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CHAPTER III
RESEARCH METHODOLOGI AND FINDINGS

A. Research Methodology
1. The Purpose of Study
The study is to know the influence of using games in teaching English
vocabulary at Aulia English Course in two classes by comparing two classes. The
first class uses games and the other class without games or using translation
technique.
2. Method of the study
The writer did field study, especially experimental research. The field
study is done in the form of experiment by applying two different techniques for
two different groups of students.
3. Population and Sample
In this research, the writer took the population of the third level of Aulia
English Course. The total population is about 40 students from two classes.
4. Place and time
The experiment was done at Aulia English Course, from July 1,2008 to
August 1, 2008.
5. Data Collection
The writer gives the students the pre-test and post-test used to test the two
groups of student. Pre-test and post-test are the same in form as well as its content
but the time and aim are different.


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Firstly, both the experiment class and controlled class were given the pre-
test before the lesson is begun to know the students knowledge of the material that
will be taught. Secondly, both the experiment class and control class were given
the same materials but with the different techniques of presentation. The
experiment class was given the games technique and the control class without
games. The last step in the experiment is giving the post-test to the two classes,
class A and class B. post-test giving after the lesson is finished, to know students
taught.
6. Technique of Data Analysis
Data analysis is the last step in the procedure of experiment, in this case,
processing the data. Data processing is the first step to know the result of both the
experiment class and controlled class and also their difference.
To find out the differences between students score in using games in
learning English Vocabulary and without using games in learning English
Vocabulary the writer uses t-test. The formula is as follow :
t = M
1
M
2


M
1
= Gained score of experiment class
M
2
= Gained score of control class
x
1
2
= Sum of square deviation score in experiment class
x
2
2
= Sum of square deviation score in control class
N
1
= Number of students of experiment class
N
2
= Number of students of control class
(x
1
2
+ x
2
2
)(N
1
+N
2
)
(N
1
+ N
2
-2)(N
1
+N
2
)



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M
1
= x
1
M
2
= x
2

N
1
N
2
X
1
= X
1
M
1
X
2
= X
2
M
2
df = degree of freedom

df = Ni + N2 2

7. Procedure of Experiment
This experiment was held in two classes, namely experiment class and
control class. Before the experiment done, the writer gives pre-test and post-test to
all of the students in experiment and control class with the same instrument to
know the students knowledge of the materials that would be taught.
1) Learning English Vocabulary by using games.
In teaching learning process by using games at third level, the technique
are carried out through game, and then followed by explanation and question
answer.
The following is the teaching-learning activities in class:
Step 1
(a) The teacher asks the students to tell the kinds of occupation.
(b) Then the teacher acts the kinds of occupation one by one, and she asks
the students to guess it, and then she writes it on the whiteboard. For
example: she acts like a policeman, and then the student should guess
it and the teacher write it on the whiteboard: policeman.


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In this teaching learning activity, there are ten vocabularies that is taught,
there are: policeman, nurse, doctor, dentist, postman, pilot, carpenter, tailor,
teacher, and soldier.
Step 2
In the next step, the teacher started to play the game. There are
two games used in this research, they are:
(a) Jumble Letter
Jumble letter is a kind of game is intended to measure the
capacity of the students to memorize words, read it and then rewrite
it correctly. First, every student is given letter cards, each cards
containing one letter of the target words. The letter cards are given
out of random order and that student has to arrange them in the
correct word.
Example:
1. n-o-m-p-a-s-t = postman
2. p-o-e-n-c-i-l-o-m-a = policeman
3. s-e-n-u-r = nurse
4. r-o-c-o-d-t = doctor
5. t-e-n-i-d-s-t = dentist
(b) Guessing games (Who am I )
Guessing game can be used to teach about profession. In
this game, the teacher do like following:
i. Divide the class into two groups


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ii. Prepare the cards, each card containing the name of occupation
iii. Ask one of the students in one group to take and read the card
silently and then he/she should act like the profession that
written on the card, and his/her friends should guess who he/she
is.
iv. The group that gets many points is the winner.

2) Learning English Vocabulary without games.
As mentioned before, the technique which used in this research
are games technique as an alternative to replace the conventional
technique which does not really stimulate students to improve their
vocabulary. The technique that is used at Aulia English Course is
without game or translation technique.
First of all, the teacher asks the students to tell the kinds of
occupation, after that, the teacher writes some sentences as follows:
1. My father is a policeman
2. He is a doctor
3. The teacher is teaching in the classroom
4. The postman delivers the letter everyday
After writing some sentences in the whiteboard, she explains
and she translates the underlined words. After that, the students have
to memorize the words, because the teacher will ask those words in
the next meeting.


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B. Research Findings
1. Data Description
As mentioned previously, the writer conducted field research. In the
field research, by conducting the experiment, she got the data from pre-test
and post-test. The pre-test was given before the lesson is begun and the
post-test was given after the lesson finished. She compares the
achievements of pre-test and post-test of experiment class and control
class, to know whether the using games in teaching English vocabulary is
more effective than without games or not. The data of students score of
pre-test and post-test can be seen on table 1, 2, and 3 in data analysis.

2. Data Analysis
To know the result of test (pre-test and post-test) the writer makes
the table of the students scores of each group. The writer does not
mention the students names but their scores are as follow:

Table 1
The Score of the Individual Students of the Experiment Class
or by Using Games
Std (N) Pre-test Post-test Gained scored
1. 34 79 45
2. 50 88 54
3. 25 80 55


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4. 25 85 60
5. 55 95 40
6. 45 90 45
7. 40 90 50
8. 35 85 50
9. 38 88 50
10. 39 90 51
11. 24 78 54
12. 38 90 52
13. 25 90 65
14. 39 89 50
15. 40 90 50
16. 50 95 45
17. 50 95 45
18. 55 95 40
19. 45 90 45
20. 30 95 65



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Table 2
The Score of the Individual Student of the Control Class or Without
Game

Std (N) Pre-test Post-test Gained scored
1. 40 70 30
2. 30 70 40
3. 50 65 15
4. 35 40 5
5. 40 70 30
6. 55 70 15
7. 60 75 15
8. 55 75 20
9. 55 75 20
10. 35 60 25
11. 45 65 20
12. 40 70 30
13. 40 70 30
14. 50 75 25
15. 55 70 15
16. 50 75 25
17. 45 55 10


25
18. 40 70 30
19. 40 70 30
20. 55 75 20

As mentioned before, that in analyzing the data from the result of
pre-test and post-test, the writer uses statistic calculation of the t-test
formula with degree of significance 5% and 1% as follows:
t = M1 M2


(x
1
2
+ x
2
2
)(N
1
+N
2
)
(N
1
+ N
2
-2)(N
1
+N
2
)



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Table 3
The Comparison of Scores of Each Student of the Experimental Class and
the Control Class

Std (N) X
1
X
2
X
1
X
2
X
1
2
X
2
2

1 45 30 -5,5 7,5 30,25 56,25
2 54 40 3,5 17,5 12,25 306,25
3 55 15 4,5 -7,5 20,25 56,25
4 60 5 9,5 -17,5 90,25 306,25
5 40 30 -10,5 7,5 110,25 56,25
6 45 15 -5,5 -7,5 30,25 56,25
7 50 15 -0,5 -7,5 0,25 56,25
8 50 20 -0,5 -2,5 0,25 6,25
9 50 20 -0,5 -2,5 0,25 6,25
10 51 25 0,5 2,5 0,25 6,25
11 54 20 3,5 -2,5 12,25 6,25
12 52 30 1,5 7,5 2,25 56,25
13 65 30 14,5 7,5 210,25 56,25
14 50 25 -0,5 2,5 0,25 6,25
15 50 15 -0,5 -7,5 0,25 56,25
16 45 25 -5,5 2,5 30,25 6,25
17 45 10 -5,5 -12,5 30,25 156,25


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18 40 30 -10,5 7,5 110,25 56,25
19 45 30 -5,5 7,5 30,25 56,25
20 65 20 14,5 -2,5 210,25 56,25

X
1=
X
2=
F
1=
F
2=
X
1
2
=
X
1
2
=
1010 450 0 0 240,5 1405,5

M
1
= 1010 = 50
20
M
2
= 450 = 22,5
20

t
o
= 50,5 - 22,5



= 28





= 28
240,5+1405,5 (20+20)
20+20-2 (20.20)
(1646) . (40)
38 (400)


28



= 28



= 28
2,07

= 13,52

df = 20+20-2

= 38

5% = t
0
: t
t
= 13,52 > 2,03
1% = t
0
: t
t
= 13,52 > 2,72

3. The Test of Hypothesis
To test the hypothesis, the data obtained from both classes are
analyzed and calculated by using the t-test formula.
(43) . (0,1)
4,3


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From result of the calculation, it is obtained the value of the t
0
is
13,52. The degree of freedom (df) is 38 (obtained from (N
1
+N
2
) = (20+20-
2). In this thesis, the writer uses the degree of significance of 5% and 1%.
In the table of significance, it can be seen that on the df 38 and on the
degree of significance of 5% and 1 %, the value of the degree of
significance is 2,03 and 2,75. Comparing the t
0
with each value of the
degrees of significance, the result is 2,03 < 13,52 > 2,75. Since t
0
score in
the table is smaller than t
t
score obtained from the result of calculation the
alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is
rejected. Drs. Anas Sudijono states:
1. If t
0
is equal or higher than critic value t that mentioned in the table
(with t
t
), so the null hypothesis which stated theres no difference of
Mean of both sample is rejected; it means the difference of Mean from
both sample is significance.
2. If t
0
is lower than t
t
, so the null hypothesis which stated there is no
difference of Mean from both sample is accepted, it means the Mean
difference of both samples is not significant difference but a
difference happens by chance because of sampling error.
1


This means, that teaching English Vocabulary by using games is
more effective than teaching English Vocabulary without games.


1
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Rajawali Grafindo Persada,
1994), p.270


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4. The Interpretation and Discussion of Data
From the explanation about the analysis of the result on the table 3
above, we can see that teaching English Vocabulary through games is
adequate success. It can be seen on the table above that the students who
accept the game in teaching vocabulary get higher scores than the students
who do not use game. It means that teaching English through games is
much better than without using games.