Penengahan in the academic year of 2016/2017.
While the criteria of acceptance or rejection of hypothesis were:

67
CHAPTER IV
RESULT AND DISCUSSION
A. Situation of SMA N 1 Penengahan
SMA N 1 Penengahan, South Lampung is located on Jl. Raya Kelaten Kecamatan
Penengahan Kabupaten Lampung Selatan. SMA N 1 Penengahan has used its own
building, learning activities are done in the afternoon, for conducting teaching
learning process. SMA N 1 Penengahan was built in May 05th, 1992.
Teaching learning activity in SMA N 1 Penengahan starts at 07.20 a.m until 02.00
p.m except Friday until 11.30. The number teachers and staff in SMA N 1
Penengahan in the academic year of 2016/2017 are 28 divided into 24 teachers
(include headmaster and co-headmaster) and 4 staffs that can be identified as follows:
Table 8
Data of Teacher and Staffs of SMA N 1 Penengahan South Lampung in
2016/2017
No Name Male/Female Position

1 Drs. Hariri Male Head Master
2 Kuslani, Amd, S.Pd Male Vice Teacher of Curriculum
3 Asep Nedyana, S.Pd, M.Pd Male Vice Teacher of Students
4 Al Faizar, S.Hi Male Teacher
5 Dra. ERMI Female Teacher
6 Fia Harvina, S.Pd Female Teacher
7 Agus Susanto Male Adm. Staff
8 Drs. Hasron Majid Male Teacher
9 Ida Sriwahyuni, S.Pd Female Teacher
10 Dra. Kasminah Female Teacher
11 Bambang Rudiansah, A.Md Male Adm. Staff
12 Kuswantoro, S.T Male Teacher
13 Lia Nurmelia, A.Md, S.Pd Female Teacher
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68
14 Lilik Wibowo Male Adm. Staff

15 M. Yusuf Wardana P., S.Pdi Male Teacher
16 Drs. Ngadirun Male Teacher
17 Dra. Non Reni Female Teacher
18 Oktavia Niti Sari, S.Pd Female Teacher
19 Prasetyo Waluyo Sejati, S.Sos Male Teacher
20 Preskila Septiani, A.Md Female Adm. Staff
21 Puji Rahayu, S.Pd Female Teacher
22 Selviana, S.Pd Female Teacher
23 Dra. Sri Yekti Female Teacher
24 Drs. Suharja Male Teacher
25 Supatmi, S.Pdi Female Teacher
26 Drs. Suratijo, M.Pd Male Teacher
27 Sutari, A.Md Female Adm. Staff
28 Yutmiati, A.Md, S.Kom Female Teacher
(Source: SMA Negeri 1 Penengahan, South Lampung)
This school has 9 classes consisted of three classes of students in tenth grade, three
classes of students in eleventh grade, and three classes of students in twelfth grade.
The total number of students are 327 students from tenth grade to the twelfth grade.
Belows is the distribution of the students at SMA N 1 Penengahan:
Table 9
The Data Total of the students of SMA N 1 Penengahan South Lampung in
2016/2017
No Class Total
1 X IPA 36
2 X IPS 1 39
3 X IPS 2 40
4 XI IPA 36
5 XI IPS 1 38
6 XI IPS 2 38
7 XII IPA 34
8 XII IPS 1 32
9 XII IPS 2 34
Total 327
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Table 10
Data of Infrastructural Situation of SMA N 1 Penengahan South Lampung in
2016/2017
No Facilities Total
1 Classroom 12
2 IPA Laboratory 1
3 Computer Laboratory 1
4 Library 1
5 Teacher’s Room 1
6 Head Master’s Room 1
7 OSIS’s Room 1
8 Administration Staff’s Room 1
9 Toilet 4
10 Musholla 1
11 Art Gallery 1
B. Research Implementation
The research conducted in May 2017. Before conducting the research, the writer
asked to the headmaster and the English teacher for permission at the school. After
getting the permission, the writer conducted through the following steps:
1. Determining the subject of the research, namely the students at the
eleventh grade of SMA N 1 Penengahan in the academic year of
2016/2017.
2. Designing the test which of was the vocabulary mastery that consisted of
50 items for each pre-test and post-test with five options a, b, c, d, and e.
3. Determining the sample of research by using cluster random sampling.
4. Holding the try out test to know reliability of the test and validity of the
test (it was given to the students who were not the research sample).
5. Analyzing the data gotten in try out test.

70
6. Holding pre-test in order to know the students’ score in vocabulary
mastery before they had treatment.
7. Analyzing the data gotten through pre-test
8. Giving the treatment to the sample of the research by implementing Text
Twist game in teaching and learning vocabulary.
9. Holding post-test in order to know the students’ score in vocabulary
mastery after the treatments.
10. Analyzing the data gotten through post-test
11. Testing the hypothesis and making the conclusion.
12. Reporting the result of the research.
C. Description of Treatments
The research had been conducted since May of 2017. This research had been carried
through six steps. They involved try out test, pre-test, three time treatments, and post
test. To find out the influence of using Text Twist game, the writer identified several
results, they were: the score of students before treatment, the score of students after
treatment, the differences between students’ score in pre-test and post-test and from
the differences of students’ atmosphere between the students who are taught by using
Text Twist game and those taught by Translation Technique in teaching and learning
process, they were in teaching vocabulary, especially in SMA Negeri 1 Penengahan,
South Lampung.
71
Before the test was used as an instrument to collect the data, it had been tried out to
the students in XI IPA as tryout class. The writer prepared 100 items as the
instrument of the test, 50 items for pre-test and 50 items for post-test. From 100 test
items of tryout, some items were chosen as instrument of the test. The choosing of the
instrument had been done by considering two categories, validity and reliability.
After being tryout the writer used 25 questions for the pre-test and 33 questions for
post-test. The tests were given before and after the students followed the learning
process was provided by the writer. This tests were given for control class and
experimental class. Before the activities were conducted, the writer determined the
materials and lesson plans. The experimental class learnt by using Text Twist game,
while the control class used Translation technique.
1. Description of the first treatment
The first treatment was administrated on May 8th, 2017. The lesson begun by
greeting and introducing himself and the next step is teaching learning process.
The topic in the first treatment is learning vocabulary of noun on song entitled
Everything at Once –Lenka.
The teacher began the lesson by greeting the students and checking their
attendance and noticed that four students were absent. Thus, the teaching and
learning process was attended by 34 students. After opening the class, the teacher
said one thing that available in the classroom. Then, the teacher wrote down the
English word on the blackboard. The teacher pronounced the word, followed by
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the students. These steps were done till the entire vocabulary was presented. To
check on how far the students understand about noun in vocabulary, the teacher
asked to the students to listen and fill in the blank provided based on the song
they heard. Then, the teacher with the students checked what the answer of the
blank field in the song is.
As the material fully delivered, the teacher implemented Text Twist game. In this
case, the teacher divided them into four groups. The teacher demonstrated Text
Twist game and explained the rules to the students. Then he gives the answer
sheet named score board. Then the teacher gave some jumbled letters and asked
to the students to rearrange the letters. For the first round, the teacher give them
the jumbled letters that have three letters and the letters should be finished
(rearranged) in 2 minutes. After 2 minutes had elapsed, the letters twisted to make
the students easier when guessing what the letter should be formed as the correct
word. Then, it was continued until the last round in the game. After students
finished the game, the students with the teacher checked how the correct word of
twisted letter is. There 20 words that should be achieved by students. Each word
have 1 score and the group who got the highest score was a winner.
In last activity, the writer together with the students made conclusions of what
they have learned. After that, the writer evaluated the students by asking some
question to some students randomly. Finally, the writer closed the first meeting.
73
2. Description of the second treatment
The second treatment was administrated on May 9th, 2017. The writer did almost
the same activity to begin the class as what the writer did in the first treatment.
But the learning material in the second meeting was about verb in song lyric
“Hero –Mariah Carey”.
In the second treatment, it was better than the first treatment, because the students
knew the technique and material before the lesson began. The procedure of Text
Twist game was done better than previous treatment, therefore the students more
active and motivate in learning process with the second treatment.
3. Description of the third treatment
The third treatment was administrated on May 12th, 2017. The writer held the
activity as usual from beginning until closing. The activities in third meeting still
same with the first and second meeting. The learning material in the third meeting
was about adjectives in “Adjectives –Mr. T. Experience” song lyric.
D. Data Analysis
This research was aimed to know whether there is significant influence of using
Text Twist game toward students’ vocabulary mastery in the second semester of
the eleventh grade at SMA Negeri 1 Penengahan in the academic year of
2016/2017. The total number of the sample was 76 students, two classes were
chosen as control class and experimental class.

74
The instrument of this research was test. Pre-test consisted 25 multiple-choice
items and post-test consisted of 33 multiple-choice items with five options.
Pretest was conducted previously on May 5th, 2017 for class XI IPS 1 as a control
class and the pre-test in experimental class was conducted on May 4th, 2017. The
class that was used as the experimental class was XI IPS 2 as the experimental
class. The pre-test was administrated in order to see the students’ score in
vocabulary mastery before getting treatment.
After conducting the three meetings of using Text Twist game the writer gave the
post-test to the sample. The post-test for control class was conducted on May 13rd,
2017 and the post-test for experimental class was conducted on May 16th, 2017.
1. Result of Pre-test
The pre-test was administrated in order to know students’ vocabulary mastery
before the treatments given. It can be seen from the pre-test score of students’
vocabulary mastery in the control class and experimental class.
Figure 1
Graph of the Result of the Pre-test in Experimental Class
(Graph of students’ vocabulary mastery of the post-test in

experimental class)
75
Based on figure 1, the mean of pre-test in experimental class is 42.70,
standard deviation = 9.846, N = 37, median = 44.00, mode = 36, variance =
96.937, minimum score = 24, maximum= 60. It showed students’ vocabulary
mastery before they got treatments.
Figure 2
Graph of the Result of the Pre-test in Control Class
(Graph of students’ vocabulary mastery of the pre-test in control

class)
Based on figure 1, the mean of pre-test in control class is 42.37, standard
deviation= 7.23, N = 38, median = 40.00, mode = 36, variance = 52.202,
minimum score = 32, maximum= 56. It showed students’ vocabulary mastery
before they got treatments.
2. Result of Post-test
The post-test was administrated in order to know students’ students’
vocabulary mastery before the treatments given. It can be seen from the post-
test score of students’ students’ vocabulary mastery in the control class and
experimental class.
76
Figure 3
Graph of the Result of the Post-test in Experimental Class

experimental class after got treatments)
Based on figure 1, the mean of post-test in experimental class is 73.89,
standard deviation = 6.923, N = 34, median = 73.00, mode = 73, variance =
47.932, minimum score = 55, maximum= 85. It showed students’ vocabulary
mastery after they got treatments.
Figure 4
Graph of the Result of the Post-test in Control Class

control class)
77
Based on figure 1, the mean of post-test in control class is 53.38, standard
deviation =12.525, N = 32, median = 53.00, mode = 39, variance = 156.887,
minimum score = 33, maximum= 85. It showed students’ vocabulary mastery
in control class.
3. Result of Normality Test
The writer tested normality test after got score of the students in vocabulary
mastery pretest and posttest by using SPSS version 16.
a. The hypotheses
The hypotheses are:
H0 : The data have normal distribution.
Ha : The data do not have normal distribution.
b. The test criteria
The test criteria are:
If the value (p) > significant ( α = 0.05 ) it means that, H0 was accepted
If the value (p) < significant ( α = 0.05 ) it means that, Ha was accepted
Table 11
Normality of the Experimental and Control Class
Kolmogorov-Smirnova Shapiro-Wilk
Class Statistic df Sig. Statistic df Sig.
Experimental .151 37 . 032 .946 37 .074
Control .076 32 .200 .965 32 .385
a. Lilliefors Significance Correction

78
Based on Table 11, it can be seen that Pvalue (Sig.) for experimental class
was 0.32 and Pvalue (Sig.) for control class was 0.200. Because Sig. (Pvalue)
of experimental class > α 0.05. So, Ho is accepted and Sig. (Pvalue) for the
control class > α 0.05. So, Ha is rejected. The conclusion is that the data in the
experimental class and control class had normal distribution.
4. Result of Homogeneity Test
The writer tested Homogeneity Test after he got score of students’ vocabulary
mastery in control class and experimental class (pretest and posttest of
students’ vocabulary mastery by using SPSS).
a. The hypotheses are:
Ha = The variance of the data is not homogeneous
Ho = The variance of the data is homogeneous
b. The criteria of the test are follows:
Ho is accepted if sig > α = 0.05
Ha is accepted if sig < α = 0.05
Table 12
The Result of Homogeneity Test
Levene Statistic df1 df2 Sig.
Score Based on Mean .598 6 22 .729
Based on the results obtained in the test of homogeneity of variances in the
column, it could be seen that Sig. (Pvalue) = 0.729 > α = 0.05. It

79
demonstrated that Ho was accepted because Sig. (Pvalue) > α = 0.05. It means
that the variance of the data was homogenous.
5. Result of Hypothetical Test
Based on the previous explanation that the normality and homogeneity test
were satisfied. Therefore, the researcher used the hypothetical test using SPSS
(Statistical Program for Social Science), independent sample t-test.
The hypothesis formulas are:
Ha : There is no influence of using Text Twist game towards students’
vocabulary mastery in the second semester of the eleventh grade at
SMA N 1 Penengahan in the academic year of 2016/2017.
Ho : There is influence of using Text Twist game towards students’
vocabulary mastery in the second semester of the eleventh grade at
SMA N 1 Penengahan in the academic year of 2016/2017.
The criteria of acceptance or rejection of the hypothesis for hypothetical test
were:
Ho is accepted if Sig. (Pvalue) > α = 0.05
Ha is accepted if Sig. (Pvalue) < α = 0.05
Table 13
The Result of Hypothetical test
Levene's Test for
t-test for Equality of Means
Equality of Variances
f Sig. t df Sig. (2-tailed)
Gain Equal variances assumed .080 .778 8.8570 67 .000
Equal variances not assumed 5.617 67.587 .000
80
Based on the results obtained in the independent sample t-test in Table 13,
that the value of significant generated Sig. (Pvalue) = 0.000 < α = 0.05. So, Ha
is accepted and Ho is rejected. Based on the computation, it can be concluded
that there was a significant influence of Text Twist game towards students’
vocabulary mastery in the second semester of the eleventh grade at SMA N 1
E. Discussion
At the beginning of the research, the writer explained there were some procedures
used to know students’ vocabulary mastery. Some test were conducted to collect
the data such as pre-test and post-test. The pre-test was administered to know
students’ quality in vocabulary mastery before they were given treatments by the
writer. The score of pre-test would be used as the students’ score before
treatments.
Based on the result of the students’ pre-test score and post-test score, it shows that
the students’ post-test is higher than in pre-test. Besides that, Text Twist game
can improve each aspect of students’ vocabulary mastery including word
meaning, word use, word grammar, and word combination. The result of pre-test
and post-test also showed that the students who taught by using Text Twist game
got better result than the students who taught by using Translation technique.
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Based on the analysis of the data and the testing of hypothesis, the result of T-test
null hypothesis (Ho) is refused and alternative hypothesis (Ha) is accepted. It
means that the treatments had influence of using Text Twist game towards
students’ vocabulary mastery, so alternative hypothesis is accepted. It had been
supported by the previous research conducted by Nurdianita, she conducted the
research entitled “The Use of Text Twist Game for Teaching Vocabulary (A
Quasi-Experimenal Study at the Tenth Grade Students of SMA Islam Ta’allumul
Huda Bumiayu in the Academic Year 2014/ 2015)”. 1 In this case, the result of her
research showed that text twist game can be used to teach vocabulary. It can be
seen in the t-test which showed that the t-value was higher than t-table. It means
that there was a different significant between two means of control and
experimental class. The questionnaire also showed that there was significant
enthusiasm during the learning process going on. It means that the students were
interested in learning vocabulary by using Text Twist game. After being taught
through Text Twist game, the writer concluded that there was a significant
increase of students’ vocabulary mastery achievement. By applying Text Twist
game, students will be motivated to look words up in dictionary. Also, Text Twist
game make students become more creative to find out the vocabulary. As the
impact, students got improvement in vocabulary memorizing skill.
1
Meitia Nurdianita, The Use of Text Twist Game for Teaching Vocabulary, (English Department
Faculty of Languages and Arts Semarang State University, 2015), p. iii
82
According to Aulia, by doing this game, unconsciously the students will recall,
write, and discuss to find out English words, the students will be more familiar
with English words, and the students will unconsciously be motivated to look
words up in dictionary.2 It means that, Text Twist game have some benefits in
improvement students’ vocabulary mastery. Therefore, it can be concluded that
students’ vocabulary mastery was influenced by the Text Twist game rather than
without using it.
2
Nurul Saofa Aulia, Journal English Language Teaching: The Use of Super Text Twist Game to
Improve Students’ English Vocabulary Mastery, ELT 2 (2), ISSN 2253-6706, (Universitas Negeri
Semarang: 2013), p. 3
83
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
At the end of the research, the post-test was given to measure the influence of
Text Twist game towards students’ vocabulary mastery both classes after
treatments done. The mean score of post-test in experimental class was 72.94 and
the mean score of post-test in control class was 69.56. It showed that the students’
post-test score in experimental class was higher than students’ post-test score in
control class. The result can be seen from sig. (2-tailed) of the equal variance
assumed in the independent sample test table where the sig. (2-tailed) is 0.001. It
is lower than α = 0.05 and it means that Ho is rejected and Ha is accepted.
Based on the result of data analysis, the writer concluded that there was
significant influence of Text Twist game towards students’ vocabulary mastery in
the second semester of the eleventh grade at SMA Negeri 1 Penengahan in the
academic year of 2016/2017.
B. Suggestion
Based on the result of this research, the writer proposed suggestions as follows:
1. For the teacher
a. The teacher should try a new method with interesting technique.
Considering the technique, the writer suggests the English teachers will
apply Text Twist game as one of the way in teaching vocabulary because
83
84
it can help the students in recalling and memorizing new words easier.
Teaching vocabulary by using Text twist game is also attractive and
variously, hence, it is able to improve student’s interest.
b. To improve the students independency, the writer suggests the teacher will
let the students to work in groups since work group can provide learners
with an opportunity to learn from each other in an active and involved
way. In addition, it takes the control away from the teacher and gives it to
the learners temporarily.
2. For the students
The student should also have high motivation to and practice what they have
learnt 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 student’s interest in
English because the method is more fun and enjoyable especially in
vocabulary mastery. Students not only will be more attracted in learning
English vocabulary without under pressure feeling and forced but also will
memorize words or vocabulary easier indirectly.
3. For other researcher
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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REFERENCES
Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka

Cipta. 2010.
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90
Appendix 1
THE RESULT OF INTERVIEW FOR THE ENGLISH TEACHER

IN THE PRELIMINARY RESEARCH
NO Question Answer Conclusion

Strategy apa yang biasa Untuk sejauh ini saya tidak Guru Tidak Memiliki Strategy
1 Mrs terapkan di dalam menggunakan strategy khusus dalam Khusus yang diterapkan saat
kelas untuk mengajar pengajaran bahasa Inggris di kelas mengajar di kelas XI (Sebelas)
XI (Sebelas) terutama vocabulary, di SMA 1 N Penengahan,
bahasa Inggris terutama
biasanya saya membimbing siswa/I Lampung Selatan.
vocabulary? menerjemakan kata-kata yang belum
mereka ketahui dalam suatu teks.
Bagaimana prosedur Mengenai prosedur, pertama-tama Guru memberi kan teks kepada
2 strategy yang Mrs. biasanya saya memberikan sebuah siswa setelah itu memberikan
terapkan tersebut ? teks atau wacana tentang materi pertanyaan tentang teks yang
terkait (contoh memberikan contoh telah siswa baca.
teks Naratif) kemudian siswa
diminta untuk mencari kata-kata
yang belum mereka fahami lalu
diartikan bersama-sama. Kemudian
dari kata-kata yang mereka temukan
itu saya membimbing mereka untuk
menghafal kata demi kata yang telah
mereka artikan tadi.
Adakah kesulitan Kesulitan yang saya alami ketika Faktor utama dari kesulitan
3 kesulitan yang sering memberikan tugas kepada Siswa/I guru mengajar adalah banyak
Mrs. alami ketika salah satunya adalah kemauan siswa yang malas dan tidak
mengajar vocabulary mereka yang kurang antusias mau berusaha lebih giat lagi.
dengan strategi yang menghafal. Sebagian dari mereka
Mrs. terapkan di dalam ada yang cepat ingat dengan
kelas ? kosakata yang diberikan tapi juga
tidak sedikit yang masih sedikit
sukar mengingat kosakata-kosakata
baru yang saya berikan.
91
4 Menurut Mrs. apakah Menurut saya Siswa/I yang memang Lebih Banyak siswa yang
strategy yang Mrs. pintar dan antusias sudah pasti memiliki tingkat penguasaan
terapkan Siswa/I yang mereka dengan mudah mengingat kosakata rendah dibandingkan
Mrs. ajarkan penguasaan kosakata yang saya berikan tetapi dengan siswa yang memiliki
kosakata mereka bagi siswa/I yang memang malas, kosakata yang cukup.
meningkat lebih baik? pastilah penguasaan kosakata
mereka masih sangat kurang.
Sejauh ini bagaimana Saya menilai Siswa/I yang memang Nilai vocabulary siswa Masih
5 Penilaian Mrs. tentang aktif dikelas, sudah sedikit lumayan rendah.
penguasaan kosakata pembendaharaan kata mereka tetapi
siswa/I di dalam kelas? lebih banyak dari mereka yang
hanya menguasai kosakata itu-itu
saja, hal ini bisa dianalisis ketika
ketika saya melakukan penilaian
dalam aspek vocabulary (kosakata).
92
Appendix 2
THE RESULT OF INTERVIEW WITH THE STUDENT
Class : XI IPA
Interviewer : Nasrudin
Interviewee : Anisa Nismawati
Day/Date : Monday/ November 07th, 2016
No Pertanyaan Jawaban Kesimpulan

1 Apakah anda menyukai Tidak, karena bahasa Inggris itu Menurut Anisa, bahasa
pelajaran bahasa Inggris sulit. Inggris itu sulit untuk
? dipelajari terutama dalam
2 Bagaimanakah cara guru Seperti biasa, dia biasanya mengingat kosakata atau
bahasa Inggris mengajar memberi tugas, latihan, hafalan vocabulary. Guru harus
kosakata/vocabulary di kosakata dan lain-lain. menggunakan media dan
kelas kalian? metode yang menarik
3 Menurut kamu, apakah Sebagian ya gampang diinget tapi agar sisa tertarik untuk
kamu sudah mampu ya sebagian juga agak susah mengikuti pelajaran.
mengingat kosakata yang diinget.
diberikan oleh Mrs. Ida
Sriwahyuni?
4 Hal apa yang anda sukai Hal yang saya sukai adalah
dan tidak anda sukai gurunya baik. Yang tidak saya
dalam belajar bahasa sukai ketika banyak tugas. Apalagi
inggris khususnya ketika hafalan vocabulary.
belajar kosakata bahasa
Inggris atau vocabulary?
5 Kesulitan apa yang Kesulitannya vocabulary itu susah
sering ditemukan dalam diingat saja.
belajar bahasa Inggris
khususnya ketika belajar
kosakata bahasa Inggris
atau vocabulary?
6 Sebagai seorang siswa, Seharusnya guru menyampaikan
bagaimana menurut anda pelajaran dengan baik dengan cara
tentang sistem atau cara membuat pelajaran menjadi
guru dalam mengajar menarik sehingga siswa tidak
bahasa Inggris sehingga merasa bosan.
siswa dapat merasa
senang dan dapat
meningkatkan nilai
dalam penilaian kosakata
atau vocabulary?
93

Class : XI IPA
Interviewee : Ari Widayati

1 Apakah anda menyukai Suka si. Tapi ya tergantung Menurut Wiwid, bahasa
pelajaran bahasa Inggris ? yang dipelajarin apa. Inggris itu sulit untuk
2 Bagaimanakah cara guru Kadang-kadang seru dipelajari terutama dalam
bahasa Inggris mengajar kadang-kadang ngebosenin. mengingat kosakata atau
kosakata/vocabulary di Biasanya sering hafalan vocabulary. Guru harus
kelas kalian? kosakata-kosakata gitu si. membuat suasana menjadi
3 Menurut kamu, apakah Ada sebagian yang bisa lebih seru dan tidak
kamu sudah mampu diingat sampe sekarang. membosankan.
mengingat kosakata yang Tapi banyak lupanya.
Sriwahyuni?
4 Hal apa yang anda sukai Kalau lagi banyak tugas
dan tidak anda sukai dalam terus disuruh hafalan itu
belajar bahasa inggris yang saya gak suka.
khususnya ketika belajar
atau vocabulary?
5 Kesulitan apa yang sering Susah ngingat vocabulary
ditemukan dalam belajar yang jarang dipake.
bahasa Inggris khususnya
ketika belajar kosakata
bahasa Inggris atau
vocabulary?
6 Sebagai seorang siswa, Seharusnya guru membuat
bagaimana menurut anda suasana pelajaran lebih seru
tentang sistem atau cara biar gak bosan di kelas.
guru dalam mengajar
bahasa Inggris sehingga
siswa dapat merasa senang
dan dapat meningkatkan
nilai bahasa Inggris
terutama dalam penilaian
kosakata atau vocabulary?
94

Class : XI IPS 1
Interviewee : Anita Andriyani

1 Apakah anda menyukai Saya tidak terlalu suka dengan Tidak terlalu suka
pelajaran bahasa Inggris ? pelajaran bahasa Inggris. dengan pelajaran bahasa
2 Bagaimanakah cara guru Menjelaskan sesuai materi yang Inggris.
bahasa Inggris mengajar ada di buku lalu memberi tugas Harus lebih banyak
kosakata/vocabulary di dan hafalan untuk vocabulary. latihan-latihan dengan
kelas kalian? menggunakan vocab-
3 Menurut kamu, apakah Banyak yang masih belum vocabnya yang telah
kamu sudah mampu mampu diingat. dipelajari.
mengingat kosakata yang
Sriwahyuni?
4 Hal apa yang anda sukai Gurunya sabar. Jadi walaupun
dan tidak anda sukai dalam gak terlalu suka sama
belajar bahasa inggris pelajarannya tetep bisa ngikutin
khususnya ketika belajar sampe akhir pelajaran.
atau vocabulary?
5 Kesulitan apa yang sering Susah mengingat vocabulary
ditemukan dalam belajar baru aja si.
bahasa Inggris atau
vocabulary?
6 Sebagai seorang siswa, Harus lebih banyak latihan-
bagaimana menurut anda latihan dengan menggunakan
tentang sistem atau cara vocab-vocabnya itu si. Biar pas
guru dalam mengajar bener-bener ketemu kata-kata itu
bahasa Inggris sehingga ga lupa lagi.
95

Class : XI IPS 1
Interviewee : Dianita Qurnia Putri

1 Apakah anda menyukai Saya suka pelajaran bahasa Putri menyukai pelajaran
pelajaran bahasa Inggris ? Inggris. bahas Inggris. Tapi perlu
2 Bagaimanakah cara guru Kalau vocabulary biasanya adanya pengembangan proses
bahasa Inggris mengajar guru ngasih hafalan belajar agar lebih menarik.
kosakata/vocabulary di kosakata-kosakata.
kelas kalian?
3 Menurut kamu, apakah Sebagian bisa diingat tapi ya
kamu sudah mampu ada sebagian juga yang
mengingat kosakata yang susah diingat.
Sriwahyuni?
dan tidak anda sukai dalam saat belajar grammar.
belajar bahasa inggris Menantang aja. Yang tidak
khususnya ketika belajar saya sukai ketika banyak
kosakata bahasa Inggris tugas. Apalagi hafalan
atau vocabulary? vocabulary.
5 Kesulitan apa yang sering Vocabulary yang dikasih itu
ditemukan dalam belajar susah buat diingat.
bahasa Inggris atau
vocabulary?
6 Sebagai seorang siswa, Dibuat lebih menarik aja
bagaimana menurut anda pembelajarannya. Biar gak
tentang sistem atau cara boring.
guru dalam mengajar
96

Class : XI IPS 2
Interviewee : Helta Rina

1 Apakah anda menyukai Saya kurang suka pelajaran Kurang menyukai pelajaran
pelajaran bahasa Inggris ? bahasa Inggris. bahasa inggris.
2 Bagaimanakah cara guru Guru biasanya menjelaskan Dalam mengajar guru harus
bahasa Inggris mengajar materi dan memberi tugas. mampu membuat suasana
kosakata/vocabulary di Kalau vocabulary biasanya lebih menyenangkan terlebih
kelas kalian? juga guru memberikan saat-saat jam terkhir kelas.
hafalan kosakata.
3 Menurut kamu, apakah Agak susah buat diingat.
kamu sudah mampu
Sriwahyuni?
dan tidak anda sukai dalam gurunya sabar. Yang tidak
belajar bahasa inggris saya sukai ketika banyak
khususnya ketika belajar tugas. Apalagi hafalan
kosakata bahasa Inggris vocabulary.
atau vocabulary?
5 Kesulitan apa yang sering Vocabulary yang dikasih itu
ditemukan dalam belajar terlalu banyak dan susah
bahasa Inggris khususnya buat diingat.
bahasa Inggris atau
vocabulary?
6 Sebagai seorang siswa, Dalam mengajar guru harus
bagaimana menurut anda mampu membuat suasana
tentang sistem atau cara lebih menyenangkan
guru dalam mengajar terlebih saat-saat jam terkhir
bahasa Inggris sehingga kelas.
97

Class : XI IPS 2
Interviewee : Triana

1 Apakah anda menyukai Gak terlalu suka sama pelajaran Kurang menyukai
pelajaran bahasa Inggris ? bahasa Inggris. pelajaran bahasa inggris.
2 Bagaimanakah cara guru Kalau vocabulary biasanya guru Dalam mengajar guru
bahasa Inggris mengajar ngasih tugas ngartiin terus harus mampu membuat
kosakata/vocabulary di disuruh dihafalin. proses belajar menjadi
kelas kalian? lebih diminati murid-
3 Menurut kamu, apakah Susah buat diingat. murid.
kamu sudah mampu
Sriwahyuni?
dan tidak anda sukai dalam gurunya baik. Yang tidak saya
belajar bahasa inggris sukai ketika banyak tugas.
khususnya ketika belajar Apalagi hafalan vocabulary.
atau vocabulary?
5 Kesulitan apa yang sering Arti sama bahasa inngrisnya itu
ditemukan dalam belajar biasanya agak susah buat diingat.
bahasa Inggris atau
vocabulary?
6 Sebagai seorang siswa, Intinya kalau belajarnya udah
bagaimana menurut anda nyaman aja pasti bakalan betah
tentang sistem atau cara di pelajaran itu.
guru dalam mengajar
98

Class : XI IPS 2
Interviewee : Rosa Yulinda

1 Apakah anda menyukai Saya suka pelajaran bahasa Yuli menyukai pelajaran
pelajaran bahasa Inggris ? Inggris. bahasa inggris.
2 Bagaimanakah cara guru Sama dengan guru biasanya. Kegiatan pembelajaran harus
bahasa Inggris mengajar Kalau vocabulary biasanya terstruktur dan lebih menarik
kosakata/vocabulary di juga guru memberikan biar murid bisa lebih fokus.
kelas kalian? hafalan kosakata.
3 Menurut kamu, apakah Sebagian si bisa diingat.
kamu sudah mampu
Sriwahyuni?
dan tidak anda sukai gurunya baik. Yang tidak
dalam belajar bahasa saya sukai ketika banyak
inggris khususnya ketika tugas. Apalagi hafalan
belajar kosakata bahasa vocabulary.
Inggris atau vocabulary?
5 Kesulitan apa yang sering Sulit aja buat nginget
ditemukan dalam belajar vocabulary yang dikasih.
bahasa Inggris atau
vocabulary?
6 Sebagai seorang siswa, Pembelajarannya itu harus
bagaimana menurut anda terstruktur dan lebih menarik
tentang sistem atau cara biar murid bisa lebih fokus.
guru dalam mengajar
siswa dapat merasa
senang dan dapat
meningkatkan nilai
dalam penilaian kosakata
atau vocabulary?
98
Appendix 4
Form of Construct Validity for Vocabulary Mastery Test
Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/II
Penelaah :………………………….
A. Petunjuk pengisisan format pengisian butir soal:

1. Analisislah instrument soal berdasarkan semua kriteria yang tertera di dalam
format!
2. Berilah tanda cek (√) pada kolom “Ya” apabila soal yang di telaah sudah sesuai
dengan kriteria
3. Berilah tanda cex (X) pada kolom “Tidak” apabila soal yang di telaah tidak
sesuai degan kriteria
4. Kemudian tuliskan alasan pada ruang catatan atau pada texts soal dan
perbaikanya.
B. Form of Construct Validity for Vocabulary Mastery Test (PRE-TEST)
NO Aspek Ya Tidak Catatan

1 Apakah instrument sudah sesuai
dengan kompetensi dasar dan
indicator untuk siswa kelas XI di
semester 2?
2 Apakah isi materi dan topik sesuai
dengan jenjang sekolah atau tingkat
kelas?
3 Apakah instruksi dapat di pahami
siswa?
4 Apakah instruksi sudah sesuai
dengan aspek yang akan di ukur?
5 Apakah alokasi waktu sudah cukup?
6 Apakah items number 1, 4, 7, 24,
dan 28 sudah sesuai dengan aspek
nomor 1 (Noun Subject)?
7 Apakah items number 5, 22, 23, dan
26 sudah sesuai dengan aspek nomor
1 (Verb Subject)?
27 Sudah sesuai dengan aspek nomor
1 (Adjective Subject)?
9 Apakah items number 25, 46, 47,
99

2 (Verb Subject)?
11 Apakah items number 2, 43, 44 dan
2 (Adjective Subject)?
3 (Verb Subject)?
nomor 3 (Adjective Subject)?
4 (Noun Subject)?
4 (Verb Subject)?
C. Form of Construct Validity for Vocabulary Mastery Test (POST TEST)
NO Aspek Ya Tidak Catatan

1 Apakah instrument sudah sesuai
dengan kompetensi dasar dan
indicator untuk siswa kelas XI di
semester 2?
2 Apakah isi materi dan topik sesuai
dengan jenjang sekolah atau tingkat
kelas?
3 Apakah instruksi dapat di pahami
siswa?
4 Apakah instruksi sudah sesuai
dengan aspek yang akan di ukur?
5 Apakah alokasi waktu sudah cukup?
100

1 (Verb Subject)?
8 Apakah items number 3, 6, 9, dan 22
Sudah sesuai dengan aspek nomor 1
(Adjective Subject)?
2 (Verb Subject)?
3 (Verb Subject)?
4 (Verb Subject)?
Penengahan, ………………...2017
Validator,
(……………………………………..)
105
Appendix 4
Analyzing of Pre-test Items (before try out) Using ANATES
106
Analyzing of Pre-test Items (before try out) Using ANATES

107
Appendix 5
The Blueprint of Vocabulary Mastery

(PRETEST)
Item Number
No Aspect Subject
Even Odd
1 Word Meaning Noun 4 10
Verb - 9, 21
Adjective - 3
2 Word Grammar Noun - 23
Verb 22 25
Adjective 2, 20, 24 -
3 Word Use Noun 12, 14 13, 19
Verb 16 17
Adjective 18 11, 15
4 Word Combination Noun 8 -
Verb 6 1, 5
Adjective - 7
Total 11 14
25
108
Appendix 6
VOCABULARY TEST FOR PRE TEST

Study : Bahasa Inggris Time Allocation : 35 Minutes
Class : XI (Eleventh)
No 1 – 8
Direction: Read the words below then find the best meaning of each word by crossing
the option (a), (b), (c), (d), or (e)!
1. Pay attention= . . . 6. Pickup =

a. Mendengarkan a. Menjemput
b. Perhatikan b. Mengantar
c. Melihat c. Meneladani
d. Mencari d. Membuka
e. Merasa e. Mentaati
2. Taller = . . . 7. Rocky road = . . .

a. Tertinggi a. Berbatu
b. Sangat tinggi b. Batu-batuan
c. Tinggi c. Jalan
d. Lebih tinggi d. Jalanan berbatu
e. Kurang tinggi e. Batuan jalan
3. Ugly = . . . 8. Road sign = . . .

a. Jelek a. Petunjuk jalan
b. Bodoh b. Jalan-jalan
c. Hancur c. Tanda tangan
d. Baik d. Surat jalan
e. Cerdas e. Peraturan jalan
4. Fox = . . . 9. Answers >< . . .

a. Kotak The word answer has the opposite meaning with.
b. Rubah a. Follow
c. Lebah b. Agree
d. Semut c. Hope
e. Lem d. Ask
e. Act
5. Make a choice = 10. Night >< . . .

a. Pilihan The word answer has the opposite meaning with.
b. Memilih a. Week
c. Membuat b. Year
d. Sebuah pilihan c. Month
e. Memutuskan d. Day
e. Midnight
109
No. 11 - 19
Direction: Read the sentences below then answer the question by crossing (a), (b),
(c), (d), or (e) in your worksheet!
11. Andi : Where is your house? 14. John is one of the science pupil. He is
Boby : My house is located on Jl. the eleventh grade now.
Pagar alam II. It is closed The Phrase pupil has best meaning
to post office. with . . .
The word close has best meaning a. Murid
with . . . b. Kornea
a. Menutup c. Guru
b. Dekat d. Teman
c. Membuka e. Member
d. Sekitar
e. Area
12. Michelle assumes that his friend 15. If Budy is angry, do not say anything.
is the head of this problem. You will just be adding the fuel to the
The word head has the best fire.
meaning with . . . The Phrase adding the fuel to the fire
a. Pemimpin has best meaning with . . .
b. Dalang a. Memecahkan masalah
c. Awal b. Memberikan solusi
d. Akhir c. Menambahkan solusi
e. Penyebab d. Bertambah buruk
e. Menambahkan bahan bakar
13. Listen to her. Her sound is so 16. Joe : Do not forget to give me the
amazing. information about the
The word sound has best scholarship Mike!
meaning with . . . Mike : Ok. I will phone you when I get
a. Berbicara the information.
b. Suara The word phone has the best meaning
c. Berusara with . . .
d. Seruan a. Mencari
e. Menyeru b. Memanggil
c. Menjemput
d. Membagi
e. Mencatat
110
17. Bob : what are you doing Ann? 19. Katie : Where is your room Julie?
Ann : I am waiting for Jacky. Julie : My room is on second
He say that he will pick building.
me up right now. The word building has the best
The Phrase pick me up has best meaning with . . .
meaning with . . . a. Bangunan
a. Memberiku b. Lantai
b. Menjemputku c. Gedung
c. Menemuiku d. Ruangan
d. Melihatku e. Kamar
e. Mengunjungiku
18. He is the only one of man in his

family. His father was passed
away when he was child.
The Phrase passed away has best
meaning with . . .
a. Mendekat
b. Menjauh
c. Meninggal
d. Menjalani
e. Menuju
No. 20-25
Direction: Read the text below, focus on the blank field and choose the best answer
by crossing the options (a), (b), (c), (d) or (e) in work sheet based on the
audio you herad!
So many nights, I’d sit by my window,

Waiting for someone to sing me her sound
So many dreams, I kept 20 inside me,
Alone in the 21, but now you’ve come along.
And you 22 up my life,

You give me hope, to carry on.
You light up my life
And fill my 23 with song.
Could it 24 finally, I’m along for home

Never again to be all thinking.
Rollin’ at sea, a drift on the waters
Finally a chance to 25, “Hey, I Love You”
111
20. a. Works 23. a. Creates

b. Deeply b. Jumps
c. Working c. Days
d. Deep d. Runs
e. Deeped e. Joins
21. a. Mark 24. a. Is

b. Modified b. Are
c. Dark c. Was
d. Lurf d. Were
e. Lie e. Be
22. a. Lighting 25. a. says

b. Lighten b. said
c. Lights c. sayed
d. Light d. say
e. Lighted e. saying
GOOD LUCK!
112
Appendix 7
VOCABULARY TEST ANSWER SHEET

(PRE TEST)
Name :
Stu. Number :
Class :
1 A B C D E
2 A B C D E
3 A B C D E
4 A B C D E
5 A B C D E
6 A B C D E
7 A B C D E
8 A B C D E
9 A B C D E
10 A B C D E
11 A B C D E
12 A B C D E
13 A B C D E
14 A B C D E
15 A B C D E
16 A B C D E
17 A B C D E
18 A B C D E
19 A B C D E
20 A B C D E
21 A B C D E
22 A B C D E
23 A B C D E
24 A B C D E
25 A B C D E
113
Appendix 8
VOCABULARY TEST ANSWER KEY

(PRE TEST)
1 B
2 D
3 A
4 B
5 B
6 A
7 D
8 A
9 D
10 D
11 B
12 B
13 B
14 A
15 D
16 B
17 B
18 C
19 B
20 B
21 C
22 D
23 C
24 E
25 D
114
Appendix 9
The Blueprint of Vocabulary Mastery

(POST TEST)
Item Number
No Aspect Subject
Even Odd
1 Word Meaning Noun 4, 12, 14 -
Verb 2, 18 17
Adjective 16 9
2 Word Grammar Noun 28, 33 1
Verb 30, 32 -
Adjective - 15, 29, 31
3 Word Use Noun 26 21, 27
Verb 20, 22 23
Adjective 24 19, 25
4 Word Combination Noun 8 3
Verb 6, 9, 10 13
Adjective - 7, 11
Total 18 15
33
115
Appendix 10
VOCABULARY TEST FOR POST TEST

Study : Bahasa Inggris Time Allocation : 40 Minutes
Class : XI (Eleventh)
No. 1-11
Direction: Read the words below then find the best meaning of each word by crossing
the option (a), (b), (c), (d), or (e)!
1. Pictures = . . . 7. Overage = . . .
a. Kertas a. Sedikit muda
b. Gambar-gambar b. Terlalu muda
c. Gambar c. Muda
d. Kertas-kertas d. Terlalu tua
e. Menggambar e. Tua
2. Search = . . . 8. Inside = . . .
a. Mencari a. Bagian ujung
b. Melihat b. Bagian tengah
c. Mendengar c. Bagian dalam
d. Menulis d. Masuk kedalam
e. Mengetik e. Bagian inti
3. Everyone = . . . 9. Understand = . . .
a. Satu-satunya a. Yakin
b. Setiap orang b. Percaya
c. Satu orang c. Sepakat
d. Semua orang d. Faham
e. Mendapat e. Setuju
4. Bite = . . . 10. Pickup =

a. Kata a. Menjemput
b. Gambar b. Mengantar
c. Gigitan c. Meneladani
d. Teriakan d. Membuka
e. Sedikit e. Mentaati
5. Die = . . . 11. Offside = . . .

a. Tertinggal a. Dimatikan
b. Tinggal b. Bernyawa
c. Meninggal c. Mati
d. Ditinggalkan d. Merasa
e. Meninggalkan e. Di luar garis
6. Have a look = . . .
a. Memiliki
b. Melihat
c. Menuju
d. Memperbaiki
e. Mencari
116
No. 12-18
Direction: Read the words below then find the best opposite meaning of each word by
crossing the option (a), (b), (c), (d), or (e)!
12. Ice ><. . . 16. Double >< . . .

a. Fire a. Twice
b. Snow b. Multiple
c. Winter c. Bili
d. Freeze d. Single
e. Cold Water e. Couple
13. Download >< . . . 17. Answer >< . . .
a. Down line a. Follow
b. Upload b. Agree
c. Update c. Hope
d. Down up d. Ask
e. Take up e. Act
14. Day >< . . . 18. Come >< . . .

a. Daily a. Go
b. Week b. Back
c. Year c. Turn
d. Night d. Close
e. Month e. Find
15. Upon >< . . .

a. Above
b. Under
c. Below
d. Inside
e. Follow
117
No. 19– 26
Direction: Read the sentences below then answer the question by crossing (a), (b),
(c), (d), or (e) in your worksheet!
19. My mother is the apple of my 22. Suse : what are you doing?
eyes. . . Ann : I am looking for my wallet.
What does the sentence mean? The phrase looking for has best
a. Ibuku ada lah sebuah di meaning with . . .
mataku a. Membeli
b. Ayahku ada lah sebuah di b. Melihat
mataku c. Mencari
c. Ibuku adalah sesuatu yang d. Mencuci
berharga dimataku e. Menduga
d. Ayahku adalah sesuatu yang
berharga dimataku
e. Temanku adalah sesuatu
yang berharga dimataku
20. Andi : What are you doing Bob? 23. Bob : what are you doing Ann?
Boby : I am finishing my Math Ann : I am checking my paper. I just
task. What is going on? make it sure that the paper is
And : Good. Stick on it! good enough.
According to the dialogue, the The phrase make it sure has best
word stick has best meaning with. meaning with . . .
.. a. Mencetak
a. Menutup b. Menulis
b. Dekat c. Memberi
c. Membuka d. Membuat
d. Tongkat e. Memastikan
e. Lanjutkan
21. I have sent my letter one month 24. Sue is not only tall but also bright. It is
ago but I have not get the answer seen from academic record in school.
yet. The word bright has best meaning
The word answer has best with . . .
meaning with . . . a. Menjawab
a. Menjawab b. Cerdas
b. Suara c. Jawaban
c. Jawaban d. Seruan
d. Seruan e. Bertanya
e. Bertanya
118
25. Sue : why you look so damn 27. Joe : did not you see my watch Vin?
down Ann? Alvin : watch? Oh, I saw your watch on
Ann : I lost my wallet yesterday the table next to TV.
and I have not find it yet. The word watch has the best meaning
The Phrase damn down has best with . . .
meaning with . . . a. Sedang menonton
a. Bahagia b. Jam tangan
b. Merona c. Menonton
c. Sedih d. Ruangan
d. Menangis e. Kamar
e. Meraung
26. Sanne’s sister is a customer

service.
The word customer has the best
meaning with . . .
a. Pelayan
b. Pelanggan
c. Penasehat
d. Pemilik
e. Penerima
No. 28 – 33
Direction: Read the text below, focus on the blank field and choose the best answer
by crossing the options (a), (b), (c), (d) or (e) in work sheet based on the
audio you heard!
There's a 28 Look inside you and be brave
If you look 29 your heart And you'll finally see the truth
You don't have to be afraid That a hero lies in you
Of what you are
There's an answer It's a long road
If you reach into your soul When you face the world alone
And the sorrow that you know No 31 reach out a hand
Will melt away For you to hold

You can 32 love
And then a hero comes along If 33 search within yourself
With the strength to carry on And the emptiness you felt
And you cast your fears aside Will disappear
And you know you can survive
So when you 30 like hope is gone
119
28. a. Heroes 31. a. life

b. Some heroes b. quiet
c. the hero c. found
d. many heroes d. find
e. hero e. saw
29. a. inside 32. a. they

b. outside b. he
c. above c. she
d. below d. we
e. upside e. you
30. a. feel 33. a. one

b. feelth b. nothing
c. feelings c. none
d. feeling d. dont
e. fallen e. know
120
Appendix 11
VOCABULARY TEST ANSWER SHEET

(POST TEST)
Name :
Stu. Number :
Class :
1 A B C D E 18 A B C D E
17 A B C D E
121
Appendix 12
VOCABULARY TEST ANSWER KEY

(POST TEST)
1 B 26 B
2 A 27 B
3 B 28 E
4 C 29 A
5 C 30 A
6 B 31 D
7 D 32 E
8 C 33 A
9 D
10 A
11 E
12 A
13 B
14 D
15 B
16 D
17 D
18 A
19 C
20 E
21 B
22 C
23 E
24 B
25 C
122
Appendix 13
Result of the Pre-test in the Experimental Class
Statistics
Histogram KELAS
N Valid 37 37
Missing 0 0
Mean 42.7027 6.9730
Median 44.0000 7.0000
Mode 44.00a 6.00a
Std. Deviation 9.84566 1.99286
Variance 96.937 3.971
Range 36.00 7.00
Minimum 24.00 3.00
Maximum 60.00 10.00
a. Multiple modes exist. The smallest value is shown
Score
Cumulative
Frequency Percent Valid Percent Percent
Valid 24 1 2.7 2.7 2.7
28 4 10.8 10.8 13.5
32 4 10.8 10.8 24.3
36 3 8.1 8.1 32.4
40 4 10.8 10.8 43.2
44 6 16.2 16.2 59.5
48 6 16.2 16.2 75.7
52 4 10.8 10.8 86.5
56 3 8.1 8.1 94.6
60 2 5.4 5.4 100.0
Total 37 100.0 100.0

123
Appendix 14
Result of the Pre-test in the Control Class
Statistics
N Valid 38 38
Missing 0 0
Mean 42.4737 6.9474
Median 40.0000 6.0000
Mode 36.00 6.00
Variance 52.202 2.159
Range 24.00 5.00
Minimum 32.00 5.00
Maximum 56.00 10.00
Score
Cumulative
Valid 32 4 10.5 10.5 10.5
34 1 2.6 2.6 13.2
36 8 21.1 21.1 34.2
40 7 18.4 18.4 52.6
44 4 10.5 10.5 63.2
48 7 18.4 18.4 81.6
52 5 13.2 13.2 94.7
56 2 5.3 5.3 100.0
Total 38 100.0 100.0

124
Appendix 15
Result of the Post-test in the Experimental Class
Statistics
NILAIPOSTEX KELAS
N Valid 37 37
Missing 0 0
Mean 73.8919 5.1081
Median 73.0000 5.0000
Mode 73.00 5.00a
Variance 47.932 1.988
Range 30.00 6.00
Minimum 55.00 1.00
Maximum 85.00 7.00
Post-test Result (Experimental Class)
Cumulative
Valid 55 1 2.7 2.7 2.7
61 2 5.4 5.4 8.1
64 2 5.4 5.4 13.5
67 1 2.7 2.7 16.2
70 5 13.5 13.5 29.7
73 9 24.3 24.3 54.1
76 4 10.8 10.8 64.9
79 7 18.9 18.9 83.8
82 4 10.8 10.8 94.6
85 2 5.4 5.4 100.0
Total 37 100.0 100.0

125
Appendix 16
Result of the Post-test in the Control Class
Statistics
N Valid 32 0
Missing 0 32
Mean 53.3750
Median 53.0000
Mode 39.00a
Std. Deviation 12.52546
Variance 156.887
Range 52.00
Minimum 33.00
Maximum 85.00
Score
Cumulative
Valid 33 1 3.1 3.1 3.1
36 2 6.2 6.2 9.4
39 3 9.4 9.4 18.8
40 1 3.1 3.1 21.9
42 1 3.1 3.1 25.0
45 2 6.2 6.2 31.2
48 3 9.4 9.4 40.6
52 3 9.4 9.4 50.0
54 1 3.1 3.1 53.1
55 2 6.2 6.2 59.4
58 3 9.4 9.4 68.8
61 3 9.4 9.4 78.1

126
64 2 6.2 6.2 84.4
67 3 9.4 9.4 93.8
79 1 3.1 3.1 96.9
85 1 3.1 3.1 100.0
Total 32 100.0 100.0

128
123
Appendix 18
THE SCORE OF STUDENTS IN CONTROL CLASS
Class: XI IPS 1 (Control Class)

Students’ Vocabulary Mastery
NO Name Score Note
Pre-test Post-test
1 Afriza Nurrahman 40 67
2 Aldi Fernandes 32 48
3 Alfa Nury Sholeha 34 36
4 Alif Putra Reforman 48 67
5 Andre Jefriansyah 52 61
6 Angga Aldiansyah 40 54
7 Anita Andriyani 36 58
8 Ari Kriswanto 40 39
9 Arif Supriyandi 44 -
10 Danu Setiawan 52 36
11 Dedi Suryadi 48 52
12 Defhan Roelies P. 40 58
13 Deni Krismono 48 -
14 Dewi Lestari 44 55
15 Diki Wahyudi 48 48
16 Dinanti Qurnia Putri 48 45
17 Eka Yuliana 56 85
18 Genta Cahyo Kusumo 32 -
19 Hamzah 32 -
20 Kasnan 36 33
21 M. Billy Bayu Berlian 52 55
22 M. Zukruf Arafudin 36 45
23 Melinda Oktavia 52 52
24 Mia Laras Wati 56 64
25 M. Fadhil Hafizh 36 -
26 Muhriza Alfian 32 42
27 Nuri Wulandari 40 61
28 Nurma Yunito 44 39
29 Ragil Retasi 44 39
30 Ridho Ferran Oktandi 48 64
31 Sandi Aprizal 40 -
32 Supriyandi 36 67
33 Tomi Setiawan 52 61
34 Triyanto 36 48
35 Vivi Melyani 48 58
36 Wahyu Kusuma 36 40
37 Yogi Saputro 36 52
38 Zubaidah 40 79
128
127
124
Appendix 17
THE SCORE OF STUDENTS IN EXPERIMENTAL CLASS
Class: XI IPS 2 (Experimental Class)

Students’ Vocabulary
NO Name Mastery Score Note
Pre-test Post-test
1 Agung Apriansyah 44 85
2 Aji Pangestu 48 76
3 Al Azhar 28 76
4 Alvian Syahdian 24 70
5 Andre Prasetiawan 48 73
6 Andreas Galih Sejati 52 82
7 Alwan Hudari 44 76
8 Andrian Hariandi 48 82
9 Deni Febriandi 28 79
10 Desi Herawati 48 79
11 Faisal Ramadan 28 70
12 Ginanjar Fauzi 48 79
13 Helta Rina 44 79
14 Heriyandi 56 73
15 Joni Setiawan 56 73
16 Jordi Brosnan M. 36 79
17 Kanditia Anra Pagun 56 70
18 Khoiril Anwar 36 76
19 Laila Kurnia 32 70
20 Listy Liana 40 55
21 Miftahul Janah 32 70
22 Muhammad Agus A. 44 73
23 Nurya Anita 48 73
24 Ridwan 40 85
25 Risma Herlinda 44 61
26 Risma Islamiyah 32 79
27 Rista Dwi Jayanti 40 64
28 Rizki Sobari 28 64
29 Rohan Sanjaya 36 73
30 Roni Setiady 40 73
31 Rosa Yulinda 60 73
32 Sita Andria 52 67
33 Siti Aminah 60 82
34 Siti Khotijah 44 79
35 Stevanus Yuswan Danis 52 73
36 Syahrudin 32 61
37 Triana 52 82
128
125
129
Appendix 19
The Result of Normality Test
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Classes Statistic df Sig. Statistic df Sig.
Score Experimental .151 37 .032 .946 37 .074
Control .076 32 .200* .965 32 .385
a. Lilliefors Significance Correction
*. This is a lower bound of the true significance.
The Result of Homogeneity Test
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
X Based on Mean 7.264 1 58 .009
Based on Median 7.087 1 58 .010
Based on Median and with

7.087 1 44.726 .011
adjusted df
Based on trimmed mean 7.514 1 58 .008

130
Appendix 20
Documentation
Tryout
131
Pre-test in Experimental Class
Pre-test in Control Class

132
Treatment
133
Post-test in Experimental Class
Post-test in Control Class

138
Appendix 23
Syllabus
A. Kelas: XI
Alokasi Waktu : 2 jam pelajaran/minggu
Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui
pembelajaran tidak langsung (indirect teaching) pada pembelajaran
Kompetensi Pengetahuan dan Kompetensi Keterampilan melalui
keteladanan, pembiasaan, dan budaya sekolah dengan memperhatikan
karaktersitik mata pelajaran serta kebutuhan dan kondisi peserta didik.
Penumbuhan dan pengembangan Kompetensi Sikap dilakukan

sepanjang proses pembelajaran berlangsung dan dapat digunakan
sebagai pertimbangan guru dalam mengembangkan karakter peserta
didik lebih lanjut.
Pembelajaran untuk kompetensi pengetahuan dan kompetensi

keterampilan sebagai berikut ini.
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.9 Menafsirkan  Fungsi sosial - Membahas hal-hal

fungsi sosial dan Mengembangkan nilai- yang terkait dengan
unsur nilai kehidupan dan tema lagu yang
kebahasaan lirik liriknya akan segera
karakter yang positif
lagu terkait dibaca
kehidupan  Unsur kebahasaan - Membaca dan
remaja - Kosa kata dan tata mencermati isi lirik
SMA/MA/SMK/ bahasa dalam lirik lagu terkait dengan
MAK lagu pembahasan
- Ucapan, tekanan sebelumnya
4.9 Menangkap kata, intonasi, ejaan, - Menyimak, dan
makna secara tanda baca, dan menirukan guru
kontekstual tulisan tangan membaca lirik lagu
terkait fungsi  Topik secara bermakna
sosial dan unsur - Menyebutkan bagian-
Hal-hal yang dapat
kebahasaan lirik bagian yang terkait
memberikan
lagu terkait keteladanan dan dengan pesan-
kehidupan menumbuhkan pesantertentu
remaja perilaku yang termuat - Membahas pemilihan
SMA/MA/SMK/ di KI kata tertentu terkait
MAK dengan tema lagu
- Melakukan refleksi
tentang proses dan
hasil belajarnya
139
Appendix 24
Lesson Plan of Experimental Class
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : SMA N 1 Penengahan
Kelas/Semester : XI/2
Aspek/Skill : Kosakata/Mendengarkan
Alokasi Waktu : 2 x 45 menit (1 pertemuan)
I. Kompetensi Inti (KI)
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta
bertindak secara efektif dan kreatif, dan mampu menggunakan metoda sesuai
kaidah keilmuan.
140
II. Kompetensi Dasar (KD)
3.9 Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan
remaja SMA/MA/SMK/MAK.
4.9 Menangkap makna secara kontekstual terkait fungsi sosial dan unsur
kebahasaan lirik lagu terkait kehidupan remaja SMA/MA/SMK/MAK.
III. Indikator
1. Peserta didik mampu mendengarkan kosakata berupa kata benda (noun)
dalam lagu dengan baik.
2. Peserta didik dapat menulis beberapa kosakata berupa kata benda (noun)
berdasarkan lagu yang mereka dengar.
3. Peserta didik mampu mengingat kosakata baru berupa kata benda (noun) yang
diberikan.
IV. Tujuan Pembelajaran
Diakhir pembelajaran peserta didik diharapkan mampu:
1. Mendengarkan kosakata berupa kata benda (noun) dalam lagu dengan baik
2. Menulis beberapa kosakata berupa kata benda (noun) berdasarkan lagu yang
mereka dengar ditandai kemampuan menyusun ulang huruf-huruf (rearrange
letters) berdasarkan lagu diperdengarkan.

141
3. Mampu mengingat kosakata baru berupa kata benda (noun) yang diberikan
dengan cara mengisi kosakata fill in the blank berdasarkan lagu
diperdengarkan.
V. Materi Pembelajaran
Everything is Once –Lenka. (Terlampir)
a. Fungsi sosial
Mengembangkan nilai-nilai kehidupan dan karakter yang positif
b. Unsur kebahasaan
- Kosa kata dan tata bahasa dalam lirik lagu
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
c. Topik
Hal-hal yang dapat memberikan keteladanan dan menumbuhkan perilaku
yang termuat di KI
VI. Sumber/Media Pembelajaran
Media : White board, marker, audio/mp3, dan kamus.
Sumber :
1) Kementrian Pendidikan Kebudayaan. 2016. Bahasa Inggris SMA Kelas XI
Semester 2. Jakarta: Kementrian Pendidikan dan Kebudayaan.
2) Frank, Marcella. Modern English. 1972. A Practical Reference Guide.
Englewood Cliffs, New Jersey.

142
VII. Metode Pembelajaran
Technique : Text Twist Game
Model pembelajaran : Project Based Learning
VIII. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Pembelajaran
Fase Waktu
Guru Peserta Didik
Pendahuluan  Guru memberi salam.  Peserta didik menjawab salam. 5
 Peserta didik dan guru berdo’a  Peserta didik dan guru berdo’a Menit
bersama. bersama.
 Guru mengecek kehadiran bersama  Peserta didik mendengarkan dengan
didik. baik.
 Guru memberi apersepsi dengan  Peserta didik mendengarkan dengan
mengulas materi pelajaran pada baik dan menjawab semua
pertemuan sebelumnya. pertanyaan-pertanyaan guru.
 Guru menyampaikan kompetensi  Peserta didik mendengarkan dengan
dasar dan tujuan yang akan baik apa yang disampaikan oleh guru.
dicapai.  Peserta didik duduk berkelompok
 Guru mengondisikan peserta didik dengan kondusif.
untuk duduk secara berkelompok.
Kegiatan Observing Observing 10
Inti  Guru membimbing peserta didik  Peserta didik mendengarkan lagu Menit
untuk mendengarkan dengan dengan seksama lagu “Everything is
seksama lagu “Everything is Once Once -Lenka”.
-Lenka”.  Peserta didik mengidentifikasi
 Guru membimbing peserta didik kosakata-kosakata yang mereka
mengidentifikasi kosakata- dengar dari lagu yang diputar
kosakata yang mereka dengar dari “Everything is Once -Lenka”.
lagu yang diputar “Everything is
Once -Lenka”.
5
Questioning Questioning
 Guru membimbing peserta didik  Peserta didik Menit
mempertanyakan
mempertanyakan perihal arti perihal perihal arti kosakata yang
kosakata yang mereka dapat dari mereka dapat dari lagu yang diputar
143
lagu yang diputar atau atau diperdengarkan.

diperdengarkan. 35
Experimenting Experimenting Menit

 Guru membimbing peserta didik  Peserta didik mengingat kosakata
untuk mengingat kosakata yang yang ada di dalam lagu “Everything
ada di dalam lagu “Everything is is Once -Lenka”. yang telah diputar
Once -Lenka” yang telah diputar dengan cara menerapkan permainan
dengan cara menerapkan Text Twist.
permainan Text Twist.  Salah satu kelompok dari peserta
 Guru membagi peserta didik didik bersama guru melakukan demo
menjadi beberapa kelompok. tentang Text Twist Game.
 Guru menjelaskan peraturan dan  Salah satu peserta didik (berasal dari
prosedur permainan Text Twist. group) membaca huruf-huruf yang
 Guru memilih salah satu telah diberikan.
kelompok untuk melakukan demo  Peserta didik memulai permainan
tentang Text Twist Game. ketika mendengar aba-aba “Go” dari
 Guru menunjuk salah satu guru.
kelompok sebagai kelompok yang  Peserta didik menulis jawaban di
mendapat giliran pertama. kertas (scoreboard) yang telah
 Guru memberikan kumpulan disediakan yakni dengan membuat
huruf-huruf dimulai dari kosakata baru dari huruf yang telah
kumpulan 3 huruf. diberikan.
 Guru membimbing salah satu  Peserta didik mencoba meerka dan
peserta didik (berasal dari group) menulis kata-kata yang belum
untuk membaca huruf-huruf yang berhasil mereka tebak setelah huruf-
telah diberikan. hurf tersebut diacak ulang oleh guru.
 Guru membimbing peserta didik  Setelah 2 menit secara berkelompok
unuk memulai permainan dengan peserta didik kemudian melanjutkan
cara diberi aba-aba “Go”. di rounde selanjutnya yaitu 4 huruf
 Guru membimbing peserta didik dan mengulangi prosedur yang sama
untuk menulis jawaban di kertas hingga sampai pada ronde ke 5
(scoreboard) yang telah yakni dengan 7 huruf.
disediakan yakni dengan  Peserta didik memeberikan jawaban
membuat kosakata baru dari huruf setelah semua ronde dilewati kepada
yang telah diberikan. guru.
 Setelah beberapa saat guru  Peserta didik menunjuk salah satu
kemudian mengacak ulang huruf- dari mereka sebagai perwakilan
huruf yang diberikan dengan cara group menuliskan jawaban di papan
menempelkan susunan huruf- tulis.
144
huruf baru.
 Setelah 2 menit guru kemudian
mengganti huruf-huruf yang
diberikan menjadi 4 huruf dan
mengulangi prosedur yang sama
hingga sampai pada ronde ke 5
yakni dengan 7 huruf.
 Setelah semua ronde dilewati
jawaban dari peserta didik
kemudian diserahkan kepada
guru.
 Guru membimbing peserta didik
untuk menunjuk salah satu dari
mereka sebagai perwakilan group
menuliskan jawaban di papan 20
tulis.
Menit
Associating Associating
 Guru membimbing peserta didik  Peserta didik soal berdasarkan lagu
mengerjakan soal berdasarkan yang diperdengarkan “Drug in Me is
lagu yang diperdengarkan “Drug You”.
in Me is You”. 10
Menit
Communicating Communicating
 Guru dan peserta didik membahas  Guru dan peserta didik membahas
hasil pekerjaan peserta didik. hasil pekerjaan peserta didik.
Penutup  Guru meminta Peserta didik untuk  Peserta didik menyimpulkan apa 5
menyimpulkan apa yang telah yang telah dipelajari. Menit
dipelajari.  Peserta didik mengungkapkan apa
 Guru bertanya tentang kesulitan- saja kesulitan-kesulitan yang mereka
kesulitan yang dihadapi peserta hadapi dalam memahami Materi
didik dalam pelajaran vocabulary pelajaran vocabulary (Chapter 10:
(Chapter 10: Meaning through Meaning through Music).
Music).  Peserta didik mendengarkan dengan
 Guru dan peserta didik berdo’a baik dan hal-hal yang diperlukan.
sebelum meninggalkan kelas.  Peserta didik berdo’a sebelum
 Guru dan peserta didik meninggalkan kelas
mengucapkan salam perpisahan.  Peserta didik mengucapkan salam
perpisahan.
145
IX. Penilaian
1. Jenis tagihan : Tes tertulis
2. Bentuk instrument : jumble letters and fill in the blank
3. Instrument : (terlampir)
4. Teknis Penilaian : × 100 =
Penengahan, …………….. 2017

Mengetahui,
Guru Mapel Bhs. Inggris, Mahasiswa Peneliti,
Ida Sri Wahyuni, S. Pd Nasrudin

NIP. 198110131 201101 2 002 NPM. 1311040163
Kepala SMA Negeri 1 Penengahan,
Drs. Hariri
NIP. 19611207 199003 1 001
146
Lampiran 1
Materi Pembelajaran
Mendengarkkan Lagu
147
Lampiran 2
Instrumen Permainan Text Twist
TEXT TWIST GAME
A. Soal Permainan
1. Three Letters
Instruction: Read jumble word the and clue below the underline and answer and
find the meaning as fast as possible!
X F O
1) Clue : a carnivorous mammal of the dog family with a pointed muzzle and
bushy tail.
Answer :
Meaning :
D Y A
2) Clue : a period of twenty-four hours as a unit of time

Answer :
Meaning :
U S N
3) Clue : the star around which the earth orbits.

Answer :
Meaning :
A S E
4) Clue : the expanse of salt water.

Answer :
Meaning :
C I E
5) Clue : frozen water, a brittle, transparent crystalline solid.

Answer :
Meaning :
148
2. Four Letters
E A R B
1) Clue : a large, heavy, mammal that walks on the soles of its feet.
Answer :
Meaning :
D W O R
2) Clue : a single distinct meaningful element of speech or writing.

Answer :
Meaning :
D T O A
3) Clue : a tailless amphibian with a short stout body and short legs.
Answer :
Meaning :
R D A O
4) Clue : a wide way leading from one place to another.

Answer :
Meaning :
T I E B
5) Clue : an act of biting into something in order to eat it.

Answer :
Meaning :
149
3. Five Letters
E S H O U
1) Clue : a building for human habitation

Answer :
Meaning :
S E M O U
2) Clue : a small rodent that typically has a pointed snout

Answer :
Meaning :
T N I H G
3) Clue : the period of darkness in each twenty-four hours

Answer :
Meaning :
L E W H A
4) Clue : a very large marine mammal with a streamlined hairless body

Answer :
Meaning :
Q E E U N
5) Clue : the female ruler of an independent state

Answer :
Meaning :
150
4. Six Letters
L Y F A M I
1) Clue : a group consisting of parents and children living together in a

household.
Answer :
Meaning :
L I D E R G
2) Clue : a light aircraft that is designed to fly for long periods without using
an engine.
Answer :
Meaning :
Y D L O M E
3) Clue : a sequence of single notes that is musically satisfying.

Answer :
Meaning :
5. Seven Letters
E R F I X T U
1) Clue : a piece of equipment or furniture that is fixed in position in a
building or vehicle.
Answer :
Meaning :
T U R E P I C
2) Clue : a painting or drawing.

Answer :
151
Meaning :
S R D E L I G
3) Clue : some light aircraft that is designed to fly for long periods without
using an engine.
Answer :
Meaning :
B. Kunci Jawaban Permainan Text Twist
NO WORDS MEANING No WORDS MEANING

1 Fox Rubah 12 Mouse Tikus
2 Day Hari 13 Night Malam
3 Sun Matahari 14 Whale Ikan Paus
4 Sea Laut 15 Queen Ratu
5 Ice Es 16 Family Keluarga
6 Bear Beruang 17 Glider Peluncur
7 Word Kata 18 Melody Melodi
8 Toad Katak 19 Fixture Peralatan Tetap
9 Road Jalan 20 Picture Gambar
10 Bite Gigitan 21 Gliders Pesawat-pesawat
11 House Rumah 22
C. Teknis Penilaian Permaninan Text Twist
ℎ
× 100 = …
ℎ
Catatan:
Jawaban benar poin =1
Jawaban salah poin =0
Jumlah skor maksimum =2
152
Appendix 25
masalah.
kaidah keilmuan.
153
III. Indikator
1. Peserta didik mampu mendengarkan kosakata berupa kata kerja (verb) dalam
lagu dengan baik.
2. Peserta didik dapat menulis beberapa kosakata berupa kata kerja (verb)
3. Peserta didik mampu mengingat kosakata baru berupa kata kerja (verb) yang
diberikan.
1. Mendengarkan kosakata berupa kata kerja (verb) dalam lagu dengan baik
2. Menulis beberapa kosakata berupa kata kerja (verb) berdasarkan lagu yang
3. Mampu mengingat kosakata baru berupa kata kerja (verb) yang diberikan
diperdengarkan.
154
Hero –Maria Carsey (terlampir)
a. Fungsi sosial
b. Unsur kebahasaan
c. Topik
yang termuat di KI
Sumber :
1) Kementrian Pendidikan Kebudayaan 2016. Bahasa Inggris SMA Kelas XI
Pendekatan : Scientific Approach

155
Fase Waktu
Guru Peserta Didik
bersama. bersama.
didik. baik.
untuk mendengarkan dengan dengan seksama lagu “Hero” by
seksama lagu “Hero” by Mariah Mariah Carey.
Carey.  Peserta didik mengidentifikasi
mengidentifikasi kosakata- dengar dari lagu yang diputar (Stand
kosakata yang mereka dengar dari By Me” by Ben E King).
lagu yang diputar (“Hero” by
Mariah Carey).
5
mempertanyakan
diperdengarkan.
35
Experimenting Experimenting Menit
 Guru membimbing peserta didik  Peserta didik mengingat kosakata
untuk mengingat kosakata yang yang ada di dalam lagu “Hero” by
ada di dalam lagu “Hero” by Mariah Carey yang telah diputar
Mariah Carey yang telah diputar dengan cara menerapkan permainan
156
dengan cara menerapkan Text Twist.

huruf baru.
157

guru.
menuliskan jawaban di papan
tulis.
20
Associating Associating Menit
 Guru membimbing peserta didik  Peserta didik menegerjakan soal
mengerjakan soal berdasarkan berdasarkan lagu yang
lagu yang diperdengarkan “Hero” diperdengarkan “Hero” by Mariah
by Mariah Carey. Carey.
10
Communicating
Menit
 Guru dan peserta didik membahas Communicating
hasil pekerjaan peserta didik.  Guru dan peserta didik membahas
hasil pekerjaan peserta didik.
perpisahan.
158
IX. Penilaian

Mengetahui,

NIP. 198110131 201101 2 002 NPM. 1311040163
Drs. Hariri
NIP. 19611207 199003 1 001
159
Lampiran 1
Materi Pembelajaran
160
Lampiran 2
TEXT TWIST GAME
A. Soal Permainan
1. Three Letters
N C A
1) Clue : be able to
Answer :
Meaning :
E E F
2) Clue : a payment made to a professional person

Answer :
Meaning :
I E L
3) Clue : be in or assume a horizontal or resting position on a supporting

surface
Answer :
Meaning :
E S E
4) Clue : perceive with the eyes

Answer :
Meaning :
T L E
5) Clue : not prevent or forbid

Answer :
Meaning :
161
2. Four Letters Twist 1

O O K L
1) Clue : direct one's gaze toward someone or something

Answer :
Meaning :
T E L M
2) Clue : make or become liquefied by heat

Answer :
Meaning :
T C S A
3) Clue : throw (something) forcefully in a specified direction

Answer :
Meaning :
E E F L
4) Clue : be aware of (a person or object) through touching or being touched

Answer :
Meaning :
N I D F
5) Clue : discover or perceive by chance or unexpectedly

Answer :
Meaning :
162
3. Five Letters
E A H C R
1) Clue : discover or perceive by chance or unexpectedly

Answer :
Meaning :
O S M E C
2) Clue : move or travel toward or into a place thought of as near or familiar to

the speaker
Answer :
Meaning :
S W N O K
3) Clue : be aware of through observation, inquiry, or information

Answer :
Meaning :
R R Y C A
4) Clue : support and move (someone or something) from one place to another
Answer :
Meaning :
I N T K H
5) Clue : have a particular opinion, belief, or idea about someone or something

Answer :
Meaning :
163
4. Six Letters
S D E R A M
1) Clue : experience dreams during sleep

Answer :
Meaning :
R E P P A A
2) Clue : come into sight

Answer :
Meaning :
L O W L O F
3) Clue : act in reaction to

Answer :
Meaning :
E A C R S H
4) Clue : looking for

Answer :
Meaning :
S R E W A N
5) Clue : an emotional state or reaction

Answer :
Meaning :
164
5. Seven Letters
S H E R C E A
1) Clue : arrive at; get as far as

Answer :
Meaning :
V I E V S U R
2) Clue : continue to live or exist

Answer :
Meaning :
S A N W E R S
3) Clue : say or write something to deal with or as a reaction to someone or

something
Answer :
Meaning :
K I N G L O O
4) Clue : looking for

Answer :
Meaning :
F L E E I G N
5) Clue : an emotional state or reaction

Answer :
Meaning :
165
NO WORDS MEANING
1 Can Dapat
2 Fee Membayar
3 Lie Berbohong
4 See Melihat
5 Let Mempersilakan
6 Look Melihat
7 Melt Melebur
8 Cast Melempar
9 Feel Merasakan
10 Find Menemukan
11 Reach Menggapai
12 Comes Datang
13 Knows Mengetahui
14 Carry Membawa
15 Think Memikirkan
16 Dreams Bermimpi
17 Appear Menghadap
18 Follow Mengikuti
19 Search Mencari
20 Answer Menjawab
21 Reaches Mengapai
22 Survive Menyelamatkan Nyawa
23 Answers Menjawab
24 Looking Mencari
25 Feeling Merasakan
ℎ
× 100 = …
ℎ
Catatan:
Jumlah skor maksimum = 25
166
Appendix 26
masalah.
kaidah keilmuan.
167
III. Indikator
1. Peserta didik mampu mendengarkan kosakata berupa kata keterangan
(adjective) dalam lagu dengan baik.
2. Peserta didik dapat menulis beberapa kosakata berupa kata keterangan
(adjective berdasarkan lagu yang mereka dengar.
3. Peserta didik mampu mengingat kosakata baru berupa kata keterangan
(adjective) yang diberikan.
1. Mendengarkan kosakata berupa kata keterangan (adjective) dalam lagu
dengan baik
2. Menulis beberapa kosakata berupa kata keterangan (adjective) berdasarkan
lagu yang mereka dengar ditandai kemampuan menyusun ulang huruf-huruf
(rearrange letters) berdasarkan lagu diperdengarkan.

168
3. Mampu mengingat kosakata baru berupa kata keterangan (adjective) yang
diberikan dengan cara mengisi kosakata fill in the blank berdasarkan lagu
diperdengarkan.
"Adjectives –Mr. T. Experience" – kata sifat (adjectives). (Terlampir)
a. Fungsi sosial
b. Unsur kebahasaan
c. Topik
yang termuat di KI
Sumber :

169
Fase Waktu
Guru Peserta Didik
bersama. bersama.
didik. baik.
untuk mendengarkan dengan dengan seksama lagu “Adjectives -
seksama lagu “Adjectives -Mr. T. Mr. T. Experience”.
Experience”.  Peserta didik mengidentifikasi
kosakata yang mereka dengar dari “Adjectives -Mr. T. Experience”.
lagu yang diputar “Adjectives -Mr.
T. Experience”.
5
mempertanyakan
170
diperdengarkan.
35
Experimenting Experimenting
 Guru membimbing peserta didik  Peserta didik mengingat kosakata Menit
untuk mengingat kosakata yang yang ada di dalam lagu “Adjectives -
ada di dalam lagu “Adjectives - Mr. T. Experience”. yang telah
Mr. T. Experience” yang telah diputar dengan cara menerapkan
diputar dengan cara menerapkan permainan Text Twist.
huruf baru.
171

guru.
menuliskan jawaban di papan
tulis. 20
Associating Menit
Associating
 Guru membimbing peserta didik  Peserta didik soal berdasarkan lagu
mengerjakan soal berdasarkan yang diperdengarkan The Spirit
lagu yang diperdengarkan The Carries On
Spirit Carries On.
10
Communicating Communicating Menit
 Guru dan peserta didik membahas  Guru dan peserta didik membahas
perpisahan.
172
IX. Penilaian
2. Bentuk instrumen : jumble letters and fill in the blank
3. Instrumen : (terlampir)

Mengetahui,

NIP. 198110131 201101 2 002 NPM. 1311040163
Drs. Hariri
NIP. 19611207 199003 1 001
173
Lampiran 1
Materi Pembelajaran
"Adjectives –Mr. T. Experience"
Got home from camping last spring, We hiked around without care,
saw people, places, and things. then we ran into a bear.
We barely had arrived, He was a hairy bear, he was a scary bear,
friends asked us to describe we made a hasty retreat from his lair.
the people, places, and every last thing. And described him with adjectives.
So we unpacked our adjectives. Woah boy, that was one big ugly bear.
I unpacked frustrating first, Next time you go on a trip,
reached in and found the word worst. remember this little tip,
Then I picked soggy, next I picked foggy, and The minute you get back, they'll ask you this
then I was ready to tell them my tale. and that,
'Cause I'd unpacked my adjectives. you can describe people, places and things,
Adjectives are words you use to really describe simply unpack your adjectives.
things, handy words to carry around.
You can do it with adjectives.
Days are sunny, or they're rainy. Tell about it with adjectives.
Boys are dumb, or else they're brainy. You can shout it with adjectives.
Adjectives can show you which way. Oh oh oh adjectives.
Adjectives are often used to help us compare Oh oh oh adjectives.
things, say how thin, how fat, how short, how Darn, that's the end.
tall. Retrieved from: http://kumpulanilmu.com/lirik-lagu-
barat/53933/lirik-lagu-barat-judul-adjectives-artis-mr-t-
experience.html
Girls who are tall get taller,
boys who are small get smaller,
'til one is the tallest and one is the smallest of
all.
174
Lampiran 2
TEXT TWIST GAME
A. Soal Permainan
1. Three Letters
A T F
1) Clue : having a large amount of excess flesh.

Answer :
Meaning :
L A L
2) Clue : total of something

Answer :
Meaning :
O E N
3) Clue : a single person or thing

Answer :
Meaning :
G B I
4) Clue : large size

Answer :
Meaning :
175
2. Four Letters
S A T L
1) Clue : coming after all others in time or order

Answer :
Meaning :
T L L A
2) Clue : of great or more than average height

Answer :
Meaning :
N H I T
3) Clue : having opposite surfaces or sides close together

Answer :
Meaning :
B M U D
4) Clue : temporarily unable or unwilling to speak

Answer :
Meaning :
G L Y U
5) Clue : unpleasant or repulsive

Answer :
Meaning :
176
3. Five Letters
G G Y S O
1) Clue : wet and soft.

Answer :
Meaning :
G G Y F O
2) Clue : full of or accompanied by fog

Answer :
Meaning :
E A D Y R
3) Clue : in a suitable state for an activity

Answer :
Meaning :
T R O H S
4) Clue : measuring a small distance from end to end

Answer :
Meaning :
S M L L A
5) Clue : of a size that is less than normal or usual

Answer :
Meaning :
177
4. Six Letters
B R A I Y N
1) Clue : having or showing intelligence.

Answer :
Meaning :
L E M S I P
2) Clue : easily understood or done

Answer :
Meaning :
E R T A L L
3) Clue : of great or more than average height

Answer :
Meaning :
T L T L I E
4) Clue : small in size

Answer :
Meaning :
178
5. Seven Letters
S M L L A E R
1) Clue : of a size that is more less than normal or usual
Answer :
Meaning :
S T A L L T E
2) Clue : Someone or something that is tall has a greater height than is normal
or average
Answer :
Meaning :
S T I G G E B
3) Clue : large size
Answer :
Meaning :

1 Fat Gemuk 12 Ready Siap
2 All Seluruh 13 Short Pendek
3 One Satu 14 Small Kecil
4 Big Besar 15 Brainy Cerdas
5 Last Terakhir 16 Simple Sederhana
6 Tall Tinggi 17 Taller Lebih tinggi
7 Thin Tipis 18 Little Sedikit
8 Dumb Bisu 19 Smaller Paling kecil
9 Ugly Jelek 20 Tallest Tertinggi
10 Soggy Basah 21 Biggest Terbesar
11 Foggy Berkabut 22

ℎ Catatan:
× 100
ℎ Jawaban benar poin =1
= … Jawaban salah poin =0
179
Appendix 27
Lesson Plan of Control Class
masalah.
kaidah keilmuan.
180
III. Indikator
1. Peserta didik mampu mendengarkan kosakata berupa kata benda (noun)
dalam lagu dengan baik.
2. Peserta didik dapat menulis beberapa kosakata berupa kata benda (noun)
3. Peserta didik mampu mengingat kosakata baru berupa kata benda (noun) yang
diberikan.
1. Mendengarkan kosakata berupa kata benda (noun) dalam lagu dengan baik
2. Menulis beberapa kosakata berupa kata benda (noun) berdasarkan lagu yang

181
3. Mampu mengingat kosakata baru berupa kata benda (noun) yang diberikan
diperdengarkan.
Everything is Once –Lenka. (Terlampir)
a. Fungsi sosial
b. Unsur kebahasaan
c. Topik
yang termuat di KI.
Sumber :

182
Technique : Translation Technique
Fase Waktu
Guru Peserta Didik
bersama. bersama.
didik. baik.
untuk mendengarkan dengan dengan seksama lagu Everything is
seksama lagu Everything is Once Once –Lenka.
–Lenka.  Peserta didik mengidentifikasi
kosakata yang mereka dengar dari Everything is Once –Lenka.
lagu yang diputar Everything is
Once –Lenka.
 Guru membimbing peserta didik  Peserta didik 5
mempertanyakan
mempertanyakan perihal arti perihal perihal arti kosakata yang Menit
183
diperdengarkan.
 Guru memberikan kosakata-
kosakata terkait lirik dari lagu
yang telah diperdengarkan
Experimenting
Experimenting
 Peserta didik menterjemahkan 35
kosakata yang belum mereka pahami Menit
untuk menterjemahkan kosakata
yang didapat dari lagu.
yang belum mereka pahami yang
 Peserta didik mengingat kosakata
didapat dari lagu.
terkait lirik lagu “Hero” by Mariah
Carey yang telah diperdengarkan.
untuk menghafal kosakata-
kosakata terkait lirik lagu yang
telah mereka terjemahkan.
Associating 20
Associating
 Peserta didik mengerjakan soal Menit
berdasarkan lagu yang
mengerjakan soal berdasarkan
diperdengarkan “Drug in Me is
lagu yang diperdengarkan “Drug
You”.
in Me is You”.
Communicating 10
Communicating
 Guru dan peserta didik membahas
 Guru dan peserta didik membahas Menit
perpisahan.
184
IX. Penilaian

Mengetahui,

NIP. 198110131 201101 2 002 NPM. 1311040163
Drs. Hariri
NIP. 19611207 199003 1 001
185
Lampiran 1
Materi Pembelajaran
Mendengarkkan Lagu
186
Lampiran 2
Instrumen Penilaian
WORDS POWER
A. Kosakata Hari Ini B. Kunci Jawaban

1 Fox 1. Fox Rubah
2 Day 2. Day Hari
3 Sun 3. Sun Matahari
4 Sea 4. Sea Laut
5 Ice 5. Ice Es
6 Bear 6. Bear Beruang
7 Word 7. Word Kata
8 Toad 8. Toad Katak
9 Road 9. Road Jalan
10 Bite 10. Bite Gigitan
11 House 11. House Rumah
12 Mouse 12. Mouse Tikus
13 Night 13. Night Malam
14 Whale 14. Whale Ikan Paus
15 Queen 15. Queen Ratu
16 Family 16. Family Keluarga
17 Glider 17. Glider Peluncur
18 Melody 18. Melody Melodi
19 Fixture 19. Fixture Peralatan Tetap
20 Picture 20. Picture Gambar
21 Gliders 21. Gliders Pesawat-pesawat
C. Teknis Penilaian Vocabulary (Translation Technique)
ℎ
× 100 = …
ℎ
Catatan:
187
Appendix 28
masalah.
kaidah keilmuan.
188
III. Indikator
1. Peserta didik mampu mendengarkan kosakata berupa kata kerja (verb) dalam
lagu dengan baik.
2. Peserta didik dapat menulis beberapa kosakata berupa kata kerja (verb)
3. Peserta didik mampu mengingat kosakata baru berupa kata kerja (verb) yang
diberikan.
1. Mendengarkan kosakata berupa kata kerja (verb) dalam lagu dengan baik
2. Menulis beberapa kosakata berupa kata kerja (verb) berdasarkan lagu yang

189
3. Mampu mengingat kosakata baru berupa kata kerja (verb) yang diberikan
diperdengarkan.
Hero –Maria Carsey (terlampir)
a. Fungsi sosial
b. Unsur kebahasaan
c. Topik
yang termuat di KI
Sumber :
1) Kementrian Pendidikan Kebudayaan 2016. Bahasa Inggris SMA Kelas XI

190
Fase Waktu
Guru Peserta Didik
bersama. bersama.
didik. baik.
untuk mendengarkan dengan dengan seksama lagu “Hero” by
seksama lagu “Hero” by Mariah Mariah Carey.
Carey.  Peserta didik mengidentifikasi
mengidentifikasi kosakata- dengar dari lagu yang diputar (Stand
kosakata yang mereka dengar dari By Me” by Ben E King).
lagu yang diputar (“Hero” by
Mariah Carey).
mempertanyakan
191
diperdengarkan.
Experimenting 35
Experimenting
 Peserta didik menterjemahkan
 Guru membimbing peserta didik Menit
kosakata yang belum mereka pahami
didapat dari lagu.
20
Associating
Associating Menit
 Peserta didik mengerjakan soal
diperdengarkan “Hero” by Mariah
lagu yang diperdengarkan “Hero”
Carey.
by Mariah Carey.
Communicating 10
Communicating
 Guru dan peserta didik membahas Menit
perpisahan.
192
IX. Penilaian

Mengetahui,

NIP. 198110131 201101 2 002 NPM. 1311040163
Drs. Hariri
NIP. 19611207 199003 1 001
Lampiran 1 193
Materi Pembelajaran
194
Lampiran 2
Instrumen Penilaian
WORD POWER
Instruction: Read the words bellow then fill the right side columns with the meaning
of words.
NO WORDS MEANING
1 Can
2 Fee
3 Lie
4 See
5 Let
6 Look
7 Melt
8 Cast
9 Feel
10 Find
11 Reach
12 Comes
13 Knows
14 Carry
15 Think
16 Dreams
17 Appear
18 Follow
19 Search
20 Answer
21 Reaches
22 Survive
23 Answers
24 Looking
25 Feeling
B. Kunci Jawaban
NO WORDS MEANING
1 Can Dapat
2 Fee Membayar
3 Lie Berbohong
4 See Melihat
5 Let Mempersilakan
6 Look Melihat
7 Melt Melebur
8 Cast Melempar
195
9 Feel Merasakan
10 Find Menemukan
11 Reach Menggapai
12 Comes Datang
13 Knows Mengetahui
14 Carry Membawa
15 Think Memikirkan
16 Dreams Bermimpi
17 Appear Menghadap
18 Follow Mengikuti
19 Search Mencari
20 Answer Menjawab
21 Reaches Mengapai
22 Survive Menyelamatkan Nyawa
23 Answers Menjawab
24 Looking Mencari
25 Feeling Merasakan
C. Teknis Penilaian
ℎ
× 100 = …
ℎ
Catatan:
196
Appendix 29
masalah.
kaidah keilmuan.
197
III. Indikator
1. Peserta didik mampu mendengarkan kosakata berupa kata keterangan
(adjective) dalam lagu dengan baik.
2. Peserta didik dapat menulis beberapa kosakata berupa kata keterangan
(adjective berdasarkan lagu yang mereka dengar.
3. Peserta didik mampu mengingat kosakata baru berupa kata keterangan
(adjective) yang diberikan.
1. Mendengarkan kosakata berupa kata keterangan (adjective) dalam lagu
dengan baik
2. Menulis beberapa kosakata berupa kata keterangan (adjective) berdasarkan
lagu yang mereka dengar ditandai kemampuan menyusun ulang huruf-huruf
(rearrange letters) berdasarkan lagu diperdengarkan.

198
3. Mampu mengingat kosakata baru berupa kata keterangan (adjective) yang
diberikan dengan cara mengisi kosakata fill in the blank berdasarkan lagu
diperdengarkan.
" Adjectives –Mr. T. Experience" – kata keterangan (adjective). (terlampir)
a. Fungsi sosial
b. Unsur kebahasaan
c. Topik
yang termuat di KI
Sumber :

199
Fase Waktu
Guru Peserta Didik
bersama. bersama.
didik. baik.
untuk mendengarkan dengan dengan seksama lagu “Adjectives –
seksama lagu “Adjectives –Mr. T. Mr. T. Experience”.
Experience”.  Peserta didik mengidentifikasi
kosakata yang mereka dengar dari “Adjectives –Mr. T. Experience”.
lagu yang diputar “Adjectives –
Mr. T. Experience”.
mempertanyakan
200
diperdengarkan.
35
Experimenting Experimenting
 Guru membimbing peserta didik Menit
 Peserta didik menterjemahkan
kosakata yang belum mereka pahami
didapat dari lagu.
20
Associating Menit
Associating
 Peserta didik mengerjakan soal
lagu yang diperdengarkan The
diperdengarkan The Spirit Carries
Spirit Carries On.
On.
10
Communicating
Communicating Menit
perpisahan.
201
IX. Penilaian
2. Bentuk instrument : filling in the blank and finding the meaning

Mengetahui,

NIP. 198110131 201101 2 002 NPM. 1311040163
Drs. Hariri
NIP. 19611207 199003 1 001
202
Lampiran 1
Materi Pembelajaran
"Adjectives –Mr. T. Experience"
Got home from camping last spring, We hiked around without care,
saw people, places, and things. then we ran into a bear.
We barely had arrived, He was a hairy bear, he was a scary bear,
friends asked us to describe we made a hasty retreat from his lair.
the people, places, and every last thing. And described him with adjectives.
So we unpacked our adjectives. Woah boy, that was one big ugly bear.
I unpacked frustrating first, Next time you go on a trip,
reached in and found the word worst. remember this little tip,
Then I picked soggy, next I picked foggy, and The minute you get back, they'll ask you this
then I was ready to tell them my tale. and that,
'Cause I'd unpacked my adjectives. you can describe people, places and things,
Adjectives are words you use to really describe simply unpack your adjectives.
things, handy words to carry around.
You can do it with adjectives.
Days are sunny, or they're rainy. Tell about it with adjectives.
Boys are dumb, or else they're brainy. You can shout it with adjectives.
Adjectives can show you which way. Oh oh oh adjectives.
Adjectives are often used to help us compare Oh oh oh adjectives.
things, say how thin, how fat, how short, how Darn, that's the end.
tall. Retrieved from: http://kumpulanilmu.com/lirik-lagu-
barat/53933/lirik-lagu-barat-judul-adjectives-artis-mr-t-
experience.html
Girls who are tall get taller,
boys who are small get smaller,
'til one is the tallest and one is the smallest of
all.
203
Lampiran 2
Instrumen Penilaian
WORDS POWER
A. Kosakata Hari Ini B. Kunci Jawaban

1 Fat 1. Fat Gemuk
2 All 2. All Seluruh
3 One 3. One Satu
4 Big 4. Big Besar
5 Last 5. Last Terakhir
6 Tall 6. Tall Tinggi
7 Thin 7. Thin Tipis
8 Dumb 8. Dumb Bisu
9 Ugly 9. Ugly Jelek
10 Soggy 10. Soggy Basah
11 Foggy 11. Foggy Berkabut
12 Ready 12. Ready Siap
13 Short 13. Short Pendek
14 Small 14. Small Kecil
15 Brainy 15. Brainy Cerdas
16 Simple 16. Simple Sederhana
17 Taller 17. Taller Lebih tinggi
18 Little 18. Little Sedikit
19 Smaller 19. Smaller Paling kecil
20 Tallest 20. Tallest Tertinggi
21 Biggest 21. Biggest Terbesar
C. Teknis Penilaian Kosakata (Translation Technique)
ℎ
× 100 = …
ℎ
Catatan:

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THE INFLUENCE OF USING TEXT TWIST GAME TOWARDS STUDENTS’

ENGLISH VOCABULARY MASTERY IN THE SECOND SEMESTER

Submitted as a Partial Fulfillment of the Requirement for S1 Degree

TARBIYAH AND TEACHER TRAINING FACULTY

Submitted as a Partial Fulfillment of the Requirement for S1 Degree

Advisor : Syofnidah Ifrianti, M.Pd

TARBIYAH AND TEACHER TRAINING FACULTY

THE INFLUENCE OF USING TEXT TWIST GAME TOWARDS STUDENTS’

Keywords: Text Twist game, vocabulary mastery, quasi experimental research.

towards Students’ English Vocabulary Mastery in the Second Semester of the

Eleventh Grade at SMA N 1 Penengahan in the Academic Year of 2016/2017” is

Bandar Lampung, June 2017

‫َﺎت اﻟﻠﱠ ِﻪ‬

﴾٢٧﴿ ‫إِ ﱠن اﻟﻠﱠﻪَ َﻋﺰِﻳٌﺰ َﺣﻜِﻴ ٌﻢ‬

(Luqman (31): 27) 1

this thesis to:

and guide me to be successful in my study and my life.

2. My beloved brothers, Harun and Sueb also my beloved younger, Andreansyah

who always motivate me to succeed.

3. My beloved Almamater, UIN Raden Intan Lampung.

decided to study in English Educational Program of Tarbiyah and Teacher Training

Faculty of State Islamic University of Raden Intan Lampung. He joined an

also joined organizations such as Asosiasi Mahasiswa Penerima Bidikmisi (AMPIBI),

Komunitas Minat Baca Mahasiswa Lampung (KMBML).

eleventh grade of SMA N 1 Penengahan in the academic year of 2016/2017”. This

writer would sincerely thank:

accomplishment of this thesis.

2. Meisuri, M.Pd., the Chairperson of English Education Study Program of UIN

the writer until the completion of this thesis.

6. Drs. Hariri, the headmaster of SMA N 1 Penengahan, Lampung Selatan, for

allowing him to conduct the research.

Fathur Rohman, Abdul Rohman Imanudin, Achmad Alfarezi, Elmizar M.

class D, the writer’s partners in Asosiasi Mahasiswa Penerima Bidikmisi

community, thanks for the biggest motivation, help and support.

enhance the quality of the thesis.

Bandar Lampung, June 2017

CHAPTER II RIVIEW OF RELATED LITERATURE

CHAPTER III RESEARCH METHODOLOGY

CHAPTER IV RESULT AND DISCUSSION

CHAPTER V CONCLUSION AND SUGGESTION

Table 1 The Score Data from English Teacher of SMA N 1 Penengahan,

Figure 1 Graphs of the result of the pre-test in experimental class............................. 74

Appendix 1 The Result of Interview Teacher in the Preliminary Research .......... 90

A. Background of the Problem

other languages. As an international language, English can give many advantages to

will tell us nothing, if we do not know anything about vocabulary.

important role in understanding a sentence or a text. When we talk about vocabulary

writer speaks or read orally.3

is still hard to remember.

following table 1 is describing the result of students’ score in vocabulary test.

According to the criteria of minimal mastery for English subject in SMA N 1

still low and should be increased.

Like other languages, in learning English, students have to be able to understand

vocabulary. Tankersley says that “vocabulary is the meaning and pronunciation of

words that we use in communication. It simply the numbers of words that we

students can enjoy learning English.

game in learning vocabulary.

dictionary. Hence, the improvement in vocabulary memorizing will be more develop.

students’ vocabulary mastery topic.