THE IMPLEMENTATION OF SPELLING BEE GAME TO IMPROVE

THE STUDENTS’ VOCABULARY MASTERY AT THE SEVENTH

GRADE STUDENTS OF SMP AISYIAH PACCINONGAN

A THESIS

Submitted to the Faculty of Teacher Training and Education

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

KUSHERDIYANTI HAERI
10535 6157 14

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2019
 ACKNOWLEDGEMENT

Al-ḥamdu lillāhi rabbil-'ālamīn. The researcher expresses her highest

gratitude to the almighty Allah SWT, who has given guidance, blessing, and

mercy to her in completing this thesis. Salam and Shalawat are addressed to the

final chosen, the religious messenger, the prophet Muhammad S.A.W.

Further, the researcher also expresses sincerely deepest gratitude to her

beloved parents; her late father Haeri Wahab and her lovely mother Hj. Citra

Dewi for their prayer, financial, motivation and sacrificed for her success, and

their love sincerely and purely without time.

The researcher realized that in carrying out the research and writing this

thesis, many people have contributed their valuable suggest, guide, assistance, and

advice for the completion of this thesis. Therefore the researcher would like to

acknowledge them:

a. Prof. Dr. H. Abd. Rahman Rahim, SE., MM., the Rector of Muhammadiyah

University of Makassar.

b. Erwin Akib, M.Pd., Ph.D., the Dean of FKIP UNISMUH Makassar.

c. Ummi Khaerati Syam, S.Pd, M.Pd, the head of English education department

of FKIP UNISMUH Makassar, who gave her valuable authorities and

suggestion in doing this thesis.

d. Her greatest thanks are due to the first consultant Nurdevi Bte Abdul,

S.Pd.,M.Pd. as the first consultant and Dr. Saiful S.Pd., M.Pd. as the second
 consultant who have given their valuable time and patient, to support assist

and guide to finish this thesis.

e. Her greatest thanks to Jaguar class as a class who have given experiences in

developing her character.

f. Her greatest thanks to her squad, Mawar Indahyani, Andriani, and Megawati

as her best friends that always support her everytime and everywhere.

g. Her greatest thanks to her family who always give her support, motivation,

and suggestion in completing this thesis.

h. Finally, for everyone who have given valuable suggest, guide, assist, and

advice to completion this thesis may Allah S.W.T. be with us now and

everafter.

Amin.

Billahi Fi Sabillil Haq Fastabiqul Khaerat

Januari 2019, Makassar

The Researcher
 MOTTO

“SO WHICH OF THE FAVORS OF YOUR LORD WOULD YOU DENY?”

– QS AR-RAHMAN (55:13)

I dedicated this thesis to

My beloved parents, my families and all of my friends.
 TABLE OF CONTENTS

TITTLE PAGE ................................................................................................ i

APPROVAL SHEET ....................................................................................... ii

SURAT PERNYATAAN................................................................................. iii

SURAT PERJANJIAN .................................................................................... iv

MOTTO............................................................................................................ v
ABSTRACT .......... .......................................................................................... vi

ACKNOWLEDGEMENTS ............................................................................. vii

TABLE OF CONTENTS ................................................................................. ix

LIST OF FIGURES.......................................................................................... xi

LIST OF TABLES ........................................................................................... xii

LIST OF APPENDICES ................................................................................. xiii

CHAPTER I INTRODUCTION ............................................................. 1

A. Background ................................................................... 1
B. Problem Statement ........................................................ 5
C. Objectives of the Study ................................................. 5
D. Significance of the Study .............................................. 5
E. Scope of the Study ........................................................ 6

CHAPTER II REVIEW OF THE RELATED LITERATURE ............ 7

A. Previous of Related Research ....................................... 7
B. The Concept of Vocabulary .......................................... 9
C. The Concept of Teaching English Vocabulary ............. 11
D. The Use of Games in Teaching Vocabulary ................. 11
E. The Concept of Spelling Bee Game .............................. 13
F. Conceptual Framework ................................................. 16

CHAPTER III RESEARCH METHOD .................................................. 18

A. Research Design ............................................................ 18
B. Population and Sample.................................................. 20
C. Research Instrument ...................................................... 20
 D. Technique of Data Analysis .......................................... 21
E. Procedures of Collecting Data ...................................... 23

CHAPTER IV FINDINGS AND DISCUSSIONS..................................... 27

A. Findings........................................................................ 27
B. Discussions.................................................................... 35

CHAPTER V CONCLUSION AND SUGGESTIONS............................. 40

A. Conclusions................................................................... 36
B. Suggestions................................................................... 36

BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
 LIST OF FIGURES

Figure 2.1. Conceptual Framework…………… ...................................... 18

Figure 4.1 Graphic of Mean score of Pre-test and Post-test...................... 29
 LIST OF TABLES

Table 3.1 Number of Population ............................................................... 22

Table 3.2 Classify the Score of the Students ............................................. 29
Table 3.3 Hypothesis Testing .................................................................... 27
Table 4.1 Students‟ score of Phoneme Words.......................................... 28
Table 4.2 Classification of Phoneme Words (Pre-Test) ........................... 29
Table 4.3 Classification of Phoneme Words (Post-test)............................ 30
Table 4.4 The comparison of t-test and t-table score .............................. 31
 LIST OF APPENDICES

APPENDIX I The students‟ row of pre-test

APPENDIX II The students‟ row of post-test
APPENDIX III The students‟ score of pre-test (X1) and post-test (X2),
gain/difference between the method pairs (D) and square of
the gain (D2)
APPENDIX IV Scoring classification of the students pre-test and post-test
APPENDIX V Mean score of the pre-test and post-test and gain (D)
APPENDIX VI The percentages of the students‟ ability in reading narrative
text.
APPENDIX VII Test of significance
APPENDIX VIII Table distribution of T-value
APPENDIX IX Instruments (pre-test – post-test)
APPENDIX X Lesson plan
APPENDIX XI Documentation
 ABSTRACT

Kusherdiyanti Haeri. 2019. The Implementation of Spelling Bee Game to

Improve the Students’ Vocabulary Mastery (A Pre-Experimental Research at
the Seventh Grade Students of SMP Aisyiah Paccinongan) (supervised by Nurdevi
Bte Abdul, and Saiful).

This research aimed at finding out the improvement of the students‟

vocabulary mastery by using spelling bee game. The researcher used pre-
experimental method with one group pre-test - post-test design, and collected the
data based on the test. The sample of the research was the seventh grade students
which consisted of 25 students. The sample was taken by using purposive
sampling technique.
The finding of this research showed that the seventh grade students of
SMP Aisyiah Paccinongan have very poor score in pre-test. After conducting the
treatment, their vocabulary mastery increase significantly. The result of the
research showed that the mean score obtained by the students through post-test
(74.56) was higher than pre-test (30.56) with the t-test value vocabulary skill is
greater than t-table (14.52>2.06). Vocabulary mastery improved 44%, by using
spelling bee game. Therefore, the researcher concluded that the improvement of
the students‟ vocabulary mastery using spelling bee game was significant
improved.
Keywords:Vocabulary, Spelling Bee Game.
 CHAPTER I

INTRODUCTION

This chapter described the background of the research, problem statement,

objective of the study, significance of the study, and scope of the study.

A. Background

English is the biggest language in the world that use as international

communication. For that reason, it is important for people to master English

orally and written, in order to be able to communicate and socialize with the

world community. People who study English language consider it as their

personal proficiency. Therefore, nowadays many people particularly students,

ought to master English language. Mastering English language is an important

value for the students to have. Especially in Indonesia, English becomes the

most famous foreign language which is taught from elementary school up to

university school level. By learning English, the students are expected to

absorb and keep up with the development of science, technology and art

(Nugroho, 2011).

In learning a foreign language, vocabulary play fundamental role as

one of most important skills necessary for teaching and learning a new

language. Vocabulary is the main tool for the students in their attempt to use

English effectively. It is the basis for the development of all the other skills:

reading comprehension, listening comprehension, speaking, writing, spelling

and pronunciation (Richards and Renandya, 2002).

 Based on preliminary study at seventh grade of SMP Aisyiah

Paccinongan, the researcher found out that the students still have difficulties in

developing their vocabulary. During speaking activities, they can not articulate

their ideas clearly because they do not have enough English words to convey

them. The student keep on using the same expressions and words and very

soon their conversation is abruptly interrupted due to missing words. The main

reason for such communication problems is the lack of vocabulary. A similar

condition happened during writing tasks, students can not focus on what they

have to write because they lack of vocabulary, so the students could not

express their ideas effectively (Jawariah, 2005).

Putri (2002) enlightens that, student get bored very fast if the teacher

is teaching them using the old conventional methods and techniques. Teachers

are responsible for finding out interesting and attractive ways to teach and

motivate their students. Considering the problems faces, the researcher

interests to do a research in applying spelling bee game in the learning and

teaching activity.

Andrea Bennett (2011) emphasized the power of games and play to

facilitate deep and meaningful learning where most productive and motivating

learning experiences are taking place outside of school through playing and

participation where children do enjoy learning via having a sense of their own

progression and where the learning is relevant and appropriate.

Spelling bee is a competition for students to spell words aloud letter

by letter. Students are eliminated if the spell a word incorrectly. The earliest
known evidence of the actual phrase „Spelling Bee‟ being used was in 1850. A

key impetus for the contests was Noah Webster's spelling books that published

in 1786. There were so many different ways to spell words and Noah Webster

is the person who stepped in and decided to impart some order in

standardization to our language. People welcomed the order that he brought to

it and from that arose spelling bees. Over time, it filtered down into the schools

for children. Then in 1925, the National Spelling Bee was founded that

sponsored the very first National Spelling Bee. The popularity of spelling bee

game then adopted in the movie “Akeelah and the Bee” in 2006. The story

about a young girl who overcomes environmental and familial challenges to

compete in the country's top spelling bee championship (Fogarty, M, 2018).

Some studies show that teaching vocabulary through games can help

students improve their vocabulary and other language skills. According to

Anisa (2010) in her research about spelling bee game shows the result that the

lowest score on the post-test is 61.00. Meanwhile, the highest score is an

excellent score, 100. Then, the mean score is 86.85. From the result, it can be

concluded that Spelling Bee is effective to be implemented in English

vocabulary learning since nearly all of the students know and are able to spell

the words correctly. Meanwhile, the data from the questionnaire shows that

99.24% of the students agree that Spelling Bee gives positive impact to

students‟ vocabulary learning. Through Spelling Bee, students can practice

their spelling skill and create a fun atmosphere in the classroom.

 In addition, Uranga (2007) Spelling Bee is a kind of competition

where the competitors have to compete to spell words given correctly. Spelling

Bee is more than a memorizing activity because beside students have to

memorize the words they are also introduced to a complicated thinking process

when they receive several clues to spell the word correctly, such as definition,

alternative pronunciation, kinds of words (noun, adjective, verb) and the use of

words in a sentence.

Based on those benefit of spelling bee game in teaching vocabulary,

the researcher wants to conduct an experimental research with the title: The

Implementation of Spelling Bee Game to Improve the Students’ Vocabulary

Mastery.

B. Problem Statement

Based on the background above, the researcher formulates the

problem in this study as follow: Does the use of spelling bee game improve the

students‟ vocabulary mastery ?.

C. The Objective of The Research

Referring to the background and the problems, the objectives of the

study is to know that the use of spelling bee game improve students‟

vocabulary mastery.
D. The Significant of the Study

The researcher expect that the results of the research will give

some significant to the student, teacher and the researcher. They are as follows:

1. For the students

They are expect to improve their vocabulary by using spelling bee

game as an alternative technique, because vocabulary is central to language

and is of great significance to language learners. Spelling bee game can

make students interesting and more enthusiastic in learning, especially

vocabulary.

2. For the teacher

This study is expected to provide information for English teachers

in finding an appropriate method to teach vocabulary.

3. For the researcher

This study is expected to give valuable experience which can be

used to improve learning quality in other situation and provide information

also starting point for other researcher in improving the other technique in

helping students on their vocabulary mastery.

E. Scope of the Research

In order to focus in conducting this study, the researcher limits the

scope of the study as follows: The subject of this study is the seventh grade

students (VII.A) in Junior High School (SMP Aisyiah Paccinongan). The

object of this study is vocabulary mastery that focused on verb (action verb)

and concrete noun (animal, things food and drinks, and things).
 CHAPTER II

REVIEW OF THE RELATED LITERATURE

This chapter describes the previous of related research, concept of

vocabulary, the use of game in teaching vocabulary, the concept of spelling bee

game, the concept of pronunciation, conceptual framework and hypotheses of the

research.

A. Previous of Related Research

Before conducting the research, the researcher had looked for some

researches relates to this research. There are some previous of related

literature about this research are:

1. Marita et al. (2017) in their research “Improving Students Vocabulary

Mastery Through Spelling Bee Game at Fifth Grade of SD Swasta

Kalampaian Kunto Darussalam”, the research aims to find out what

extent the use of spelling bee can improve students‟ vocabulary mastery.

The research uses classroom action research. The research was conducted

in two cycles, every cycle consisted of three meetings with the activities;

plan, action, observation and reflection. The finding of research shows that

there was improvement in students‟ vocabulary mastery in learning and

teaching activity. The result of mean‟s score in cycle 1 was 65,19 and

cycle 2 was 82,03. From the result of analyzing can be concluded that the

improvement of students‟ learning outcomes reached 16,84.

7
2. Choriana, D. N. (2016) in her research “The Use of Spelling Bee Game to

Improve Students’ Understanding of Simple Past Tense. It was conducted

in two cycles including cycle 1 and cycle 2. The result of this study

showed that used spelling bee game could improve students‟

understanding of simple past tense. This was proved by students‟

comprehension test that improved in every cycle. In the first cycle, the

average of students‟ score was 68.12. In the second cycle, the students got

79.09.The result of this research showed that the used of spelling bee game

could improve students‟ understanding of simple past tense.

3. Rohmawati, A. (2015) in her research “Spelling Bee in Teaching

Vocabulary Using Descriptive Text”, the study implements a pre-

experimental design. The sample consists of 26 students of seventh grade

students of one of Junior High School in Cimahi. The data of this study are

obtained through a post-test and questionnaire. The post-test is given in the

form of spelling test. The data from the post-test are analyzed statistically

using SPSS 20 for Windows. The result shows that the lowest score on the

post-test is 61.00. Meanwhile, the highest score is an excellent score, 100.

Then, the mean score is 86.85. From the result, it can be concluded that

Spelling Bee is effective to be implemented in English vocabulary learning

since nearly all of the students know and are able to spell the words

correctly. Meanwhile, the data from the questionnaire shows that 99.24%

of the students agree that Spelling Bee gives positive impact to students‟

vocabulary learning.
4. Inayatullah, I. (2012) in her research “The Influence of Spelling Bee Game

on the Students’ achievement in English Vocabulary”. The sample was

from one class namely VII B totally 43 students. The result of the research

is known that mean of the students„ post test (75.69) is bigger than mean

of the students„ pre-test (37.67). The influence of students‟ achievement in

English vocabulary can be known by using t-test at the significance level

0.05, is gotten t value is bigger than t table, that is t value = 2.18 > t table =1.68.

It means that Ha is accepted and Ho is rejected. It shows that there is

influence of Spelling Bee game on the students‟ achievement in English

vocabulary.

5. Rahayu (2009) in her research “Spelling Bee Game in Teaching Narrative

Text”. This study was conducted by using a quasi-experimental design

with pretest and posttest nonequivalent groups design. The findings of this

study suggested that Spelling Bee was effective in improving students‟

understanding on narrative text as indicated by a statistically higher

reading score of experimental group students (M = 76.0, SE = 1.11) than

control group students (M = 60.5, SE = 1.31) in the posttest. This

difference was highly significant t (78) = 8.982, p < 0.05 with the effect

size value r = 0.74. There were two main conclusions that can be drawn

from the present study. First, Spelling Bee could improve student‟ reading

comprehension on narrative text. Second, Spelling Bee game was

appropriate for the students in senior high school level.

 Based on the previous research above, we can conclude that spelling

bee game can be used as an interesting and attractive way to teach and

motivate students in learning activity, since this game effectively improved

the students‟ in many English skill mastery. Even though the previous study

has similarity with the researcher about the use of spelling bee game as a

technique in English learning activity, but this research will different from

previous researches above because it will focus how the implementation of

spelling bee game to improve English skill such as vocabulary and

pronunciation.

B. The Concept of Vocabulary

1. Definition of Vocabulary

Vocabulary is all the words that a person knows or uses. We can

not do anything without vocabulary especially when we want to tell

something to other people. Hornby in Prayitno (2015) stated that

vocabulary is the total of numbers of words (with rules for combining

them) that make up a language. It means vocabulary is a list of word that

has meaning.

According to Hackman (2008) vocabulary is more than a list of

words and although the size of one‟s vocabulary matters, it knows

how to use it which matters most. Then, vocabulary is generically

defined as the knowledge off words and word meanings. More specifically,

researcher use vocabulary to refer to the kind of words that student

must know to read increasingly demanding text with comprehension

(Kamil & Hiebert, 2005).

Furthermore, Neuman and Dwyer in Bintz (2011) state that

vocabulary can be defined as the words which have to know and to

communicate effectively: word in speaking (expressive vocabulary) and

words in listening (receptive vocabulary). It means that, the vocabulary is

about the word have to know and master in order to make us can

communicate with other people effectively. In addition, McCarten (2007,

p. 3) states that the researcher can learn vocabulary from the corpus that

essentially tells us about:

First is frequency: which words and expression are most frequent

and which are rare. Second are differences in speaking and writing:

which vocabulary is more often spoken and which is more often written.

Third are contexts of use; the situations in which people use certain

vocabulary. Fourth is collocation; which words are often used together.

Fifth are grammatical patterns; how words and grammar combine to form

patterns and the last is strategic use of vocabulary; which words and

expressions are used to organize and manage discourse.

Based on the experts opinion above, the writer concludes that

the vocabulary is amount of words which is used in a language by human

being to communicate each other. Simply, the vocabulary is a component

which contains the words, its form and its usage that can be applied to

communicate in the daily life.

 2. Teaching English Vocabulary

Teaching vocabulary is not easy. Not only the students have to

know the words, but they also have to know the meaning of the words. To

learn foreign language, especially English, it can not separated from

learning vocabulary. Vocabulary supports all the words to express opinion,

ideas, and feeling in communication. Vocabulary is one of linguistic

component that must be involved in learning English because the

knowledge of vocabulary plays an important role in mastering the four

language skills. In teaching vocabulary, a teacher needs materials,

exercises, and strategies. As Bordon cited in Suara (2014) state as follows:

1. Material motivating the students.

2. Classes presented in a variety ways.

3. Several strategy for unlocking the meaning of words.

4. Ways of showing students how to remember what they have learned.

C. The Use of Games in Teaching Vocabulary

In teaching and learning activities, there are many activities to

develop vocabulary mastery. One of them is through the games. Nilwan

(2010) defines game as structure in learning. Game is characterizing of what

players do. Furthermore, Wright (2006) states that game is an activity which

is entertaining, engaging and activity in which the learners play and usually

interact with others. It is clear that game can improve students learning

motivation. Based on Oxford Advanced Learner’s Dictionary, a game is an

activity which involves people or teams compete against each other.

 Huyen and Nga (2003) concluded their research that games really

give a good contribution if students are given a chance to learn, practice, and

review the English language in pleasant atmosphere. Students have a new

way of learning by experiencing learning through games. Games can make

the students more focus in learning, because they do not feel that they are

forced to learn. They are motivating because they usually involve friendly

competition and create cooperative learning environment, so students have an

opportunity to work together. They improve students‟ communicative skills

and they have a chance to use the target language (Sorayaie- Azar, 2012).

Evans (cited in Aisyatin, 2013), proposed some characteristics of

games that games are entertaining and exciting for learners by the

competition and suspense of the outcome and the winner of the game. Games

are challenging and helping in improving students‟ motivation to involve in

the learning process. While playing the games, indirectly, students are also

learning the lesson that has already given by the teacher. Games give

relaxation and fun for students and games help students to learn and retain

new words easily.

Games can be the alternative activity for learning vocabulary. Many

experts of language teaching methodology agree that playing a game is a

good way to learn vocabulary. As an effective and interesting way of

teaching, there are good things to do in teaching vocabulary, such as

reviewing vocabulary from previous lessons, checking vocabulary that

students have already known, practicing new vocabulary, as an ice breaking

 activity before starting the lesson (Sari, 2006). The definitions above are

means that game is an activity with rules which people do it in a team or

individually to reach a goal. And it is a fun activity.

D. The Concept of Spelling Bee Game

1. Definition of Spelling Bee Game

Sebba (2011) defined Spelling Bee as a competition which requires

the contestants to spell words. Uranga (2003) defined Spelling Bee as a

competition when a competitor who spells the word wrongly will be

eliminated. Spelling Bee also called spelldown. Spelling Bee is not just

about how to memorize and spell the letter of the word. It is considered a

complicated thinking process. Actually, Spelling Bee have been part of

American culture for a long time. The participant of Spelling Bee have to be

children who have already been studying spelling, usually in elementary and

middle school (Williams, 2008). Henceforth, the spelling bee today is not

just for the contestants at the competitions but it is also for the English

language itself (William, 2008). To teach the English spelling system by

implementing a variety of learning styles in the classroom is necessary to

help students understand spelling in English (O‟Sullivan & Thomas, 2007).

Kichura (2008) stated that Spelling Bee help students encourage

their spelling words, as well as to learn how to compete with one another.

When students feel encourage about their ability of spelling words, it means

they will increase their vocabulary which will help in understanding the text.

In short, Spelling Bee is one of the interesting games for teaching

 vocabulary. Spelling Bee helps students learn the pronunciation and know

more vocabulary better than before.

On the Spelling Bee Handbook, published by Macmillan (2012),

explains that it is a way to help children to overcome their difficulties in

spelling words being learnt in the classroom. There are three main points in

playing spelling bee game: (1) there must be participants, (2) judges are

needed to take control of the competition, and finally (3) teachers are

pronouncers; who are important characters of the spelling bee activity.

Moreover, spelling bee game is an educational strategy for teaching the

English language because it can help build a strong foundation in learning

spelling and vocabulary (Payra & Cardona, 2016).

2. The Use of Spelling Bee Game in The Classroom

Before playing any game with students, especially in the

classroom, it is important to practice so that students can understand the

procedure clearly. The game can then be demonstrated in front of the class

so that everyone understands how to play. Furthermore, establish rules for

playing the game and let the students realize the rules. Accordingly, to

make Spelling Bee work fluently in the classroom we need to make the

procedure clear by explain it to the students.

According Herrera and Zanata (in Rahayu, 2000) there can be

several ways to conduct Spelling Bee in the classroom, because Spelling

Bee requires no preparation and is easy to set up. Before starting Spelling

Bee game, teacher give the students some words in certain topic, let them
read two or three times, asked the students understand and remember the

words with the meaning, then spelling bee can be started. Every meeting

has different topic and material, for example: transportation tools or

professions or kinds of animal or kinds of plants, etc.

Based on www.spelling-words-well.com (2011) in its article

says, the rules Spelling Bee Game will be described as follows:

1. The pronouncer announces the word to be spelled, he speaks slowly and

clearly, without distorting the formal pronunciation of the word and he

uses the word in sentence and says the word again.

2. The speller listens carefully to the pronouncer and asks for the word to

be repeated if necessary.

3. When the speller sure understand the word, she pronounces it, spell it

and then say the word again. She must say it loudly enough for the

judge to hear it.

4. The judge determines whether or not the word was spelled correctly.

5. If the correct spelling was given, the speller remains in the game.

6. If the spelling was incorrect, that speller is eliminated from the

game. The judge gives the correct spelling of that word .Then the

pronouncer reads a new word to the next speller.

7. When there are only two speller left, if one player misspells a word, the

other player must spell that word correctly, and one more word to be

declared the winner of the Spelling Bee.

F. Conceptual Framework

INPUT PROCESS OUTPUT

Vocabulary Teaching vocabulary Improving students‟
materials using spelling bee vocabularies.
game

Students learn how

to spell a word

Students compete to
spell and pronounce
a word

Students learn to
know the meaning
and how to write a
word

Figure.2.1. Conceptual Framework

Figure 2.1 is explained about learning process in improving students‟

vocabularies and pronunciation by using spelling bee game. The students will

divide in some group to compete to spell and pronounce a word correctly. In

this game students not only memorize a word, letter by letter but also students

to brave speak in front of public. Moreover students not only develop their

vocabulary but also they are able to practice either in speaking or

understanding of meaning of words. Therefore, the students have to know the

meaning of the word, then write the word correctly.

G. Hypothesis

The study proposed the null hypothesis (denoted by H0) and alternative

hypothesis (denoted by HA) which are formulated as follows:

Ho : x 1 =x 2

HA : x 1 ≠ x 2

1. H0 : The use of Spelling Bee game is not effective to improve students‟

vocabularies at SMP Aisyiah Paccinongan.

2. HA : The use of Spelling Bee game effective to improve students‟

vocabularies at SMP Aisyiah Paccinongan.

 CHAPTER III

RESEARCH METHOD

This chapter described the research design, participants, the research

variables, research instrument, procedures of collecting data, and technique of

data analysis.

A. Research Design

The research used a pre-experimental design. The researcher used

one group pre-test and post-test of pre-experimental design for several

reasons. First, it was not intended to make any comparison, but to see

whether there was an improvement in students‟ scores after a treatment on

spelling bee game is given. Second, for limited time and cost. It was not

feasible to use the true experimental design. The last, this method was not

allowed to use control group. The one-group pre-test and post-test design

usually involved three steps : (1) administering a pretest measuring the

dependent variable, (2) applying the experimental treatment X to the subjects,

and (3) administering a post test, again measuring the dependent variable.

Differences attributed to application of the experimental treatment are then

evaluated by comparing the pretest and post-test scores (Ary et al, 2010 :

303).
 Table 3.1 Pre-test and Post-test

Pre-test Treatment Post-test

O1 X O2

Notes: 19

O1= Pre-Test

X = Treatment

O2 = Post-Test

(Gay, 2016)

B. Research Variable and Indicators

1. Research Variable

This research consisted of two variables. They were as follows:

a. Independent Variable (X)

Independent variable was variable which can give influence or

response to dependent variable. In this research, the independent

variable was the result of the test from the use of spelling bee game.

b. Dependent Variable (Y)

Dependent variable was variable which caused or influenced

by other variable. Dependent variable in this research was the result of

the test about the improvement of students‟ vocabularies and

pronunciation ability.

2. Research Indicators
 a. The students are able to spell and pronounce vocabulary in term of

action verb.

b.The students are able to spell and pronounce vocabulary in term of

concrete noun.

C. Population and Sample

1. Population

The population of this research was the seventh grade students

of SMP Aisyiah Paccinongan which consisted of four classes in Academic

Year 2018-2019. The total number of population were 210 students.

(Source: Tata Usaha SMP Aisyiah Paccinongan).

2. Sample

In selecting the sample, the researcher used cluster random

sampling technique. One class of four classes was chosen randomly. All of

the students in that class were taken as research subject. Thus, all of the

students in class VII.A were the subject of this research. The class is VII.

A which consisted of 25 students.

D. Research Instrument

The researcher used instrument in order to get the better data. The

instrument of the research was a tool or facility that was used by researcher

for collecting data in order to get better result or in other words, it could be

occured complete and systematic. The instrument that used by the researcher

wa vocabulary test. The vocabulary test used in the pre-test and the post-test.
 The pre-test conducted to determine the initial scores of the students‟

vocabulary knowledge before the treatments are performed. Meanwhile, the

post-test was done after the treatments were given.

E. The Technique of Data Collection

To collect the data, the researcher used of some procedures:

1. Pre-test

Before giving the treatment, the researcher gave a pre-test. Pre-test

given to measure the students‟ vocabulary mastery before the treatment.

The researcher gave the test that contained twenty five items and consisted

of three kinds. The first kind was multiple choices that contained ten items.

Second was they had to translate some words that contain ten items. The

third was fill in the blank which they had to form some words based on the

random letters with appropriate meaning of the words that contained five

items.

2. Treatment

The researcher gave treatment by using spelling bee game. The

treatment of the research was conducted in six meetings in which each

meeting needs 90 minutes.

1. The researcher divided the class into 5 groups, in which each group

consisted of 5 students to start playing spelling bee game.

2. Before the game starts, the students were given about 10 minutes to

study together the lesson that they have just learnt from the teacher:

Read the text in the textbook and discuss the meaning of the vocabulary

together.

3. The researcher acted as both the pronouncer and judge in this treatment.

Spelling bee was conducted orally. The students were expected to spell

the words correctly and precisely. They were allowed to ask the word

given to them to be said clearly by the researcher to help them compare

it with other words that may have the same pronunciation but different

spelling.

4. A student representative from each group was called up to the front of

the class. Each student selected a number from the word cards. Each

student was given turns to spell out the words from their chosen cards.

5. The researcher read the word out loud as much as two times. The word

must be pronounced by the student once before it is spelled and once

more afterwards, for example: “elbow…e-lb-o-w…elbow”.

6. If the student requested for the definition of the word to be provided, the

researcher had to respond to it, e.g. “the word is “elbow” and its

definition is the part of body; the joint between the forearm and the

upper arm”.

7. The students were not allow to play again if they misspelled a given

word or caught getting hints (i.e. whispers) from their groups on the
 spelling of the word. If they were found to do so then the group was

expelled the game.

8. The last, the students wrote down the word that they have spell on the

white board.

9. The group that had the highest score from the game was the winner.

3. Post-test

Post-test was carried out in the last meeting. The test items in the

post-test were exactly the same as those in pre-test. The post-test was done

to see final score and to know the different of the students‟ score before

get the treatment and after they get the treatment.

F. Technique of Data Analysis

The researcher analyze the data was using following steps:

1. Calculating the mean of pre-test score and post-test score.

2. Calculating the Standard Deviation of pre-test score and post-test score .

3. Calculating the t-test of pretest and posttest score to find out the difference

between them.

Method of analyzing data was a method to process the findings data

into research. The technique of analyzing the data was using the T-test. In

analyzing the scores using t-test, the writer should find out the mean and the

Standard Deviation of both the pretest and the posttest score.

1. Calculation the mean of the students is answered by using formula:

Where: = Mean core

∑ = The raw of all score

N = The number of subjects.

(Subana, et al, 2005)

2. Standar deviation

(∑ )
∑
X=√

S : standard deviation

X : individual scores

N : number of scores in group

3. The percentage of increasing achievement was used the following formula:

X2-X1

P=

Where: P= Percentage

X2= Average score of Post-test

X1= Average score of Pre-test

(Gay in Goestina, 2016)

4. After collecting the data of the students, we were classified the score of the

students into the following criteria:

To find out the students‟ individual score, the writer used a formula as

follows:

Students score = correct answer X 100

Total number of question

Table 3.2 Classify the Score of the Students

Score Classifications
96 – 100 Excellent
86 – 95 Very Good
76 – 85 Good
66 – 75 Fairly Good
56 – 6.5 Fair
36 – 55 Poor
00 – 35 Very Poor
(Depdikbud 2010)

5. The significance difference between the students‟ pre- test and post- test,

the writer was applied the formula as follow:

Md
t=
 d  2

d  N
2

N N  1

Where:

T = Test of significance
D = The difference between the method pairs ( X1 – X2 )

Md = The mean of Ds

∑ = The sum of the square

(∑ ) = The square of ∑

N = Number of students

(Subana, et al, 2005)

6. The criteria for the hypothesis testing was as follows:

Table 3.3 Hypothesis Testing

Comparison Hypothesis
H0 H1
t-test < t-table Accepted Rejected
t-test > t-table Rejected Accepted

(Subana, et al, 2005)

Table 3.3 meant (1) the t-test value was smaller than t-table value, the null

hypothesis was accepted, while the alternative hypothesis was rejected, and

(2) the t-test value was equal to greater than t-table value, the null hypothesis

was rejected while the alternative is accepted.

 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consisted of two sections, they were findings and

discussion. Findings focused on the data analysis including the result of the test

and examining hypothesis. Then, discussion contained explanation of findings

which reflect result of the data.

A. Findings

The researcher, in this chapter, intends to explain how the data are

being processed and analyzed. In the further interpretation of the data analysis

were given below:

1. The Students’ Vocabulary Mastery in Term of Action Verb

Students‟ vocabulary mastery in term of action verb by using

spelling bee game had different in pre-test and post-test. In pre-test the

students‟ vocabulary mastery was less satisfactory about action verb but

after applied the use of spelling bee the students more understand about

deciding the action verbs to acquire appropriate meaning, it can be seen

clearly in table 4.1

Table 4.1 Students’ Mean Score of Action Verb

The Student’s Score Improvement
No Vocabulary mastery
Pre-test Post-test (%)

Action Verb 17.12 31.2 82.24%

28
 Table 4.1 showed that the improvement percentages of students‟

vocabulary mastery in term of action verb was 82.24% after using spelling

bee game in vocabulary mastery in term of action verb. The mean score of

the students in pre-test were 17.12 and post-test which to be 31.2.

Table 4.2 Classification of Action Verb (Pre-test)

No Classification Score Frequency Percentage

1 Excellent 96-100 0 0%
2 Very Good 86-95 0 0%
3 Good 76-85 0 0%
4 Fairly Good 66-75 0 0%
5 Fairly 56-65 0 0%
6 Poor 36-55 0 0%
7 Very Poor 0.0-35 25 100%
Total 25 100%
Table 4.2 showed that the classification of the students‟ score

vocabulary mastery in term of action verb in pre-test all the students were 25

(100%) students got very poor score. None of them who got poor score.

None of them who got fairly score. None of them who got fairly good score.

None of them who got good score. None of them who got good very good

score and excellent score. The table showed that all of the students got very

poor score classification in the pre-test of action verb.

 Table 4.3 Classification of Action Verb (Post-test)

No Classification Score Frequency Percentage

1 Excellent 96-100 0 0%
2 Very Good 86-95 0 0%
3 Good 76-85 0 0%
4 Fairly Good 66-75 0 0%
5 Fairly 56-65 0 0%
6 Poor 36-55 9 36%
7 Very Poor 0.0-35 16 64%
Total 25 100%

Table 4.3 showed that the classification of the students‟ score

vocabulary mastery in term of action verb in post-test there were 9 (36%)

students poor score, and 16 (64%) students got very poor score. None of

them who got fairly score. None of them who got fairly good score. None

of them who got good score. None of them who got very good, and

excellent score. After gave the treatment, the table showed the

improvement. In the pre-test all of the students only got very poor score

classification but in the post-test there were students who got higher score

classification into poor score classification.

2. The Students’ Vocabulary Mastery in Term of Concrete Noun

Students‟ vocabulary mastery in term of concrete noun by using

spelling be game had different in pre-test and post-test. In pre-test

students‟ vocabulary mastery was less satisfactory about concrete noun but

after applied the use of spelling bee the students more understand about

identifying the concrete noun to acquire correct meaning, it can be seen

clearly in table 4.4.

 Table 4.4 Students’ Mean Score of Concrete Noun
The Student’s Score Improvement
No Vocabulary mastery
Pre-test Post-test (%)

Concrete Noun 13.44 43.36 22.6%

Table 4.4 showed that the improvement percentages of students‟

vocabulary mastery in term of concrete noun was 22.6% after using

spelling bee game in vocabulary mastery in term of concrete noun. The

mean score of the students in pre-test were 13.44 and post-test which to be

43.36.

Table 4.5 Classification of Concrete Noun (Pre-test)

No Classification Score Frequency Percentage

1 Excellent 96-100 0 0%
2 Very Good 86-95 0 0%
3 Good 76-85 0 0%
4 Fairly Good 66-75 0 0%
5 Fairly 56-65 0 0%
6 Poor 36-55 1 4%
7 Very Poor 0.0-35 24 96%
Total 25 100%
Table 4.5 showed that the classification of the students‟ score

vocabulary mastery in term of concrete noun in pre-test there were 1 (4%)

student got poor, and 24 (96%) students got very poor. None of them who

got fairly score. None of them who got fairly good score. None of them

who got good score. None of them who got very good, and excellent score.

The table showed that most of the students still got very poor classification

in the pre-test of concrete noun.

 Table 4.6 Classification of Concrete Noun (Post-test)

No Classification Score Frequency Percentage

1 Excellent 96-100 0 0%
2 Very Good 86-95 0 0%
3 Good 76-85 0 0%
4 Fairly Good 66-75 0 0%
5 Fairly 56-65 0 0%
6 Poor 36-55 23 92%
7 Very Poor 0.0-35 2 8%
Total 25 100%

Table 4.6 showed that the classification of the students‟ score

vocabulary mastery in term of concrete noun in post-test there were 23

(92%) students got poor score, and 2 (8%) students got very poor score.

None of them who got fairly score. None of them who got fairly good

score. None of them who got good score. None of them who got very good,

and excellent score. After gave the treatment, the table showed the

improvement. In the pre-test most of the students still got very poor score

classification but in the post-test most of the students got higher score

classification into poor score classification.

Mean Score of Pre Test and Post Test

50
40
30
20
10
0
Action Verb Concrete
Noun

Pre-test Post-test
 Graphic 4.2 Mean score of Vocabulary mastery in Term of Action
Verb and Concrete Noun

Graphic 4.2 showed that there was improvement of the students‟

vocabulary mastery in term of action verb from pre-test with the mean

score was 17.12 to post-test with the mean score was 31.2. Meanwhile for

vocabulary mastery in term of concrete noun showed that there was

improvement from pre-test with the mean score was 13.44 to post-test with

the mean score was 43.36.

3. The Students’ Vocabulary mastery Using Spelling Bee Game

Students were given the pre-test and post-test in order to know

their achievement before and after the treatment. Their vocabulary mastery

by applying spelling bee game had different in pre-test and post-test. The

improvement of the students‟ vocabulary mastery could be seen clearly in

the following table.

Table 4.3 Students’ score of Vocabulary Mastery by using spelling bee

game.

The Students’ Mean Score Improvement

Pre-test Post-test (%)

30.56 74.56 44%

Table 4.3 showed that the improvement percentages of students

mean score was enhance until 44% after using spelling bee game in

teaching vocabulary. The mean score of the students in pre-test were

30.56% and post-test which to be 74.56%.

 Mean Score of Pre-test and
Post-test
80
60
Vocabul
40 ary Skill
20
0
Pre-test Post-test

Figure 4.1 Graphic of the Mean Score of Vocabulary mastery in Pre-

test and Post-test

Figure 4.1 showed that there was improvement of the students‟

vocabulary mastery from pre-test with the mean score was 30.56 to post-

test with the mean score was 74.56. It indicates that the mean score of post-

test was better than the mean score of pre-test.

Table 4.2 Classification of Students’ Vocabulary mastery by Using

Spelling Bee Game (Pre-test)

No Classification Score Frequency Percentage

1 Excellent 96-100 0 0%
2 Very Good 86-95 0 0%
3 Good 76-85 0 0%
4 Fairly Good 66-75 0 0%
5 Fair 56-65 3 12%
6 Poor 36-55 6 24%
7 Very Poor 00-35 16 64%
Total 25 100%
 Table 4.2 showed that the classification of the students‟ score of

vocabulary mastery in pre-test there were 3 (12%) students got fair, 6

(24%) students got poor and 16 (64%) students got very poor. None of

them who got fairly good score. None of them who got good score. None of

them who got very good, and excellent score. The table showed that most

of the students still got very poor classification in the pre-test of vocabulary

mastery.

Table 4.3 Classification of Students’ Vocabulary mastery by Using

Spelling Bee Game (Post-test)

No Classification Score Frequency Percentage

1 Excellent 96-100 2 8%
2 Very Good 86-95 3 12%
3 Good 76-85 7 28%
4 Fairly Good 66-75 6 24%
5 Fair 56-65 5 20%
6 Poor 36-55 2 8%
7 Very Poor 0.0-35 0 0%
Total 25 100%

Table 4.3 showed that the classification of the students‟ score of

vocabulary mastery in post-test there were 2 (8%) students got excellent, 3

(12%) students got very good, 7 (28%) students got good, 6 (24%) students

got fairly good, 5 (20%) students got fairly, and 2 (8%) students got poor.

None of them who got very poor score. After gave the treatment, the table

showed the improvement. The students‟ score got varied. In the pre-test

most of the students still got very poor score classifiation but in the post-
 test most of the students got higher score classification into good

classification score of vocabulary mastery.

4. Hyphothesis Testing

The hypothesis was tested by using inferential analysis. In this case,

the researcher used t-test (test of significance) for independent sample test,

that was a test to know the significant difference between the result of

students‟ mean scores in pre-test and post-test the researcher used t-test

analysis on the level of significant (α) = 0.05 with the degree of freedom

(df) = N – 1, where N = Number of subject (25 students) then the value of

t-table was 2.06 the t-test statistical, analysis for independent sample was

applied.

The result of the data analysis t-test of the students‟ vocabulary test

by using spelling bee game in table 4.4.

Table 4.4 The Comparison of T-test and T-table Score

Variables T-test T-table Description

Vocabulary mastery 14.52 2.06 Significance

Table 4.4 showed that the value of the t- test was higher than the

value of t-table. The result of t-test value were greater than t-table

(14.52>2.06). It was said that the null hypothesis (Ho) was rejected and the

alternative hypothesis (H1) was accepted.

 If the t-test value was higher than t-table at the level of

significance 0.05 and degree freedom (df) 25 (N-1=25-1), thus the

alternative hypothesis (H1) was accepted and null hypothesis (HO) was

rejected. In contrary, if the value was lower than t-table at the level of

significance 0.05 and the degree freedom 25, thus the alternative

hypothesis was rejected and null hypothesis was accepted.

B. Discussion

This research examined the students‟ improvement on vocabulary

mastery by using spelling bee game. From the improvement showed through

the process in pre-test and post-test. In table 4.1 showed that the score of find

out vocabulary mastery in term of action verb which the mean score of pre-

test was 17.12 and after using spelling bee game, the mean score of post-test

was 31.2. Then, in table 4.4 showed that the score of find out the vocabulary

mastery in term of concrete noun which the mean score of pretest was 13.44

and after using spelling bee game, the mean score of post-test was 43.36.

The researcher then combined the mean score of action verb and

concrete noun to classify them into vocabulary mastery. It found that the

mean score of students‟ vocabulary mastery in pre-test was 30.56 that

categorized as very poor classification. This category explained that the

students‟ vocabulary mastery was very low especially in choosing the

appropriate meaning of the words. While, in post-test students‟ achievement

improved.
 After the researcher gave the treatment by using spelling bee game,

mean score of students‟ vocabulary mastery in post-test was 74.56 that

categorized as good classification. Therefore, the researcher indicated that

there was a significant improvement that proved by the mean score of post-

test were higher than pre-test.

For comparison, the scores of pre-test and post-test were combined.

Based on table 4.3 and table 4.4, the pre-test score starts from the lowest

score, ranging between 00-35, obtained by sixteen students, and to highest

range, 56-65, by three students. Meanwhile, in the post-test, the score started

from the lowest range of 36-55, which was achieved by two students, to the

highest one (96-100) and achieved by two students.

Before applying spelling bee game, the students‟ competence was

very difference. Most of the students were in the lowest level; fair, poor, and

very poor, none of them were in good, very good and excellent. In treatment,

students were given six material about vocabulary. The material in first and

the second meeting was about verb (action verb), third and fourth meeting

was about things, then, fifth and six meeting was about animals. Meanwhile

after applying spelling bee game , students showed their improvement. Most

of them were in good, fairly good, and fair score. On the other hand, only two

students in poor, even two students in excellent and none of them were in

very poor score.

The researcher gave the treatment by using spelling bee game. As the

result of the test, it showed that spelling bee game gave positive impact to
students‟ vocabulary learning. Students become active and enjoy in learning

vocabulary. The game helped them to built their self-confident in

remembering and memorizing the vocabulary easily and appropriately.

The results of the research above also reinforced by the results of

research conducted by Yunisrina et al. (2017) that conclude the use of

spelling bee game in the classroom had improved the students‟ English

vocabulary. This game has helped the students enhance their vocabulary

mastery in English by learning in a fun and interesting way. In addition,

Rahayu (2009), she said that the implementation of spelling bee game is able

to help the students to improve their spelling ability. Besides, the game could

be used as an alternative activity to strengthen the students‟ memory to

remember the vocabulary items that they learned and the spelling of those

vocabulary items

Through the result of pre-test and post-test, the result of t-test value of

the level of the significant = 0.05, degree of the freedom (df) = 24 indicated

that t-table value was 2.06 and t-test value was 14.52. Therefore, it can be

concluded that statistically hypothesis of H I was accepted and the statistically

hypothesis of HO is rejected. It meant that the use spelling bee could improve

students‟ vocabulary mastery.

To sum up, based on the result of this research, which showed the

students‟ scores were much higher after the treatment, that the use of spelling

bee game can improve the students‟ vocabulary mastery. Teaching

vocabulary by using spelling bee game could help students understand their
vocabulary, enhance their spelling ability, and make students enjoy the

learning process.
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion

Based on the researcher findings in the previous chapter, the result

conclude that :

The result of using spelling bee game in vocabulary mastery in

term of action verb showed the improvement The mean score of the

students in pre-test were 17.12 and post-test which to be 31.2. It indicated

that the implementation of spelling bee game was effective to improve

students‟ vocabulary mastery in term of action verb.

Along with the result of using spelling bee game in vocabulary

mastery in term of concrete noun also showed the improvement. The mean

score of the students in pre-test were 13.44 and post-test which to be 43.36.

It indicated that the implementation of spelling bee game was effective to

improve students‟ vocabulary mastery in term of concrete noun.

Therefore, the improvement of the students‟ vocabulary mastery

using spelling bee game was significantly improved. It was proved by the

mean score of orientation before and after giving treatment is 30.56

becomes 74.56 improve 44% with the t-test value orientation is greater

than t-table (14.52>2.06) at the seventh class students of SMP Aisyiah

Paccinongan.
B. Suggestion

Based on the conclusion above, the researcher presents some

suggestions as follows:

40
1. It is suggested to the teacher especially at the seventh class students of
0
senior high school, to use spelling bee game as one alternative among

other teaching that can be used in teaching vocabulary

2. It is suggested to the teacher, to use spelling bee game through English as

materials because it is effective to increase the students‟ vocabulary

mastery.

3. It is suggested to the next writer to use this thesis as an additional

reference.
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 APPENDIX I
The students‟ row of pre-test
Pre-test
No Respondents
Action Verb Concrete Noun
1 SRS 16 12
2 AAP 12 8
3 AB 16 20
4 H 24 36
5 MFP 16 8
6 MH 8 4
7 MA 12 8
8 N 32 28
9 NR 8 4
10 NMA 24 16
11 A 8 4
12 RM 24 8
13 SN 12 20
14 P 8 4
15 WA 20 16
16 NA 28 16
17 S 12 12
18 MH 20 20
19 MY 16 12
20 IK 16 12
21 CA 28 32
22 SH 16 4
23 HA 12 8
24 K 20 4
25 MFP 20 20
Total ∑ = 428 ∑ = 336
Mean Score (X) 17.12 13.44
The students‟ row of pre-test vocabulary skill
Pre-test
No Respondents
1 SRS 28
2 AAP 20
3 AB 36
4 H 60
5 MFP 24
6 MH 12
7 MA 20
8 N 60
9 NR 12
10 NMA 40
11 A 12
12 RM 32
13 SN 32
14 P 12
15 WA 36
16 NA 44
17 S 24
18 MH 40
19 MY 28
20 IK 28
21 CA 60
22 SH 20
23 HA 20
24 K 24
25 MFP 40
Total ∑ = 764
Mean Score (X) 30.56
 CURRICULUM VITAE

Kusherdiyanti Haeri is the last child of Haeri Wahab and Hj. Citra Dewi. She
was born on July 17th, 1996 in Tonasa, South Sulawesi. She has three brothers
(Hasan Haeri, Husain Haeri, and Asrul Haeri.). She began her study at SDN 13
Kassi Tinambung and graduated in 2008. Then, She joined at SMP 1 Balocci and
graduated in 2011. Afterwards, she continued her study at SMA Negeri 2
Pangkajene and graduated in 2014. In the same year, she was registered as a
student of English Education Department of Teacher Training and Education
Faculty of Muhammadiyah University of Makassar. At the end of her study, She
could finish her thesis with the title “The Implementation of Spelling Bee Game
to Improve the Students’ Vocabularies (A Pre-Experimental Research at the
Seventh Grade Students of SMP Aisyiah Paccinongan).