A.yuliani - Ap Thesis

A RESULT
“THE EFFECT OF USING RACE BOARD GAME TOWARDS
STUDENTS' VOCABULARY MASTERY AT THE SECOND GRADE OF
SMPN 1 WUNDULAKO”
Submitted is a Partial Fulfillment of the Requirement for a Proposal Seminar at the
English Language Education Study Program of the Teacher Training and
Education Faculty of Sembilanbelas November University Kolaka
BY
A.YULIANI. AP
NIM. 190230052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA
2023
LIST OF CONTENTS
LIST OF CONTENTS..............................................................................................i
LIST OF TABLE....................................................................................................iii
LIST OF FIGURES................................................................................................iv
LIST OF APENDICES............................................................................................2
CHAPTER I.............................................................................................................3
INTRODUCTION...................................................................................................3
1.1 Background of the Research......................................................................3
1.2 Question of the Research...............................................................................5
1.3 Objectives of the Research.............................................................................5
1.4 Significance of the Research..........................................................................5
1.5 Scope of the Research....................................................................................6
1.6 Hyphothesis....................................................................................................6
CHAPTER II............................................................................................................6
REVIEW OF LITERATURE..................................................................................6
2.1 Previous Related Findings..............................................................................6
2.2 The Nature of Vocabulary..............................................................................9
2.2.1 Definition of Vocabulary.........................................................................9
2.2.2 Kinds of Vocabulary...............................................................................9
2.2.3 The Importance of Vocabulary..............................................................10
2.2.4 Teaching Vocabulary.............................................................................10
2.3. Definition of Race Board Game..................................................................11
2.4 The Implementation of Race Board game...................................................13
2.5 Advantages of using race board game in teaching vocabulary....................13
2.6 Disadvantages of using race board game in teaching vocabulary................14
CHAPTER III........................................................................................................16
RESEARCH METHOD.........................................................................................16
3.1 Design of the Research................................................................................16
3.2 Variable of the Research..............................................................................17
3.3 Population and Sample of the Research.......................................................17
3.3.1. Population of the Research...................................................................17
3.3.2 Sample of the Research.........................................................................18
3.4 Instrument of the Research..........................................................................19
3.5. Validity and Reliability...............................................................................20
3.6 Procedure of Data Collecting......................................................................21
3.7. Technique of Data Analysis........................................................................22
3.8. Hypothesis Statistic.....................................................................................25
3.9. Operational Research..................................................................................25
CHAPTER IV........................................................................................................26
RESEARCH FINDING AND DISCUSSION.......................................................26
4.1. Research findings.......................................................................................26
4.1.1 Data Analysis from Pre-Test and Post-Test...........................................26
4.1.2 Descriptive Analysis..............................................................................26
4.1.3 Inferential Analysis................................................................................34
CHAPTER V..........................................................................................................41
CONCLUSION AND SUGGESTION..................................................................41
5.1 conclusion.....................................................................................................41
5.2 Suggestion....................................................................................................41
BIBLIOGRAPH.....................................................................................................43
APPENDICES.......................................................................................................44
LIST OF TABLE
Table 3.1 The Schematic The Quasi-Experimental Design...................................16

Table 3.2 Figure Of Population..............................................................................18
Table 3.3 Test Specification ..................................................................................19
Table 3.4 Scoring Rubric.......................................................................................23
Table 4.1 Pre-test Experimental Class.................................................................28
Table 4.2 Frequency Distribution of the Pre-Test Score in Experimental Class. 29
Table 4.3 Pre-test Control Class...........................................................................30
Table 4.4 Frequency Distribution of the Pre-Test Score in Control Class...........30
Table 4.5 Post-test Experimental Class................................................................31
Table 4.6 Frequency Distribution of the Post-Test Score in Experimental Class.
................................................................................................................................31
Table 4.7 Post-test Control Class.........................................................................32
Table 4.8 Frequency Distribution of the Post-Test Score in Control Class........33
Table 4.9 Normality Test in Experimental Class.................................................35
Table 4.10 Normality Test in Control Class.........................................................36
Table 4.11 Hypothesis Testing..............................................................................37
Table 4.12 T-Test of Experimental and Control Class.........................................38
iv
LIST OF FIGURES
Figure. 2.5 The Conceptual Framework................................................................15

Figure 4.1 Comparison between Experimental and Control Class Based on Pre-
test and Post-test Score ...................................................................................33
LIST OF FIGURES
Figure 2.4 The Conceptual Framework..............................................................16
Figure 4.1 Comparison of Pre-test and Post-test Score in Experimental and
Control Class..........................................................................................................34
2
LIST OF APENDICES
Appendix 1 The Schedule of the Research.........................................................46

Appendix 2 Attendance List of Students............................................................47
Appendix 3 Rpp Control Class...........................................................................51
Appendix 4 Rpp Experimental Class..................................................................60
Appendix 5 Pre-Test’s Question.........................................................................70
Appendix 6 Post-Test’s Question........................................................................74
Appendix 7 Reliability Test................................................................................78
Appendix 8 Validity Test....................................................................................79
Appendix 9 Pre-Test Experimental Class...........................................................85
Appendix 10 Pre-Test Control Class.....................................................................94
Appendix 11 Post-Test Experimental Class........................................................103
Appendix 12 Post-Test Control Class.................................................................112
Appendix 13 Documentation..............................................................................121
Appendix 14 Documentation of the research letters...........................................124
3
CHAPTER I
INTRODUCTION
This research explain and introduction about the topic of this research. The
subsections in this chapter includes the background of the research, problems of
the research, scope of the research, and hypothesis.
1.1 Background of the Research
One of the foundational components of language is vocabulary.
Vocabulary is the fundamental language component that needs to be mastered
before English proficiency can be achieved. Students can perform oral expression
and writing by acquiring vocabulary. Additionally, by using a lot of English,
students are intended to develop four English skills: speaking, reading, writing,
and listening.
Therefore, in learning English as a foreign language, students must take a
charge on their vocabulary. Asrianti (2021) stated that vocabulary can be defined
as words we must know to communicate effectively; words in speaking
(expressive vocabulary) and words in listening (receptive vocabulary). As a result,
vocabulary can be defined as the total amount of words required to convey
concepts and the speaker's meaning. In other hand, vocabulary is the basic
element of any language. Alqahtani (2015) stated that as languages are based
on words, vocabulary is crucial in learning a language. Without vocabulary,
language learners will find difficulties and confusion to convey opinions in
speaking and writing and understand words in reading and listening. In addition,
Wardani (2015) said that vocabulary is an important aspect of language, because it
appears in every language skill including listening, speaking, reading and writing
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skills. It can be concluded from the statement that vocabulary is a major factor in
a language, because it is needed in speaking, reading and writing. This means the
low ability of a person in language is closely relate to the amount of vocabulary
they have. Burhan (2010) stated that mastery vocabulary is the ability to use
words. Meanwhile, according to Yunisah (2007), vocabulary mastery is a measure
of one's understanding of the vocabulary of a language and ability to use the
vocabulary properly oral or written. Also Ulmi (2013) said that a person can be
said to have mastered the vocabulary if someone can show, mention, write and
interpret the vocabulary.
Unfortunately in teaching learning process in SMP Negeri 1 Wundulako,
Students faced a lot of problems in vocabulary. Based on the observations by
interview was conducted at SMP Negeri 1 Wundulako, the researcher found out
that students in SMP Negeri 1 Wundulako were still lack of vocabulary, students
also have difficulty to memorize, and quickly forget the vocabulary that they
previously memorized. In line with the interview by Mrs. Karmila, S.Pd as the
English teacher in second grade of SMP Negeri 1 Wundulako.
From the problem above, the researcher chose the Race Board game
because based on the result of research conducted by Nurdina (2021), stated that
Race Board game has significant effect on the students’ vocabulary mastery. Race
Board Game is a fun game that have board as a media and there is two people or
two group or more to “race” against each other according to a set of rules. This
support by Azzahroh (2015) she stated that “a race board game represented a
battle between two armies (students) and most current board games are still based
on defeating opposing players in terms of counters and winning position.

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As a result, the researcher was interest to use Quasi-experimental and the
researcher will carry out the research under the title “The Effect of Using Race
Board Game Towards Students’ Vocabulary Mastery at the Second Grade Of
SMP Negeri 1 Wundulako”.
1.2 Question of the Research
The question of this research “is there any effect of using Race Board Game
towards students vocabulary mastery at the Second Grade of SMP Negeri 1
Wundulako?”
1.3 Objectives of the Research
The objective of the research was to know if there is any effect of using
Race Board game towards students vocabulary mastery at SMP Negeri 1
Wundulako.
1.4 Significance of the Research
Based on the research objectives to be achieved, this research was expected
to have benefits in education either directly or indirectly. The benefits of this
research are as follows :
1. Theoretical Benefits
Theoretically this research can be used to provide evidence about the
application of Race Board game in teaching vocabulary. Furthermore, the results
of this study are expect to enrich theory and can be a reference for further research
relate to the use of Race Board in teaching vocabulary.
2. Practical Benefit
Practically this research can useful as follows:

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1. For Researhers: The result of this research hoped can give addition
information of reference in conducting for the best result of their other
research.
2. For Teachers: it can help all of english teachers to teach in interesting
way, and it also makes teachers be more creative in improving students
vocabulary achievement.
3. For Students: it can help students to enhance their vocabulary and
increase their motivation in learning english. By using game, students
can avoid boredom in a classroom, so the material can be easily
accepted by them.
1.5 Scope of the Research
The scope of this research was relate to the effect race board game on
students’ vocabulary achievement in second grade of SMP Negeri 1 Wundulako.
This research was only focus on nouns “things around the house, things in the
scool, places, and animals.
1.6 Hyphothesis
The hypothesis of this research is there was an impact of using race board
game at the second grade of SMP Negeri 1 Wundulako. According to Sugiyono
(2017) the hypothesis is a temporary answer to the problem formulation. Because
it is still temporary, it is necessary to prove the truth through the empirical data
collected.
H₀¿ There is no any effect of using race board game toward the students’
vocabulary at the second grade of SMP Negeri 1 Wundulako.

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H₁¿ There is an effect of using race board game toward the students’ vocabulary
at the second grade of SMP Negeri 1 Wundulako.

CHAPTER II
REVIEW OF LITERATURE
2.1 Previous Related Findings
In this research, there are several previous related researches to prove the
originality of this research, as follows:
Hidayati (2018) “Improving English Writing Skills Through Race Board
Game For Grade X Students In Semester 1 Of Sma Negeri 1 Pengasih” The
results of the research show that the students’ writing skills improved. It can be
seen that the students could apply writing conversions well. They wrote in a
correct capitalization and punctuations. Their grammar got better, they could use
past tense better, and they wrote fewer fragments. In addition, the students’
engagement towards the teaching and learning activity also improved. They
actively participated to the group discussions and did the tasks eagerly. They were
enthusiastic learning through the board games. Furthermore, the results of this
research also show that the improvement of the teaching and learning process
affected the improvement of the students’ writing skills. The students’ writing
skills were measured quantitatively by comparing the mean scores of the writing
before the actions, after the action of Cycle 1, and after the action of Cycle 2. The
mean scores of the students’ writing tests increase from 73.84 before the actions
to 79.81 after the actions in Cycle 2. The students’ writing skill scores improves
by 5.97.
Rahmadani (2021) “The Use Of Race Board Game Toward The
Improvement Of Students Vocabulary’s Memorization At The First Year Students

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Of English Education Department At Uin Alauddin” The study used a quasi-
experimental method of two before and after the test classes. In this analysis there
were 2 variables; they are independent (Using Race Bord Game) and contingent
(Memorization of Vocabulary). This research instrument is a test aimed at
evaluating the students' success in vocabulary memory. The research is performed
both before and after testing. In the post-test, the analysis of the mean score
between the test class and the control class has ensured whether the technique is
successful. The average test score for the control class was 81.8 and 72.7. This
indicates that the difference between the experimental score and the control class
of the student was 9.1. The description of the difference between two classes
revealed greater improvements in the experimental class than in the control class.
The study has shown that the t-test (2.54) is higher than the t-table value (2.042).
The H1 was approved on the basis of the result. This indicates that the use of race
board game has been successful in improving student memorization.
Nurdina (2021) “The Effectiveness Of Using Race Board Game To Enhance
The Students’vocabulary Mastery At Smpn 8 Donggo Satu Atap” The result
presented that the mean score of students’ vocabulary mastery pre-test in the term
verb was 45.25 become 78.5 in post-test with 73.48% improvement. Then,
the mean score in term of adverb was 42.75 in the pre-test become 69 in the post
test with 61.40% improvement.The t-test analysis presented that by applying
0.05 level of significant with the 19-degreefreedom (df=20-1), t-test in the
form of verb and adverb in vocabulary was greater than t-table which were
11.62>2.093 and 13.72>2.093. It means that, race board game has significant
effect toward students’ vocabulary mastery in the term of verb and adverb.
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Chotimah (2022) “Improving Students’ Vocabulary Knowledge through
Race Board Game For esp (Englishfor Specific Purposes)” The purpose of this
research was to improve students’ vocabulary knowledge by using Race Board
game for ESP in the Class XI accounting students of SMK Hutama. The method
used in this research was Classroom Action Research which consists of Planning,
Acting, Observing, and Reflecting. The participants of this research were the
eleventh-gradeaccounting students at SMK Hutama consist of 32 students. The
result of this research showed that using Run to the Race Board Language Games
for ESP can be very effective anduseful in facilitating the teaching or learning of
English vocabulary for the students.
From the four previous research above, there are some differences and
similarities to this present research. The differences are the location of the
research, the subject of the research, and the design of the research. In the first
research, it was done school at the tenth grade of Sma Negeri 1 Pengasih and the
research focus in improving english writing skill of the students. Meanwhile the
second research at Uin Alauddin. The third research was done in Smp Negeri 8
Donggo Satu Atap. And the last research was done in Grade XI accounting
students of SMK Hutama. One of the biggest differences is in the researcher is the
location of this research. However, the similarity of those on the four previous
studies is using Race Board game in teaching vocabulary, and the researcher
hopes this technique can have an effect on students’ vocabulary.

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2.2 The Nature of Vocabulary
2.2.1 Definition of Vocabulary
Sulastri in Kusuma (2017) stated that “vocabulary includes collections of
words that are known not only as individual words but also as a group of words
that have meaning”. In addition, Finch in Gruss (2016) stated vocabulary can be
seen as an all words of a given language or an internal knowledge possessed by
speakers of that language. According to the Oxford Dictionary vocabulary is the
total of words you know in particular language. Moreover, Kusuma (2017) stated
that vocabulary is the main role for all languages.
According the definitions above, the researcher conclude that vocabulary is
a collection of words in language, written or spoken with the meaning that
consider as a cultural meaning use by group or individual community.
2.2.2 Kinds of Vocabulary
Kinds of Vocabulary Good in Syahril (2014) divided vocabulary into four
kinds, they are:
1. Oral vocabulary refer to words that a person employs them in expressing
ideas orally and actively.
2. Writing vocabulary refer to words that commonly used in writing.
3. Listening vocabulary refer to words that a person can understand when
they are heard.
4. Reading vocabulary refer to words that someone can recognize them when
he finds them in written form.

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2.2.3 The Importance of Vocabulary
Vocabulary is our stock of words that we use in communication with others.
Marzuki (2015) states that vocabulary is package of words expresses by human in
speaking and writing. Besides that, Graves (2016) tells that students’ vocabulary
plays essential role in learning. Qahtani (2015) also emphasizes about the crucial
importance of vocabulary, the more vocabulary students have the better they
learn. Vocabulary is the base of communication. It is supported by the Octaberina
(2020) who wrote vocabulary is a base skill that effects the student's language
skills. By knowing more vocabulary, it will be easier for the student to understand
the learning material.
To sum this up, the researcher reviews, it is a fact that vocabulary’s
importance is an uncontested fact. Without the vocabulary, nothing can be
accomplished because this is the foundation of communication. That is a reason
why students need vocabulary in learning English as foreign language.
2.2.4 Teaching Vocabulary
Recent research indicated that teaching vocabulary may be
problematic because many teachers are not confident about the best practice in
vocabulary teaching and at times do not know where to begin to form an
instructional emphasis on word learning (Berne & Blachowicz, 2013).
Sabyrbayeva A.B (2014) also explained that the reasons of think about
teaching vocabulary in secondary schools is that vocabulary is the beginning of
learning languages and in order to be able to speak, read, write and understand
speech, you need to have a certain amount of vocabulary. Moreover, grammar

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cannot be taught and comprehend by students properly without necessary amount
of vocabulary.
However, Salirawati (2018) said that when teaching new vocabulary to
students, it is important to choose the key vocabulary for each unit or lesson to be
taught. Fun learning means interactive and active learning so that studentss can
focus their attention on the learning that they are going through.
Based on the explanation above, the researcher concluded that teaching
vocabulary is one of the most discuss parts of teaching English as a foreign
language. When the teaching and learning process takes place, problems would
appear to the teachers. They have problems of how to teach students in order to
gain satisfying results. The teacher should prepare and find out the appropriate
techniques, which will be implemented to the students. A good teacher should
prepare himself or herself with various and up-to-date techniques. Teachers need
to be able to master their material in order to be understood by students, and make
them interested and happy in the teaching and learning process in the classroom.
2.3. Definition of Race Board Game
Kusumawati (2017), said that Race board game is a fun way for students to
practice their English while enjoying some competition. Race Board game is fun
game that is classified under the language board games category. It is used for
revising vocabulary, whether it is words from the lesson you have just taught or
words from a lesson you taught last week. It can also be used at the start of the
class to get students active. Race board game is one of the developments of
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board game as a common game which can be played by using board, table,or
floor.
Chotimah (2022) argued that Race Boad Games and Teaching Learning
Vocabulary due to the creative language skill learners bring into the classroom,
teachers have to provide them with a communicative atmosphere where they
could express themselves. In addition, because the language used in any activity is
unpredictable, teachers have to encourage learners to actively construct language
for themselves. That is why race board games is crucial and useful. Not only they
are fun, but also they create the desire to communicate and create their
predictability.
Treher (2011) said that Race Board game is consider a useful tool because
they create an engaging and playful atmosphere where students are neither
inhibited by making mistakes nor excluded if they do not know an answer, thus
fostering their self-confidence.
From the statement above, it can be concluded that Race Board game is a
game that can be used for revising vocabulary taught in recent or previous lessons.
It also effective for energizing students in the classroom. In addition, race board
game encourages students to participate without fear of making mistakes and
ensures that they are not excluded, thereby enhancing their self-confidence.
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2.4 The Implementation of Race Board game
Lander (2018) suggests the following steps of applying Race Board game in
teaching vocabulary:
a. Divide the class into two groups and give each team a colored marker.
b. If you have a very large class, it may be better to divide the students into
teams of 3 or 4.
c. Draw a line down the middle of the board and write a topic at the top.
d. The students must then write as many words as you require related to the
topic in the form of a relay race.
e. Each team wins one point for each correct word. Any words that are
unreadable or misspelled are not counted.
2.5 Advantages of using race board game in teaching vocabulary.
Based on Saraswati (2015), Race Board game can be a media that has many
advantages for teachers and students in the learning process in the classroom.
Race Board game is one of media that can be use for developing students' skills
and knowledge in various subjects at school, race board game is also able to make
the atmosphere in the class fun but also competitive to increase student
involvement and student learning motivation in class. Additionaly, Sari (2014)
revealed that educational games could be the alternative to do the assessment.
Teachers can use some games as their tools to do evaluation and observation for
the students. besides that, race board game is able to make students discuss as
well as solve problems that must be solved in groups, this means that board game
14
is able to build students' collaborative abilities. They are effective to improve
students' cognitive achievement and stimulate their motivation (Boeker 2013).
From the statement above it can be concluded that with some of the
advantages that have been mentioned, learning English using the race board game
method is an alternative that teachers can use in class, because race board game
can make students more interested in learning English and can make students
more active in the learning process.
2.6 Disadvantages of using race board game in teaching vocabulary.
Diana (2010), states that the use of race board game as a medium for the
learning process in class, apart from having many advantages, also has several
disadvantages, including, class conditioning that is not conducive makes learning
activities take so long, the teacher also cannot provide all the material due to the
implementation of the race board games require a lot of time.

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2.7 Conceptual Framework
The conceptual framework underlying the researcher is given by the following
diagram:
Pre Test
Experiment class Control class
Conventional Methode
Treatment
Learning vocabulary without
Learning vocabulary with
“Race Board Games” “Race Board Games”
Post Test Post Test
Vocabulary Mastery
Figure. 2.5 The Conceptual Framework

CHAPTER III
RESEARCH METHOD
3.1 Design of the Research
Noor (2013) explained that research designs are divided into two parts,
namely the overall research and partial research. The overall research design is all
the processes required in planning and implementing research. Partial research
design is a description of the relationship between variables, collection data, and
data analysis. This research is an experimental research. According to Sugiyono
(2015), experimental research has the purpose to find the cause-effect relationship
among variable in a controlled condition. In experimental design, there are some
forms of the design; pre-experimental, true experimental design and quasi-
experimental design. The design of this research applied quasi-experimenatal
design, the design of this research was described as follows:
Table 3.1 The Schematic The Quasi-Experimental Design
Group Pretest Treatment Posttest
Experimental 01 Xa 02
Control 03 Xb 04
Note:
01 : Pretest experiment class
03 : Pretest control class
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Xa : Treatment with race board game
Xb : Treatment with conventional method
02 : Post test experiment class
04 : Post test control class
3.2 Variable of the Research
There were two variables use in this research, namely: Dependent variable
and Independent variable. Arikunto (2012) stated that dependent variable is a
variable that is influenced or known as a variable that is the result of the
independent variable. While independent variable is the variable that causes
changes in the dependent variable, which is also call the influencing variable.
Independent variable was race board game and dependent variable was students
vocabulary.
3.3 Population and Sample of the Research
3.3.1. Population of the Research
Population refers to the set or group of all the units on which the findings of the
research are to be applied.
The population of this research was two classes from the eight grade of SMP
Negeri 1 Wundulako. The population consisted of two classes. The total
population of the research was 50 students. Class VIII 2 had 25 students
consisting of 15 males and 10 females, class VIII 6 had 25 students consisting of
15 males and 11 females.

Table 3.2 Figure of Population
Class of
No Class Number of students
reasearch
1. VIII 6 25 Control
2. VIII 2 25 Experiment
Total 2 51 -
The researcher chose this location as a place to conducted research was
because previously the researcher have made observations at SMP Negeri 1
Wundulako and the results of the observations, the English teacher said that there
had never been such a method. Besides that, teachers and principals also accept
research activities that was carried out by researcher at the school.
3.3.2 Sample of the Research
The sample of this research was purposive sampling. Sugiyono (2016),
purposive sampling is a sampling technique with certain considerations. Based on
the interview with the english teacher in second grade of SMP Negeri 1
Wundulako said that the initial condition is that both classes have the same
abilities (homogeneous), so these two classes were chosen as the control class and
the experimental class based on an agreement between both parties, namely the
teacher and the researcher. the researcher chose class VIII 2 as the experimental
class and VIII 6 as the control class. The experimental class was class VIII 2
which taught by applying race board game and class VIII 6 was the control class
taught by using conventional techniques or without using race board game.

3.4 Instrument of the Research
The instrument of this research was Multiple choice was used in this
research as a tool for testing vocabulary.
There is one test instruments, to get the data about vocabulary mastery
especially with noun, before the test was administered the researcher tried the
instrument to the students SMPN 1 Wundulako from 25 items for pre-test and 25
items for post-test of multiple choice. Pre-test is conduct to identify students
vocabulary before giving treatment and post test will conduct to identify the
student vocabulary mastery after the treatment.
Table 3.3 Test Spesification
Basic
SK competence Indicator Material Test No
Identifying Understanding Text questions
concrete the vocabulary of that ask for 1,5,9,13,17,21
1 noun nouns, to know answering
animal how to visualize explanations of ,25
the words in real animals in a
life. context
concrete the vocabulary of that ask for
noun nouns, to know answering 2,6,10,14,18,2
2 around the how to visualize explanations of
house the words in real things around the 2
life. house in a
context

concrete the vocabulary of that ask for 3,7,11,15,19,2
3 noun places nouns, to know answering
how to visualize explanations of 3
the words in real places in a
life. context
4 Identifying Understanding Text questions 4,8,12,16,20,2
concrete the vocabulary of that ask for
noun in the nouns, to know answering
scool how to visualize explanations of
4
the words in real things in a
life. classroom in a
context
3.5. Validity and Reliability
Before the test give to the students, the researcher tried it first. It was used to
know whether each item of test was valid and reliable or not.
1. Instrument Validity
To determine the validity of the test, the researcher calculate it by using
product moment formula as follow:
n ∑ XY −∑ X ∑ Y
r xy =
√¿ ¿ ¿
(Arikunto,2009)
Description:
rxy : Coefficient correlation every item
N : Number of students that is accurate
∑X : Number of item scores
∑Y : Number of total scores
∑X2 : Total scores sum of square
∑Y2 : Total scores sum of square
2. Reliability Instrument
Analysis reliability test in this research measure by using KR 21, with the
formula as follow:
[ ][
r 11 =
n
n−1
1−
M (n−M )
n . S2 ]
(Arikunto,2009)
Explanation:
N : Number of item test
M : Means score
S2 : Standar deviation
3.6 Procedure of Data Collecting
In collecting data in desain experimental researh there were procedures
that researcher was done, they are :
1. Pre-Test Activity
Before the treatment, the experimental and control class are given a pre-test
first one time. The pre-test was given to the students directly in the classroom
before implementing the treatment.
2. Treatment activity
The treatment was given to the experimental class by learning using Race
Board Game. In this case, the researcher was conducted it in six meetings, and
the researcher was applied Race Board Game especially in helping student’s
vocabulary mastery in learning process. While the control class was considered to
use conventional teaching.
3. Post-Test Activity
After doing the treatment the researcher was given a post-test. The post
test is conducted to measure the students’ vocabulary achievement after the
treatment for experimental group compare to control group.
3.7. Technique of Data Analysis
In this research, the researcher used descriptive statistics and inferential
statistics to analyze the data, descriptive statistic used to describe the basic
features of the data, inferential statistic used to testing hypothesis. There were
some steps in analyzing the data:
a. After giving post – test and pre – test to the students the researcher was
check the students answer by using the following scoring rubric:
Table 3.4 Scoring Rubric
Description Score
Correct answer 1
Incorrect Answer 0
b. Scoring student correct answer of presentation post-test
Students correct answer

Score = X 100
Number of item
c. Classifiying the score of students pre-test and post-test
90 – 100 = Very hight
70 – 89 = High
50-69 = Enought
0-49 = Low
(Sugiyono, in Sanastry, 2012)
d. Calculating the mean score of the students
X=
∑x
N
Where:
X = Mean score
∑x = Total row score
N = Total number of students
( Sugiyono, in Sanastry, 2012)
e. To find out the hypothesis testing by using the formula (T) for one class
between pre-test and post-test, as follow :
D
t=
√ ∑( D−D2 )
N−2
where :
t = Test of effect
D = The different of mean score
D = The different score
N = Total number of sample
(Arikunto,2016)
3.8. Hypothesis Statistic
The criteria of testing hypothesis as follows:
1. If test ttablein level 0,005, it refers to H 1 is accept and HO is rejected. It
means that there is an the effect of using the Race Board Game students’
on vocabulary mastery at the second grade of SMPN 1 WUNDULAKO

2. If ttest ttablein level 0,05, it refers to H O is accept and H1 is rejected. It means
that there is not effect of using the Race Board Game students’ on
vocabulary mastery at the second grade of SMPN 2 WUNDULAKO
3.9. Operational Research
1. Vocabulary
Rahayu (2020), states that vocabulary is a collection of words that belong
to a language.
2. Based on Kusumawati (2017), Race Board game is a fun way for students
to practice their English while enjoying some competition.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter provides a summary of the data consisting of the pre-test score
and post test of the experimental class and the control class. The discussion of the
research findings is also explained in this chapter.

4.1. Research findings
This section shows the test results given to the sample by SMPN 1
Wundulako. The results are used to obtain evidence of the influence of Race
Board Game on students' vocabulary learning in eight grade of SMP Negeri 1
Wundulako for the academic year 2023/2024.
4.1.1 Data Analysis from Pre-Test and Post-Test
This analysis aims to determine differences in vocabulary skills between
two classes, namely class VIII 2 and VIII 6 SMP Negeri 1 Wundulako before and
after learning is carried out by using the Race Board Game.
4.1.2 Descriptive Analysis
Descriptive analysis was an important step to perform statistical analysis.
It aims to give an idea of the distribution of data, helps detect outliers and errors
in the typing process, and allows the identification of associations between
variables, thus making the researcher is ready to perform further statistical
analysis.
The data from experimental class :
No Name Score Score

Pre-Test Post-Test
1. Adilah Khanzah 56 76
2. Athifah Syahrani Jamal 72 80
3. Aqidah Afifah Sang Jaya 72 80
4. Arzyadilah 76 84
5. Anvil Wingardana 56 76
6. Destri Dwi Lestari 72 84
7. Indah Fatriani 76 80
8. Julio Fadil S. 80 92
9. Keisya Olivia S. 72 76
10. Muh. Fasli Barid 76 88
11. Muh. Zendi Rana Saputra 72 80
12. Muh. Fajri T 72 84
13. Muhammad Akbar M 72 72
14. Muh Al Fahry 60 76
15. Muh. Yusril 72 84
16. Muh. Zidan 76 88
17. Muh. Afriansyah 52 72
18. Marsel 72 76
19. Muh. Widi Pratama 72 80
20. Nurul Izah 76 84
21. Nursaid 72 80
22. Riska Regina Putri 80 96
23. Resti Amalia 72 76
24. Salwa Safira J. 76 88
25. Vanesa 72 84
The data from control class :
No Name Score Score

Pre-Test Post-Test
1. A. Evan. S. 72 76
2. Alena Saleh 80 84
3. Ahmad Israfil 76 80
4. Andres Kristian 68 72
5. Arsinta Dwi Rahma 80 84
6. Candra 72 76
7. Clarisya Olivia 76 80
8. Dirga 72 76
9. Divha Aurelia Saniyah.S 76 80
10. Jannuar P.L 72 76
11. Kasih 76 80
12. M. Azril Inesta 76 80
13. Muh. Aswal Al Faiz Bilisa 72 76
14. Muh. Al Habsy 72 76
15. Muh. Teguh 60 64
16. Muh. Irfan Ulum M 52 64
17. Muh. Naufal Ayman 80 84
18. Namira Lulu Oktairani 80 88
19. Novianthy Mepa 76 84
20. Rafli Haffids Ilham 72 76
21. Rifki Aprian 72 76
22. Rhazty Olivia 76 80
23. Sindy Arman Dahny 76 80
24. Septi Ramadani 76 84
25. Selviana 76 84
4.1.2.1 pre-test in experimental class
The experimental class was VIII 2 students at SMP Negeri 1

Wundulako which consisted of 25 students who were taught using race board
games. Data collected through a pretest conducted before the researcher used race
board game in learning process. the results of the pre test was seen in table 4.1
below.
Table 4.1 Pre-Test Experimental Class

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation

Pre-Test
25 52 80 71.04 7.237
Eksperimen
Valid N (listwise) 25
By using SPSS, it was known that the average score obtained by students
was 71.04, while the standard deviation value or the difference between the
sample value and the average was 7.237, which means that the data or variables
used in this study are homogeneous, minimum score was 52 and maximum score
was 80.
Frequency distribution of pre-test score in teaching vocabulary through
vocabulary test with the experimental class was shown in table 4.2 below.
Table 4.2 Frequency Distribution of the Pre-Test Score in Experimental

Class
N Interval Category Frequency Average
o Percetage
(100)
1 0-50 Poor 0 0
2 51-70 Enough 4 16%
3 71-85 Good 21 84%
4 86-100 Excellent 0 0
Based on table 4.2, it was known that there were 4 students (16%) who
had scored 51-70, and there were 21 students (84%) who had scored 71-85. From
the statistical data, the category of the pre-test scores in the experimental class
was divided into four categories, namely poor, enough, good and excellent.
4.1.2.2 Pre-test in Control Class
The control class was a class VIII 6 that was taught using the conventional
method. The subject in the control class was 25 students and the pre-test was
done. The result of the pre-test was seen in table 4.3 below
Table 4.3 Pre-Test Control Class


Pre-Test
25 52 80 73.44 6.205
Kontrol
Valid N
25
(listwise)
was 80.
Table 4.4 Frequency Distribution of the Pre-Test Score in Control Class
Average
No Interval Category Frequency
Percentase (100)
1 0-50 Poor 0 0%
2 51-70 Enough 3 12 %
3 71-85 Good 22 88%
4 86-100 Excelent 0 0%
Based on table 4.4, it was known that there were 3 students (12 %) who had
score 51-70, and there were 22 students (88%) who had scored 71-85. From the
statistical data, the category of the pre-test scores in the control class was divide
into four categories, namely excellent, good, enough, and poor.
4.1.2.3 Post Test in Experimental Class
A post-test of the experimental class was aimed to determine the result of
students’ teaching vocabulary after treatment. The result of the post-test was seen
in table 4.5 below.
Table 4.5 Post-test Experiment Class

N Minimum Maximum Mean Std.

Deviation
Post-Test
25 72 96 81.44 5.987
Eksperimen
Valid N (listwise) 25
was 96.
Table 4.6 Frequency Distribution of the Post-Test Score in Experiment Class
Average
Percentase (100)
1 0-50 Poor 0 0%
2 51-70 Enough 0 0%
3 71-85 Good 23 92%
4 86-100 Excelent 2 8%
Based on table 4.6, it was known that there were 23 students (92%) who has
score 71-85, and there were 2 students (8%) who had scored 86-100. From the
statistical data, the category of the post-test scores in the experimental class was
divided into four categories, namely poor, enough, good and excellent.
4.1.2.4 Post-test in Control Class

A post-test of the control class was aimed to determine the result of
students’ teaching vocabulary after treatment. The result of the post-test was seen
in table 4.7 below
Table 4.7 Post-test Control Class

Post-Test
25 64 88 78.40 5.774
Kontrol
Valid N
25
(listwise)
was 88.
The frequency distribution of post-test score in teaching vocabulary through
vocabulary test with the control class was shown in table 4.8 below.
Table 4.8 Frequency Distribution of the Post-Test Score in Control Class
Average
Percentase (100)
1 0-50 Poor 0 0%
2 51-70 Enough 2 8%
3 71-85 Good 22 88%
4 86-100 Excelent 1 4%
Based on table 4.8, it was showed that there were 2 students (8%) who had
scored 51-70, 22 students (88%) who had score 71-85 and there were 1 students
(4%) who had scored 86-100. From the statistical data, the category of the post-
test scores in the experimental class was divided into four categories, namely
poor, enough, good and excellent.
84
80
76
Students' Mean Score
72
68
64
t t l l
m
en
m
en ntro ntro
i i
er er Co Co
ksp ksp est est
E E -t t-t
st st re os
t- e te P P
re st-
P Po
Figure 4.1 Comparison between Experimental and Control Class Based on

Pre-test and Post-test Score
The chart above described the comparison of experimental class and control
class progress from pre-test to post-test which had been obtained from the
previous table; table 4.1, table 4.2, table 4.3, and table 4.4. From the graph above
it can be seen that the average value of the experimental class (learning using
Race Board Game) from an average value of 71.04 in the pre-test to 81.44 in the
post-test. While the control class (conventional teaching) from 73.44 in the pre-
test to 78.40 in the post-test. The increase in the average value indicates that there
was a better increase in the scores of students' vocabulary skills in the
experimental class than in the control class. To find out whether the results were
significantly different, researchers had carried out a significance test through an
independent t-test on SPSS 20.0 which will be explained in the following sub -
chapter.
4.1.3 Inferential Analysis
Inferential analysis was a collection of methods for estimating what the
population characteristics (parameters) might be, given what is known about the
sample‟s characteristics (statistics), or for establishing whether patterns or
relationships, both association, and influence, or differences between categories
or sample (Blaikie, 2013). There were two inferential analysis in this research,
namely normality test and hypothesis test.
4.1.3.1 Normality of the Data
A normality test was used to test whether the data show normal distribution
or not. Saleh (2019) states that the normality test is supplementary to the
graphical assessment of normality. The normality test was conducted on the data
that were obtained from the pre-test and post-test. Data was said to be normally
distributed if the p-value obtained from the calculation was greater then 0.05. This
test compared the scores in the sample to a normally distributed set of scores with
same mean and standard deviation.
This interpretation of the test was drawn as follows: (1) if the value of
Asymp. Sig. (2-tailed) was greater than the rate of 5% Alpha Asymp. Sig. (2-
tailed) > 0.05) it can be concluded that the data derived from populations that
were normally distributed and (2) if the value of Asymp. Sig. (2-tailed) was
smaller than the Alpha level 5% (Asymp. Sig. (2-tailed) <0.5 it can be concluded
that the data from the population distribution was not normal. The result of the
normality test was presented as follow.
Table 4.9 Normality Test in Experimental Class

Test of Normality
One-Sample Kolmogrov-Smirnov
Kelas Kolmogorov-Smirnova
Statistic df Sig.
Pre-Test Eksperimen (PBL) .393 25 .020

Post-Test Eksperimen (PBL) .155 25 .124
Based on table 4.9, from normality test result of the experiment class was
showed that the Asymp value. Sig. (2-tailed) of the pre-test was greater than 0.05
(5%). 020 and 0.05 (5%). 124 and 0.05 (5%). Thus, it could be concluded that the
distribution of the data of the experimental class was normal.
Table 4.10 Normality Test in Control Class

Test of Normality One-Sample Kolmogorov-Smirnov
Kelas Kolmogorov-Smirnova
Statistic Df Sig.
Pre-Test Kontrol (Konvensional) .288 25 .014
Post-Test Kontrol (Konvensional) .219 25 .050
Based on table 4.10 from normality test result of the control class was
showed that the Asymp value. Sig. (2-tailed) of the pre-test was greater than 0.05
(5%). 014 and 0.05 (5%). 050 and 0.05 (5%). Thus, it could be concluded that
the distribution of the data of the control class was normal.
4.1.3.2 Hypothesis Testing
The hypothesis testing was aimed to reveal whether there was a significant
difference between students’ vocabulary mastery before and after being taught
using the Race Board Game. Firstly, the hypothesis must be changed to the null
hypothesis (H0) before the hypothesis was rejected or accepted. Therefore, the
null hypothesis (H0) was “There is no significant effect of using Race Board
Game on students’ Vocabulary mastery.”
In this case, the researcher used SPSS 20.0 for the windows computer program.
The data were gained by employing paired sample T-test. It was applied because
there were two variables in this research (experiment class and control class) and
the scores for both pre-test and post-test and the mean score were different but
related (paired). To find out the degree of freedom (Df), the researcher used the
formula Df = N-1, where N (experiment class) = 25, so Df = 25-1 = 24 and N
(control class) = 25, so Df = 25-1 = 24 at the significant level 0.05. Based on the
result of the testing hypothesis , it showed t-count was higher that t-table, this
indicated that H1 was accepted while H0 was rejected which means that there was
a significant effect of Race Board Game on students’ vocabulary mastery of the
second grade of SMP Negeri 1 Wundulako.

Table 4.11 Hypothesis Testing
Paired Samples Test
Paired Differences
95%
Confidence
Std. Interval of the Sig.
Std. Error Difference (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair Pre-Test 10.400 5.292 1.058 12.584 8.216 11.859 24 .000
1 Eksperime
n - Post-
Test
Eksperime
n
Pair Pre-Test 4.960 2.091 .418 5.823 4.097 9. 827 24 .000
2 Kontrol -
Post-Test
Kontrol
Interpretation of the paired sample T-test
Based on the output pair 1 it was showed sig. (2-tailed) of 0.000 < -0.05, it
can be concluded that there is a difference in the average student learning
outcomes for the experimental class pre-test and the experimental class post-test
with the experimental class post-test (Race Board Game). Based on the output pair
2, the value of Sig. (2-tailed) of 0.000 <0.05, it can be concluded that there is a
difference in the average student learning outcomes for the pre-test control class
and post-test control class (conventional teaching).
Table 4.12 T-Test of Experimental and Control Class
Statistic Result
Variabel Df T-table T-test T-test > T-table
Experiment class 24 2.064 11.859 H0 = Rejected
Control class 24 2.064 9. 827 H1 = Accepted
Table 4.12 showed that T-test of experimental class (11.859) > T-table (2.064).
Where the T-test was higher than the T-table this indicated that H1 was accepted
while H0 was rejected which meant there was a significant effect of using Race
Board Game on Students’ Vocabulary Mastery at the Second Grade Students of
SMP Negeri 1 Wundulako.
In this section discusses the relationship between Race Board Game and
improving students' vocabulary skills based on the research that has been done.
The results of the student vocabulary test in the evaluation showed that there was
an influence on students' vocabulary skills from the pre-test and post-test after
being treated using Race Board Game in the learning process. This can be proven
by the average pretest and posttest scores for the experimental class, namely 71,04
and 81,44, while the average pretest and posttest scores for the control class are
73,44 and 78,40
The result of the t-test was 11.859 and the critical value of the t-table was
2.064. Because the t-test is higher than the t-table, this shows that after getting
treatment using Race Board Game in the learning process, the experimental class
achieves better results than before receiving treatment Hyponymy in the learning
process.
It can be concluded that the achievement of learning effectiveness with
the Effect using Race Board Game in teaching vocabulary there is a significant
difference when applied to Vocabulary learning materials for class VIII 2 students
at SMP NEGERI 1Wundulako. Inferentially, there is a significant difference
between them.
The above statement is also supported by research conducted by Rahmadani
(2021) “The Use Of Race Board Game Toward The Improvement Of Students
Vocabulary’s Memorization At The First Year Students Of English Education
Department At Uin Alauddin” The study used a quasi-experimental. The results
of this study indicate that the Race Board Game has an effect on students'
vocabulary achievement and is actually able to improve students' vocabulary
mastery.
From the explanation above, As a result of the research it was found that
students who were taught using Race Board Game experienced an increase in
vocabulary mastery. Based on pre-test results before race board game
implemented, the students' vocabulary mastery was lower than after race board
game applied. After getting the treatment and post-test It was found that there was
a significant difference between trials experimental class and control class. In
addition, this vocabulary teaching technique can improve every aspect of students'
vocabulary mastery includes meaning, word form, word meaning, and word used
vocabulary.
During the race board game treatment in the learning process, there are several
factors that significantly affect students' vocabulary skills. The first factor was
students' habits in using vocabulary that had been taught during the learning
process, before applying race board game, students have difficulty in the learning
process because their vocabulary was lacking, when the vocabulary learning
process using race board game had been implemented, students experience more
improvement mastery of vocabulary and more often use the vocabulary they
already know, so students are more active in the learning process and are more
likely to answer questions about vocabulary around them when they are asked
questions by the teacher. The analysis was carried out that there were some
students who rarely even never play a role in the teaching and learning process
because of the lack of vocabulary they have, then when race board game is
applied, these students are then trained to have an active role in class.
The second factor was that researchers apply discipline to students. besides
applying the habit of doing something to students. in the teaching and learning
process the teacher routinely asks students in the middle of learning to practice
their vocabulary mastery using English.
Based on the discussion above, teaching English especially vocabulary using
race board game was one of the recommended learning techniques that can be
applied in class. Therefore, the researcher concluded that teaching vocabulary
using race board game had a positive effect on the students' vocabulary skills in
second grade at SMP Negeri 1 Wundulako.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the summary of the finding and the suggestion of the
result in implementation of Race Board Game on students’ vocabulary
achievement. In this chapter, the writer would like to give some conclusions that
may relate to the subject.
5.1 conclusion
Based on the research findings and discussion, the writer made conclusion
that using Race Board Game was effective in teaching vocabulary. The students
can get understanding many words and their meaning also how to write them. It
was proved by the mean score based on pre-test and post-test in both experimental
group and control group. The mean score in experimental group before and after
treatment for students‟ vocabulary achievement was 71.04 becomes 81.44. In
control group before and after treatment for students’ vocabulary achievement
was 73.44 becomes 78.40 with the t-test value was greater than t-table for
students‟ vocabulary achievement (11.859>2,064).
5.2 Suggestion
Based on the conclusion above, the researcher proposed suggestion for
teacher, students and the other researcher, as follows:
Firstly, teacher should be more creative to enrich and improve quality of
their teaching activity. The use of race board game can be as an alternative way in
teaching and learning process because it is effective in enhance the students’
vocabulary mastery. The materials can be present in a relaxed and understandable
way. The students also can take a lot of learning, experience, and knowledge from
this activity. That’s why, it is suggested for the teacher to use race board game in
enhance students’ vocabulary mastery.
Secondly, for student should develop their motivation in order to be more
active in the process of teaching and learning in the English classroom. By
applying Race Board Game, the students could manage their motivation because
this it could give not only fun and enjoy activities but also enhance students’
vocabulary lists.
lastly, to the next researcher who has similar research with this research, it
is suggested to conduct more perfect research with different framework and
contexts that could enrich knowledge by giving contribution to develop English
teaching and learning process.
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APPENDICES
A
S
APPENDIX 1
No Class Type of Activity Implementation Time Note

1. VIII 6 First Meeting Rabu, 16 Agustus 2023 Done
(Pre-Test) (11.20-12.30)
2. VIII 2 First Meeting Rabu, 16 Agustus 2023 Done
(Pre-Test) (09.20-11.30)
3. VIII 6 Second Meeting Selasa, 22 Agustus 2023 Done
(08.30-9.50)
4. VIII 2 Second Meeting Selasa, 22 Agustus 2023 Done
(Treatment) (10.00-11.20)
5. VIII 6 Third Meeting Rabu, 23 Agustus 2023 Done
( 11.20-12.30)
6. VIII 2 Third Meeting Rabu, 23 Agustus 2023 Done
(Treatment) (09.20-11.30)
7. VIII 6 Fourth Meeting Selasa, 29 Agustus 2023 Done
(08.30-9.50)
8. VIII 2 Fourth Meeting Selasa, 29 Agustus 2023 Done
(Treatment) (10.00-11.20)
9. VIII 6 Fifth Meeting Rabu, 30 Agustus 2023 Done
(11.20-12.30)
10. VIII 2 Fifth Meeting Rabu, 30 Agustus 2023 Done
(Treatment) (9.20-11.30)
11. VIII 6 Sixth Meeting Selasa , 05 September Done
(Post-Test) 2023(08.30-9.50)
12. VIII 2 Sixth Meeting Selasa, 05 September Done
(Post test) 2023(10.00-11.20)
Appendix 2
ATTENDANCE LIST OF CLASS VIII STUDENTS AT SMP NEGERI 1

WUNDULAKO
Attendance list of class VIII 2

MEETINGS
No Name
I II III IV V VI
1 Adila Khanzah    
P P
2 Athifah Syahrani Jamal    
R O
3 Aqidah Afifah Sang Jaya    
E S
4 Arzyadilah    
T
5 Anvil Wingardana    
T
6 Destri Dwi Lestari    
E T
7 Indah Fatriani    
S E
8 Julio Fadil S.    
T S
9 Keisya Olivia S.    
T
10 Muh. Fasli Barid    
11 Muh. Zendi Rana Putra    
12 Muh. Fajri T    
13 Muhammad Akbar M    
14 Muh Al Fahry    
15 Muh. Yusril    
16 Muh. Zidan    
17 Muh. Afriansyah    
18 Marsel    
19 Muh. Widi Pratama    
20 Nurul Izah    
21 Nursaid    
22 Riska Regina Putri    
23 Resti Amalia    
24 Salwa Safira J.    
25 Vanesa    
Appendix 3
ATTENDANCE LIST OF CLASS VIII STUDENTS AT SMP NEGERI 1

WUNDULAKO
ATTENDANCE LIST OF CLASS VIII 6

MEETINGS
No Name
I II III IV V VI
1 Andi Evan S.    
P P
2 Alena Saleh    
R O
3 Ahmad Israfil    
E S
4 Andres Kristian    
T
5 Arsinta Dwi Rahma    
T
6 Candra    
E T
7 Clarisya Olivia    
S E
8 Dirga    
9 Divha Aurelia Saniyah. S    
T S
10 Jannuar P.L    
T
11 Kasih    
12 M. Azril Inesta    
13 Muh. Aswal Al Faiz    
Bilisa
14 Muh. Al Habsy    
15 Muh. Teguh    
16 Muh. Irfan Ulum M    
17 Muh. Naufal Ayman    
18 Namira Lulu Oktariani    
19 Novianthy Mepa    
20 Rafli Haffids Ilham    

21 Rifki Aprian    
22 Rhazty Olivia    
23 Sindy Arman Dahny    
24 Septi Ramadani    
25 Selviana    
Appendix 4
RENCANA PELAKSANAAN PEMBELAJARAAN (RPP) Kelas Control

Nama Sekolah : SMP NEGERI 1 WUNDULAKO
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/II
Alokasi Waktu : 8x40 Menit (4 Pertemuan)
Meeting : 1-4
Komponen Bahasa : Kosa Kata (Vocabulary)
A. Standar Kompetensi
K1 : Menerima, menjalankan dan menghargai ajaran agama yang dianutnya
K2 : Memiliki perilaku jujur, disiplin, tanggung jawab, santun, peduli, dan
percaya diri dalam berinteraksi dengan keluarga, teman, guru, dan
tetangganya
K3 : Memahami pengetahuan faktual dengan cara mengamati (mendengar,
melihat, membaca dan menanya) dan menanya berdasarkan rasa ingin tahu
tentang dirinya, makhluk ciptaan Tuhan dan kegiatannya, dan benda-benda
yang dijumpainya di rumah, sekolah, dan tempat bermain
K4 : Menyajikan pengetahuan faktual dalam bahasa yang jelas, sistematis, dan
logis, dalam karya yang estetis, dalam gerakan yang mencerminkan anak
sehat, dan dalam tindakan yang mencerminkan perilaku anak beriman dan
berakhlak mulia.
B. Standar Kompetensi
Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait keberadaan orang, benda, binatang, sesuai dengan konteks
penggunaannya.
C. Indikator Pencapaian
1. Menuliskan vocabulary sesuai grammar yang tepat.
2. Mengingat kosakata yang ada di dalam topik dengan benar.
3. Mengingat makna kosakata terkait tema dengan benar.
D. Tujuan Pembelajaran
1. Diharapkan siswa mampu menuliskan vocabulary yang telah diajarkan
dengan benar.
2. Diharapkan siswa mampu mengingat kosakata yang telah dipelajari.
3. santai dan nyaman belajar bahasa Inggris khususnya dalam menghafal
kosakata bahasa Inggris dengan benar.
E. Materi Pembelajaran
Mengidentifikasi dan menyebutkan berbagai benda-benda di sekolah, di
rumah, binatang dan tempat.
F. Metode Pembelajaran
Metode pembelajaran Translation.
G. Media, Alat dan Sumber Pembelajaran

Media: Bahan Ajar
Alat : papan tulis, Spidol dan Kamus
Sumber Pembelajaran :
 Kementerian Pendidikan dan Kebudayaan.2017. Bahasa inggris, When
English Rings a Bell: Edisi Revisi ,Jakarta.
 Kamus Bahasa Inggris-Indonesia
Kosa Kata Benda dirumah dan disekolah

AC/Air Conditioner: AC/Pendingin Administration Staff : Staf Tata
Ruangan Usaha
Air Freshener: Pengharum Ruangan Bag: Tas
Alarm/Clock: Jam Weker Book: Buku
Bed: Tempat Tidur, Ranjang Bookshelf: Rak Buku
Bed Sheet: Sprei Broom: Sapu
Blanket: Selimut Calendar: Kalender
Bowl: Mangkuk Canteen : Kantin
Bin : Tempat Sampah Canteen Keeper : Penjaga Kantin
Bedroom : Tempat Tidur Chair: Kursi
Carpet: Karpet Chalk: Kapur
Comb : Sisir Clock: Jam
Chair: Kursi Computer: Komputer
Chopsticks: Sumpit Cupboard: Lemari
Cloth: Pakaian Pakaian Curtain : Gorden
Cup: Cangkir Desk: Meja
Cupboard: Lemari Dictionary: Kamus
Ceiling : Langit-Langit Door: Pintu
Curtain: Gorden Drawing Book: Buku Gambar
Dining Table: Meja Makan Dustbin: Tempat Sampah
Dining Room : Ruang Makan Eraser: Penghapus
Doll: Boneka Fan: Kipas Angin
Door: Pintu Fence : Pagar
Floor : Lantai Flag: Bendera
Fridge : Kulkas Globe: Globe/Bola Bumi
Glass: Gelas Grass : Rumput
Garage : Garasi Lamp : Lampu
Iron: Strika Library : Perpustakaan
Knife : Pisau Language Laboratory : Lab Bahasa
Kitchen : Dapur Marker: Spidol
Lock : Kunci Mop : Pel
Lamp : Lampu Parking Lot : Tempat Parkir
Pan: Wajan Park : Taman
Pillow: Bantal Picture : Gambar
Picture : Gambar Plant : Tanaman
Shelf : Rak Science Laboratory : Lab IPA
Spoon : Sendok Sport Laboratory : Lab Olahraga
Table : Meja Student : Siswa
Telephone : Telfon Rumah Security Guard : Satpam
Televise : Tv Scool Yard : Lapangan Sekolah
Toilet : Toilet Teacher : Guru
Towel : Handuk Tree : Pohon
Kosa-kata Binatang
Baboon : Babun Kitten : Anak Kucing
Bee : Lebah Lion : Singa
Bird : Burung Leopard : Macan Tutul
Cat : Kucing Monkey : Monyet
Camel : Unta Mosquito : Nyamuk
Cow : Sapi Mouse : Tikus
Crocodile : Buaya Octopus : Gurita
Dog : Anjing Owl : Burung Hantu
Dolphin : Lumba-Lumba Panda : Panda
Eagle : Elang Pigeon : Burung Merpati
Fish : Ikan Pig : Babi
Fox : Rubah Rabbit : Kelinci
Fly : Lalat Shark : Hiu
Frog : Katak Snake : Ular
Giraffe : Jerapah Squid : Cumi-Cumi
Goat : Kambing Spider : Laba-Laba
Gorilla : Gorilla Tiger : Harimau
Horse : Kuda Turtle : Kura-Kura
Hippopotamus : Kuda Laut Whale : Paus
Kangaroo : Kanguru Wolf : Serigala
Kosa-kata bangunan umum/tempat (places)
Airport : Bandara Hotel : Hotel
Art Museum : Museum Seni House : Rumah
Bank : Bank Inn : Penginapan
Bakery : Toko Roti Jewelry Store : Toko Perhiasan
Barber Shop : Salon Rambut Library : Perpustakaan
Beach : Pantai Mall : Mall
Book Store : Toko Buku Market : Pasar
Boutique : Butik Mosque : Masjid
Bus Station : Stasiun Bus Museum : Museum
Cafe : Kafe Park : Taman
Cafetaria : Kantin Pet Store : Toko Hewan Peliharaan
Cinema : Bioskop Police Station : Kantor Polisi
Clothing Store : Toko Pakaian Post Office : Kantor Pos
Clinik : Klinik Restaurant : Restoran
Coffee Shop : Kedai Kopi School : Sekolah
College : Kampus Shop : Toko
Courthouse : Pengadilan Saloon : Salon
Forest : Hutan Stadium : Stadion
Florist : Toko Bunga Supermarket : Supermarket
Hospital : Rumah Sakit Toy Store : Toko Mainan
H. Langkah-Langkah Kegiatan (Pembelajaran 1 )
Kegiatan Pembelajaran Waktu

Kegiatan Awal 10 Menit
a. Guru masuk ke kelas, guru memberi salam dan
menyapa para siswa. Contoh : salam,good
morning,students.how are you today? ( 1 Menit )
b. Siswa diberi arahan oleh guru untuk berdoa. ( 1
Menit )
c. Siswa dicek kehadirannya oleh guru. contoh : I will
check your attendance,please raise your hand and say
present when you hear your name.( 2 Menit)
d. Siswa diberi informasi tentang tema yang akan
dipelajari hari ini.( 2 Menit )
e. Mengaitkan materi yang akan dibahas.( 4 Menit )
Kegiatan Inti
Mengamati
 Guru menuliskan benda disekolah di papan
tulis.( 5 Menit )
 Siswa mengamati contoh teks yang diberikan
oleh guru terkait dengan benda-benda di
sekolah (Thing at school) ( 3 Menit )
 Siswa ditanya oleh guru untuk menyebutkan
kosa-kata yang berhubungan dengan benda-
benda di sekolah dan dirumah.(3 Menit )
Menanya
 siswa mempertanyakan tentang arti kosa kata
dari contoh teks dengan tema benda-benda di
sekolah.(3 Menit )
Mengeksplorasi
 Siswa membuat daftar kosakata yang terkait 40 Menit
dengan contoh teks bertema benda-benda di
sekolah. (5 Menit )
 Siswa menerjemahkan daftar kosakata yang
telah dibuat.(5 Menit )
 Siswa mengecek ejaan menggunakan kamus.
( 5 Menit )
Mengasosiasi
 Siswa mengerjakan tugas yang terkait dengan
tema, untuk mengetahui apakah siswa
mamahami pelajaran dipertemuan ini.
(6 Menit )
Mengkomunikasi
 Siswa mengumpulkan tugas.( 1 Menit )
 Siswa dan guru membahas hasil pekerjaan
siswa.(4 Menit )
Penutup 10 Menit
 Siswa bersama guru menyimpulkan
pembelajaran.( 2 Menit )
 Melakukan penilaian terhadap kegiatan yang
sudah dilakukan (2 Menit)
 Guru menyampaikan rencana pelajaran untuk
pertemuan berikutnya.( 5Menit )
 Salam dan penutup.( 1 Menit )
Langkah-Langkah Kegiatan (Pembelajaran 2 )

a. Guru masuk ke kelas, guru member salam dan
morning,students.how are you today?
( 1 Menit )
Menit )
check your
attendance,please raise your hand and say present
when you hear your name.
( 2 Menit )
Kegiatan Inti
Mengamati
 Guru menuliskan jenis-jenis binatang di papan
tulis.( 5 Menit )
oleh guru terkait dengan binatang (Animal)
( 3Menit )
kosa-kata yang berhubungan dengan animal.
(3 Menit ).
Menanya
dari contoh teks dengan tema animal.
(3 Menit ).
Mengeksplorasi 40 Menit
 Siswa membuat daftar kosakata yang terkait
dengan contoh teks bertema animal.(5 Menit )
( 5 Menit )
Mengasosiasi
(6Menit )
Mengkomunikasi
siswa.(4 Menit )
Penutup 10 Menit
pembelajaran.
 ( 2 Menit )

morning,students.how are you today?( 1 Menit )
Menit )
present when you hear your name.( 2 Menit )
e. Mengaitkan materi yang akan dibahas.( 4 Menit ).
Kegiatan Inti
Mengamati
 Guru menuliskan benda-benda yang ada di
rumah di papan tulis.( 5 Menit )
oleh guru terkait dengan benda yang ada di
rumah (Things around the house). ( 3 Menit )
kosa-kata yang berhubungan dengan Things
around the house.(3 Menit )
Menanya
dari contoh teks dengan tema Things around
the house. (3 Menit )
40 Menit
Mengeksplorasi
dengan contoh teks bertema Things around the
house. (5 Menit )
( 5 Menit )
Mengasosiasi
mamahami pelajaran dipertemuan ini. (6 Menit
)
Mengkomunikasi
siswa.(4 Menit )
Penutup 10 Menit
Kegiatan Pembelajaran
morning,students.how are you today?
( 1 Menit )
Menit )
check your
attendance,please raise your hand and say present
when you hear your name.
( 2 Menit )
dipelajari hari
ini.( 2 Menit )
Kegiatan Inti
Mengamati
 Guru menuliskan kosakata mengenai tempat di
papan tulis.( 5 Menit )
oleh guru terkait dengan tempat di papan tulis
(occupation and places).
( 3Menit )
kosa-kata yang berhubungan dengan places. (3
Menit )
Menanya
 Siswa mempertanyakan tentang arti kosa kata
dari contoh teks dengan tema places. (3 Menit )
Mengeksplorasi
 Siswa membuat daftar kosakata yang terkait 40 Menit
dengan contoh teks bertema places.
(5 Menit )
( 5 Menit )
Mengasosiasi
mamahami pelajaran dipertemuan ini. (6Menit
)
Mengkomunikasi
siswa.(4 Menit )
Penutup 10 Menit
 Siswa bersama guru menyimpulkan pembelajaran.
 ( 2 Menit )
 Melakukan penilaian terhadap kegiatan yang sudah
dilakukan (2 Menit)
pertemuan berikutnya. ( 5Menit )
APPENDIX 5
RENCANA PELAKSANAAN PEMBELAJARAAN (RPP) Kelas Eksperimen

Nama Sekolah : SMP NEGERI 1 WUNDULAKO
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/II
Alokasi Waktu : 4x40 Menit (4 Pertemuan)
Meeting : 1-4
Komponen Bahasa : Things at school and things around the house, animals
and places.
A. Standar Kompetensi
K1 : Menerima, menjalankan dan menghargai ajaran agama yang dianutnya
K2 : Memiliki perilaku jujur, disiplin, tanggung jawab, santun, peduli, dan
percaya diri dalam berinteraksi dengan keluarga, teman, guru, dan
tetangganya
K3 : Memahami pengetahuan faktual dengan cara mengamati (mendengar,
melihat, membaca dan menanya) dan menanya berdasarkan rasa ingin tahu
tentang dirinya, makhluk ciptaan Tuhan dan kegiatannya, dan benda-benda
yang dijumpainya di rumah, sekolah, dan tempat bermain
K4 : Menyajikan pengetahuan faktual dalam bahasa yang jelas, sistematis, dan
logis, dalam karya yang estetis, dalam gerakan yang mencerminkan anak
sehat, dan dalam tindakan yang mencerminkan perilaku anak beriman dan
berakhlak mulia.
B. Standar Kompetensi
Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait keberadaan orang, benda, binatang, sesuai dengan konteks
penggunaannya.
C. Indikator Pencapaian
1. Menuliskan vocabulary sesuai grammar yang tepat.
2. Mengingat kosakata yang ada di dalam topik dengan benar.
3. Mengingat makna kosakata terkait tema dengan benar.
D. Tujuan Pembelajaran
1. Diharapkan siswa mampu menuliskan vocabulary yang telah diajarkan
dengan benar.
2. Diharapkan siswa mampu mengingat kosakata yang telah dipelajari.
3. santai dan nyaman belajar bahasa Inggris khususnya dalam menghafal
kosakata bahasa Inggris dengan benar.
E. Materi Pembelajaran
Mengidentifikasi dan menyebutkan berbagai benda-benda dalam kelas,
binatang, benda-benda di rumah dan tempat.
F. Metode Pembelajaran
Metode pembelajaran Race Board Game.
G. Media, Alat dan Sumber Pembelajaran

Media: Bahan Ajar
Alat : papan tulis, Spidol dan Kamus
Sumber Pembelajaran :
 Kementerian Pendidikan dan Kebudayaan.2017. Bahasa inggris, When
English Rings The Bell: Edisi Revisi ,Jakarta.
 Kamus Bahasa Inggris-Indonesia
Kosa kata Alat

Kosa Kata Benda di rumah dan disekolah
AC/Air Conditioner: AC/Pendingin Administration Staff : Staf Tata
Ruangan Usaha
Air Freshener: Pengharum Ruangan Bag: Tas
Alarm/Clock: Jam Weker Book: Buku
Bed: Tempat Tidur, Ranjang Bookshelf: Rak Buku
Bed Sheet: Sprei Broom: Sapu
Blanket: Selimut Calendar: Kalender
Bowl: Mangkuk Canteen : Kantin
Bin : Tempat Sampah Canteen Keeper : Penjaga Kantin
Bedroom : Tempat Tidur Chair: Kursi
Carpet: Karpet Chalk: Kapur
Comb : Sisir Clock: Jam
Chair: Kursi Computer: Komputer
Chopsticks: Sumpit Cupboard: Lemari
Cloth: Pakaian Pakaian Curtain : Gorden
Cup: Cangkir Desk: Meja
Cupboard: Lemari Dictionary: Kamus
Ceiling : Langit-Langit Door: Pintu
Curtain: Gorden Drawing Book: Buku Gambar
Dining Table: Meja Makan Dustbin: Tempat Sampah
Dining Room : Ruang Makan Eraser: Penghapus
Doll: Boneka Fan: Kipas Angin
Door: Pintu Fence : Pagar
Floor : Lantai Flag: Bendera
Fridge : Kulkas Globe: Globe/Bola Bumi
Glass: Gelas Grass : Rumput
Garage : Garasi Lamp : Lampu
Iron: Strika Library : Perpustakaan
Knife : Pisau Language Laboratory : Lab Bahasa
Kitchen : Dapur Marker: Spidol
Lock : Kunci Mop : Pel
Lamp : Lampu Parking Lot : Tempat Parkir
Pan: Wajan Park : Taman
Pillow: Bantal Picture : Gambar
Picture : Gambar Plant : Tanaman
Shelf : Rak Science Laboratory : Lab IPA
Spoon : Sendok Sport Laboratory : Lab Olahraga
Table : Meja Student : Siswa
Telephone : Telfon Rumah Security Guard : Satpam
Televise : Tv Scool Yard : Lapangan Sekolah
Toilet : Toilet Teacher : Guru
Towel : Handuk Tree : Pohon
Kosa-kata Binatang
Baboon : Babun Kitten : Anak kucing
Bee : Lebah Lion : Singa
Bird : Burung Leopard : Macan tutul
Cat : Kucing Monkey : monyet
Camel : Unta Mosquito : nyamuk
Cow : sapi Mouse : tikus
Crocodile : Buaya Octopus : Gurita
Dog : Anjing Owl : Burung hantu
Dolphin : Lumba-lumba Panda : Panda
Eagle : Elang Pigeon : Burung merpati
Fish : Ikan Pig : Babi
Fox : Rubah Rabbit : Kelinci
Fly : Lalat Shark : hiu
Frog : Katak Snake : Ular
Giraffe : Jerapah Squid : Cumi-cumi
Goat : Kambing Spider : Laba-laba
Gorilla : gorilla Tiger : Harimau
Horse : Kuda Turtle : kura-kura
Hippopotamus : Kuda laut Whale : Paus
Kangaroo : Kanguru Wolf : Serigala
Kosa-kata bangunan umum/tempat (places)

Airport : Bandara Hotel : Hotel
Art Museum : Museum Seni House : Rumah
Bank : Bank Inn : Penginapan
Bakery : Toko Roti Jewelry Store : Toko Perhiasan
Barber Shop : salon rambut Library : Perpustakaan
Beach : Pantai Mall : Mall
Book Store : Toko Buku Market : Pasar
Boutique : Butik Mosque : Masjid
Bus station : Stasiun bus Museum : Museum
Cafe : Kafe Park : Taman
Cafetaria : Kantin Pet Store : Toko Hewan Peliharaan
Cinema : Bioskop Police Station : Kantor Polisi
Clothing store : Toko Pakaian Post Office : Kantor Pos
Clinik : Klinik Restaurant : Restoran
Coffee Shop : Kedai Kopi School : Sekolah
College : Kampus Shop : Toko
Courthouse : Pengadilan Saloon : Salon
Forest : Hutan Stadium : Stadion
Florist : Toko bunga Supermarket : Supermarket
Hospital : Rumah Sakit Toy Store : Toko Mainan
H. Langkah-Langkah Kegiatan (Pembelajaran 1 )

Menit )
Kegiatan Inti
Mengamati
 Guru menuliskan jenis-jenis benda yang ada di
sekolah, contoh : pillow, table, chair and etc.( 3
Menit )
 Siswa diberi penjelasan oleh guru mengenai
procedure penggunaan Race Board Game.
( 2 Menit )
 Siswa memperhatikan guru yang sedang
memberikan contoh penggunaan Race Board
Game dengan menuliskan topic di papan tulis.
( 2 Menit )
Contoh : Things
 Guru memberikan instruksi kepada siswa untuk

membagi kelompok menjadi 4 kelompok. ( 5
Menit )
 Siswa mulai memainkan permainan Race Board
Game dengan dipandu oleh guru (5 Menit).
Menanya
dari contoh teks dengan tema benda-benda di
sekolah dan di rumah.(3 Menit )
40 Menit
Mengeksplorasi
dengan contoh teks bertema benda-benda di
sekolah dan di rumah.(5 Menit )
telah dibuat. (5 Menit )
( 2 Menit )
Mengasosiasi
(6 Menit )
Mengkomunikasi
 Siswa mengumpulkan tugas. ( 1 Menit )
siswa.(4 Menit )
Penutup 10 Menit

Menit )
Kegiatan Inti
Mengamati
 Guru menuliskan jenis-jenis hewan,contoh :
eagle, lion and etc. ( 3 Menit )
procedure penggunaan Race Board Game.
( 2 Menit )
( 2 Menit )
Contoh : Animals

Menit )
Menanya
dari contoh teks dengan tema Animals.
(3 Menit )
40 Menit
Mengeksplorasi
dengan contoh teks bertema animals.(5 Menit )
( 2 Menit )
Mengasosiasi
(6 Menit )
Mengkomunikasi
siswa.(4 Menit )
Penutup 10 Menit

Menit )
Kegiatan Inti
Mengamati
 Guru menuliskan kosakata things at home
contoh : Iron, Knife and etc.( 3 Menit )
procedure penggunaan Race Board Game .( 2
Menit )
Game dengan menuliskan topic di papan tulis.(
2 Menit )
Contoh : Things at home

Menit )
Menanya
dari contoh teks dengan tema things at home.
(3 Menit ) 40 Menit
Mengeksplorasi
dengan contoh teks bertema things at home. (5
Menit )

( 2 Menit )
Mengasosiasi
(6 Menit )
Mengkomunikasi
siswa.(4 Menit )
Penutup 10 Menit

b. Siswa diberi arahan oleh guru untuk berdoa.
( 1 Menit )
check your attendance, please raise your hand and say
present when you hear your name.
( 2 Menit )
dipelajari hari ini. ( 2 Menit )
Kegiatan Inti
Mengamati
 Guru menuliskan jenis-jeni places, contoh
Mosque, Cafe and etc.( 3 Menit )
procedure penggunaan Race Board Game
( 2 Menit )
( 2 Menit )
Contoh : Place

Menit )
Menanya 40 Menit
dari contoh teks dengan tema occupation and
places.(3 Menit )
Mengeksplorasi
dengan contoh teks occupation and places.(5
Menit )
 Siswa mengecek ejaan menggunakan kamus. (
2 Menit )
Mengasosiasi
mamahami pelajaran dipertemuan ini. (6 Menit
)
Mengkomunikasi
siswa.(4 Menit )
Penutup 10 Menit
APPENDIX 5
KEMENTERIAN PENDIDIKAN, KEBUDAYAAN,

RISET, DAN TEKNOLOGI
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Pemuda No. 339, Kabupaten Kolaka, Sulawesi Tenggara, 93517
Telp (0405) 2321132 Fax (0405) 2324028
E-mail : rektorat@usn.go.id ; Website : www.usn.ac.id

Vocabulary Test
SMP Negeri 1 Wundulako
Name :
Class :
Instruction : Choose the correct answer either A, B, C, or D by crossing out
your choice.
SOAL PRE-TEST
1. Which animal below likes to eat carrots and other vegetables?

a. a Cat c. a Spider
b. a Whale d. a Rabbit
2. The thing that can be used for cutting or slicing is?
a. a Ceiling c. a Knife
b. a Fridge d. a Cup
3. My grandfather is sicks, so he goes to....
a. a Hospital c. a Florist
b. a Bakery d. a Pet Store
4. On the walls of the class there is usually a photo of….
a. a President c. a Chef
b. a Celebrity d. a Teacher
5. Which animal below has liquid ink in their body?
a. a Pigeon c. a Fly
b. a Fox d. a Squid
6. Where do you usually put your clothes?
a. in the Ceiling c. in the Bowl
b. in the Cupboard d. in the Table
7. We can see many animals in the.....
a. Mosque c. Zoo
b. Library d. a Clinik
8. This tool is used to show the time. This is a…
a. a Clock c. a Whiteboard
b. a Table d. a Mop
9. The animals below which has long neck is .....
a. a crocodile c. a Tiger
b. a Snake d. a giraffe
10. My father parks the car in the....
a. Garage c. Toilet
b. Bedroom d. Living room
11. Moslem usually pray in the.....
a. Saloon c. Inn
b. Mosque d. Beach
12. What do teachers usually use to write on the whiteboard?
a. an Eraser c. a Marker
b. a Flag d. a Fence
13. Which of the following animals live in water?
a. a Panda c. a Tiger
b. a Kitten d. a Dolphin
14. My mother is cooking in the........
a. kitchen c. toilet/bathroom
b. garage d. classroom
15. You can watch movie in...
a. The Supermarket c. The Courthouse
b. The Cinema d. The Airport
16. I put some pens, some pencils, a ruler, and some erasers in my . . .
a. a Pencil case c. a Broom
b. a Dictionary d. a Plant
17. Lions and tiger love to eat ….

a. a Fruit c. a Grass
b. an Egg d. a Meat
18. Which of the following items is used to warm us when we are cold?
a. a Fan c. a Blanket
b. Shelf d. a Comb
19. The place that we usually visited to watch football is....
a. Market c. Toy store
b. Boutique d. Stadium
20. What do students usually use to sit in the classroom?
a. a Grass c. a Globe
b. a Chair d. a Calender
21. Which animal below who produce egg?
a. a Chicken c. a Pig
b. a Baboon d. a Goat
22. The thing that you usually use to drink is....
a. a Chopstick c. a Fork
b. a Glass d. a. Curtain
23. My sister bought flowers for me in...
a. The Florist c. The Bank
b. The Clothing Store d. The House
24. What object is used to sweep the floor in the classroom?
a. a Picture c. a Dustbin
b. a Fan d. a Broom
25. The animal below that has venom is…
a. a Leopard c. A Snake
b. a Horse d. an Ant
ANSWER KEY PRE-TEST
Multiple Choice
1. D 11. B 21. A
2. C 12. C 22. B
3. A 13. A 23. A
4. A 14. A 24. D
5. D 15. B 25. C
6. B 16. A
7. C 17. D
8. A 18. C
9. D 19. D
10. A 20. B
APPENDIX 6
KEMENTERIAN PENDIDIKAN, KEBUDAYAAN,

RISET, DAN TEKNOLOGI
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Pemuda No. 339, Kabupaten Kolaka, Sulawesi Tenggara, 93517
Telp (0405) 2321132 Fax (0405) 2324028
E-mail : rektorat@usn.go.id ; Website : www.usn.ac.id
Vocabulary Test
SMP Negeri 1 Wundulako
Name :
Class :
Instruction : Choose the correct answer either A, B, C, or D by crossing out
your choice.
SOAL POST-TEST
1. The animal below that has venom is…

a. a Leopard c. A Snake
b. a Horse d. an Ant
2. The thing that you usually use to drink is....
a. a Chopstick c. Pan
b. a Glass d. Curtain
3. My sister bought flowers for me in...
a. The Florist c. The Bank
b. The Clothing Store d. The House
4. What object is used to sweep the floor in the classroom?
a. a Chalk c. a Dustbin
b. a Fan d. a Broom
5. Which animal below who produce egg?
a. a Chicken c. a Pig
b. a Baboon d. a Goat
6. Which of the following items is used to warm us when we are cold?
a. a Fan c. a Blanket
b. an AC d. a Comb
7. The place that we usually visited to watch football is....

a. Market c. Toy store
b. Boutique d. Stadium
8. What do students usually use to sit in the classroom?
a. a Grass c. a Globe
b. a Chair d. a Calender
9. Lions and Tiger love to eat ….
a. a Fruit c. a Grass
b. an Egg d. a Meat
10. My mother is cooking in the........
a. in the kitchen c. in the toilet/bathroom
b. in the garage d. in the classroom
11. You can watch movie in...
a. The Supermarket c. The Courthouse
b. The Cinema d. The Airport
12. I put some pens, some pencils, a ruler, and some erasers in my . . .
a. Pencil case c. Clock
b. Dictionary d. Book
13. Which of the following animals live in water?
a. a Panda c. a Kangoroo
b. a Kitten d. a Dolphin
14. My father parks the car in the....
a. Garage c. Toilet
b. Livingroom d. Bedroom
15. Moslem usually pray in the.....
a. Saloon c. Inn
b. Mosque d. Beach
16. What do teachers usually use to write on the whiteboard?
a. an Eraser c. a Marker
b. a Flag d. a Fence
17. The animal below which has long neck is .....

a. a crocodile c. a Tiger
b. a Snake d. a giraffe
18. Where do you usually put your clothes?
a. in the Ceiling c. in the Bowl
b. in the Cupboard d. in the Table
19. We can see many animals in the.....
a. Mosque c. Zoo
b. Library d. Clinik
20. This tool is used to show the time. This is a…
a. a Clock c. a Whiteboard
b. a Table d. a Mop
21. What animal has liquid ink in their body?
a. a Pigeon c. a Fly
b. a Fox d. a Squid
22. The thing that can be used for cutting or slicing is?
a. a Ceiling c. a Knife
b. a Fridge d. a Cup
23. My grandfather is sicks, so he goes to....
a. a Hospital c. a Florist
b. a Bakery d. a Pet Store
24. On the walls of the class there is usually a photo of….
a. a President c. a Chef
b. a Celebrity d. a Teacher
25. Which animal below likes to eat carrots and other vegetables?
a. a Cat c. a Spider
b. a Whale d. a Rabbit
ANSWER KEY POST TEST
Multiple Choice
1.C 11. B 21. D
2. B 12. A 22. C
3. A 13. D 23. A
4. D 14. A 24. A
5. A 15. B 25. D
6. C 16. C
7. A 17. A
8. B 18. B
9. D 19. C
10. A 20. A
Appendix 7
Data Analysis with SPSS
Reliability Test
Case Processing Summary
N %
Valid 25 100
Cases Excludeda 0 .0
Total 25 100.0
a. Listwise deletion based on all

variables in the procedure.
APPENDIX 8
Validity Test
V
s s s s s s s s s s s s s s s s A
s s s s s s s s s o o o o o o o o o o o o o o o o R
o o o o o o o o o a a a a a a a a a a a a a a a a 0
a a a a a a a a a l l l l l l l l l l l l l l l l 0
l l l l l l l l l _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 0
_ _ _ _ _ _ _ _ _ 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 0
1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 1
s Pear . . . .
- - - - - . .
o son 6 6 . . . 6 . 5 . . . . . . . .
. . . . . 4 5
al Cor 6 6 2 2 3 . . 6 1 7 2 0 0 1 0 0 2 2
1 1 b b 1 3 0 1 5 0
_ relat 7 7 5 1 7 7 4 7 8 6 0 0 5 6 5 1
* * 1 * * 1 2 5 6 9 0
1 ion 0 8 5 0 9 3 0 2 0 3 0 * 8 *
* * 5 * * 5 7 5 7
Sig. 1
. . . . . . . . . . . . . . . . . . . . . .
(2- .
0 0 2 6 3 1 0 5 0 6 2 1 8 7 6 8 4 7 2 0 3 0
taile 0
0 0 8 3 5 0 0 5 0 3 1 5 1 9 6 3 8 9 8 4 5 2
d) 0
1 1 8 0 5 3 1 6 8 0 7 9 9 4 9 3 2 4 8 2 5 5
0
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear . .
. - - . - - - - - - .
o son 6 . . . . . . . . 6 . .
4 . . 4 . . . . . . 4
al Cor 6 1 2 . . 1 1 1 2 0 0 8 1 3
1 4 1 0 b b 4 1 0 2 1 1 1 4
_ relat 7 4 5 9 9 4 5 6 3 8 4 5
* 4 1 7 4 4 7 1 9 1 6 4 *
2 ion * 5 0 * 2 2 5 0 8 4 * 5 5
* 1 6 0 6 8 2 1 7 *
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 0 0 6 7 5 2 0 5 4 7 4 3 5 2 4 7 8 6 4 0 0 5 1
taile 0 5 4 4 4 8 5 5 1 4 1 5 4 8 1 7 8 4 8 5 0 4 2
d) 1 0 1 9 1 8 0 6 6 9 6 5 1 8 6 6 8 1 2 0 1 1 4
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear . . 1 . - . . . . . . . - . - . . . . . - . . . . .
b b
o son 6 4 4 . 5 6 4 3 5 . 5 . 1 2 1 4 3 . 2 4 6 5 8
al Cor 6 4 4 0 0 6 4 2 7 0 7 2 4 5 9 0 6 1 5 4 8 0 3
_ relat 7 4 4 7 9 7 4 7 7 7 7 1 5 0 2 8 9 1 0 4 8 9 8
* * * * * * * * * * * **
3 ion 6 6 8 1
* * * * *
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 0 0 0 7 0 0 0 1 0 7 0 3 5 2 4 0 1 6 2 0 0 0 0
taile 0 5 5 4 2 0 5 6 0 4 0 5 4 8 1 7 1 4 8 5 0 2 0
d) 1 0 0 9 2 1 0 0 8 9 8 5 1 8 6 4 0 1 8 0 1 2 0
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear .
- . - - - - - - - - .
o son . . . 7 . . . . . . . .
. 4 . . . . . . . . 5
al Cor 2 1 2 . . 9 1 1 1 1 0 0 2 3
1 4 1 0 b b 1 0 2 1 1 1 0 0
_ relat 5 4 5 3 9 9 4 9 6 3 5 5
1 4 7 1 * 7 1 6 1 1 7 9
4 ion 0 * 5 0 2 2 5 2 8 4 0 * 5
1 6 1 * 6 8 7 1 1 6
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 2 6 0 7 5 2 6 0 4 7 4 5 3 4 4 7 8 6 2 6 7 0 1
taile 8 4 5 4 4 8 4 0 1 4 1 4 5 8 1 7 8 4 8 4 4 2 2
d) 8 1 0 9 1 8 1 0 6 9 6 1 5 2 6 6 8 1 8 1 9 2 4
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear - - - - - - - - - - - . - - - - - - - -
. . -.
o son . . . . . . . . . . . 4 . . . . . . . .
. . 3 3 0
al Cor 1 0 0 0 1 1 1 b b 0 0 1 0 1 5 1 1 2 0 1 0 0 1
5 5 8
_ relat 1 7 7 7 5 1 7 9 3 5 3 9 3 8 0 7 1 7 5 5
0 0 * 8
5 ion 5 6 6 6 0 5 6 6 2 3 2 2 7 8 6 5 6 3 0
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 6 7 7 7 5 6 7 6 5 8 5 1 1 0 5 4 3 7 6 7 8 5 7
taile 3 4 4 4 2 3 4 8 7 2 7 3 3 4 7 2 8 4 3 4 2 2 1
d) 0 9 9 9 7 0 9 6 8 6 8 0 0 2 8 9 0 9 0 9 6 7 4
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear . - - - . - .
. . . . . . . . . . . . . . . .
o son 5 . . . 5 . 5
2 1 1 2 . . 1 0 3 1 0 2 1 3 1 1 3 2
al Cor 0 1 1 b b 1 0 0 0 2
1 4 4 1 4 3 7 2 4 8 2 5 4 4 5 8
_ relat 9 5 5 5 4 5 5
8 5 * 5 8 5 1 8 6 8 6 6 6 * 5 5 0 6 *
6 ion 0 0 5 5
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 3 5 0 5 5 3 5 8 1 5 5 8 2 8 5 1 0 5 8 5 1 2 0
taile 5 4 2 4 2 5 4 9 0 2 9 4 2 1 9 2 2 4 1 4 3 2 1
d) 5 1 2 1 7 5 1 8 0 7 7 2 2 9 7 3 3 1 9 1 0 2 7
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear .
- - - - - . .
o son . . 6 . . . . . . . . . . . . .
. . . . . 4 5
al Cor 3 2 6 2 2 . . 2 1 2 2 0 2 3 0 0 2 2
1 1 b b 1 0 0 1 5 0
_ relat 7 5 7 5 1 5 4 8 8 6 8 5 5 6 5 1
* 1 1 5 5 6 9 0
7 ion 5 0 0 8 0 0 9 9 3 9 7 0 3 0 * 8 *
* 5 5 5 5 7
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 1 2 0 2 6 3 2 5 2 6 2 8 8 7 2 1 8 4 7 2 0 3 0
taile 0 8 0 8 3 5 8 5 1 3 1 1 1 9 1 2 3 8 9 8 4 5 2
d) 3 8 1 8 0 5 8 6 7 0 7 9 9 4 7 2 3 2 4 8 2 5 5
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear
. . . . . . . . . . . . . . . . . . . . . . . . .
o son b b b b b b b b b b b b b b b b b b b b b b b b b .b
al Cor
_ relat
8 ion
Sig.
(2-
taile
d)
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear
o son
. . . . . . . . . . . . . . . . . . . . . . . . .
al Cor b b b b b b b b b b b b b b b b b b b b b b b b b .b
_ relat
9 ion
Sig.
(2-
taile
d)
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear . . .
. . - - - - - - - - .
o son 6 . . 5 . . . . . 6 . .
4 4 . . . . . . . . 4
al Cor 6 1 2 . . 7 1 1 2 0 0 8 1 3
4 4 1 0 b b 1 1 0 2 1 1 1 4
_ relat 7 4 5 7 9 4 5 6 3 8 4 9
* 4 4 1 7 4 * 7 1 9 1 6 4 *
1 ion * * 5 0 2 5 0 8 4 * 5 9
* 1 6 0 * 6 8 2 1 7 *
0
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 0 0 0 6 7 5 2 5 0 7 4 3 5 2 4 7 8 6 4 0 0 5 0
taile 0 5 5 4 4 4 8 5 0 4 1 5 4 8 1 7 8 4 8 5 0 4 8
d) 1 0 0 1 9 1 8 6 8 9 6 5 1 8 6 6 8 1 2 0 1 1 1
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear . .
- - - - - - . - .
o son . . 7 . . . . . . . . . . 6
. . . . . . 4 . 5
al Cor 1 3 9 0 1 . . 4 4 0 0 1 4 1 3 4
1 0 b b 1 1 0 0 1 9 0 0
_ relat 4 2 3 3 4 0 0 3 3 4 0 8 2 2
4 * 9 4 9 5 4 0 9 * 3
1 ion 0 7 1 0 4 4 1 1 0 4 3 * 7 *
0 * 6 0 6 7 0 6 *
1
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 5 5 1 0 6 8 5 5 0 6 0 8 8 5 0 8 4 5 0 1 6 0 0
taile 5 5 6 0 8 9 5 5 7 8 7 9 9 5 7 1 4 5 2 6 8 0 2
d) 6 6 0 0 6 8 6 6 7 6 7 8 8 6 7 1 0 6 8 0 6 2 4
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear . . . . .
- - . - - .
o son 5 . 5 . . . 5 . . . . . . . 5 . 6
. . 4 . . 6
al Cor 7 1 7 1 3 2 . . 7 4 1 2 2 0 1 2 7 3 3
1 b b 1 1 6 1 1 9
_ relat 7 9 7 9 7 8 7 0 2 8 0 0 7 8 7 9 0
* * 3 * 3 7 2 9 * * 1
1 ion 2 2 8 9 4 * 6 9 0 0 4 9 7 **
* * 2 * 2 6 2 * *
2
Sig. 1
. . . . . . . . . . . . . . . . . . . . . .
(2- .
0 4 0 4 5 1 2 0 0 5 0 5 5 2 3 4 4 2 0 0 0 0
taile 0
0 1 0 1 7 0 1 0 7 7 3 9 9 1 9 6 1 1 0 8 0 0
d) 0
8 6 8 6 8 0 7 8 7 8 8 7 7 7 8 3 6 7 8 3 3 1
0
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear - - - - - - - - - - - - - - - - - - - -
. . -.
o son . . . . . . . . . . . . . . . . . . . .
. . 3 3 0
al Cor 1 0 0 0 0 1 1 b b 0 0 1 1 1 1 1 1 2 0 1 0 0 1
9 5 8
_ relat 1 7 7 7 5 5 1 7 9 3 5 1 3 8 0 7 1 7 5 5
7 0 8
1 ion 5 6 6 6 3 0 5 6 6 2 0 5 2 7 8 6 5 6 3 0
3
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 6 7 7 7 8 5 6 7 6 5 0 1 5 6 5 4 3 7 6 7 8 5 7
taile 3 4 4 4 2 2 3 4 8 7 8 3 2 3 7 2 8 4 3 4 2 2 1
d) 0 9 9 9 6 7 0 9 6 8 3 0 7 0 8 9 0 9 0 9 6 7 4
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear . .
- . - . - .
o son . . 5 . . . . . . . . . . . 5 . .
. 4 . 4 . 6
al Cor 2 1 7 1 1 2 . . 1 4 3 3 2 0 4 2 7 3 3
1 b b 6 1 1 6 1 9
_ relat 8 9 7 9 2 8 9 0 9 7 8 0 0 8 7 9 7
* 3 7 2 7 9 * 1
1 ion 9 2 2 6 9 2 4 * 7 8 9 * 0 6 9 7 8 **
* 2 6 2 *
4
Sig. 1
. . . . . . . . . . . . . . . . . . . . . .
(2- .
2 4 0 4 5 5 2 4 0 0 0 5 1 2 0 0 4 2 0 0 1 0
taile 0
1 1 0 1 7 9 1 1 7 3 8 9 0 1 3 7 1 1 0 8 0 0
d) 0
7 6 8 6 8 7 7 6 7 8 3 7 0 7 8 6 6 7 8 3 0 1
0
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear - - - - - - - - - - - - - - -
. . . . . . . -.
o son . . . . . . . . . . . . . . .
1 3 0 . . 0 3 0 0 1
al Cor 3 2 2 0 b b 2 1 1 1 0 3 3 3 2 3 2 1
4 5 4 3 5 4 4 6
_ relat 2 1 1 5 1 2 2 5 7 1 7 1 2 1 5
5 0 8 1 0 8 8 4
1 ion 7 8 8 5 8 6 6 5 8 2 3 8 7 8 0
5
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 1 3 3 5 1 8 8 3 8 5 1 5 8 8 1 1 1 3 1 3 5 8 4
taile 5 5 5 4 3 4 1 5 9 9 3 9 4 1 0 8 0 5 5 5 2 4 9
d) 9 5 5 1 0 2 9 5 8 7 0 7 2 9 0 1 5 5 9 5 7 2 1
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear - - - - . . - . .
. . . . . . . . . . . . . .
o son . . . . 4 5 . 5 4
1 1 3 2 . . 1 0 1 3 0 3 1 1 3 0
al Cor 0 2 0 b b 1 1 9 0 0 0 6
4 4 5 8 4 3 2 7 4 7 3 4 5 4
_ relat 5 1 5 5 1 4 5 9 8
5 5 0 6 5 1 6 8 8 * 8 4 * 5 * 0 8 *
1 ion 5 8 5 0 5
6
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 8 5 5 3 1 2 8 5 8 5 5 1 8 0 1 5 0 5 8 0 1 8 0
taile 1 4 4 5 3 2 1 4 9 9 2 0 4 2 0 7 2 4 1 2 3 4 3
d) 9 1 1 5 0 2 9 1 8 7 7 0 2 8 0 4 3 1 9 2 0 2 7
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear .
- . - - - . 0 . .
o son . . . . . . . . . . . . 6 .
. 4 . . . 4 . 4 5
al Cor 0 2 2 0 . . 2 1 2 2 1 3 2 3 6 2
1 5 0 b b 1 0 9 1 0 5 0
_ relat 6 5 5 6 5 4 8 8 0 0 5 7 7 1
6 9 5 1 5 1 0 * 9 0
1 ion 3 0 0 * 3 0 0 9 9 * 2 2 0 5 * 8 *
7 5 5 5 0 *
7
Sig. . . . . . . . . . . . . . . 1 . . . . . . . .
(2- 7 2 2 4 0 8 7 2 5 2 6 2 8 0 . 6 1 2 1 0 0 3 0
taile 9 8 8 8 4 1 9 8 5 1 3 1 1 2 0 6 9 8 0 0 4 5 2
d) 4 8 8 2 2 9 4 8 6 7 0 7 9 8 0 9 6 8 3 1 2 5 5
0
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear - - - - . - 0 -
. . . . . . . . . . . . . . .
o son . . . . 4 . . .
0 1 1 1 2 . . 4 2 3 2 4 1 2 1 1 4
al Cor 1 1 b b 1 1 6 3 0 1 1
0 9 9 2 8 0 0 7 3 0 9 8 9 2 1
_ relat 9 3 9 3 7 7 0 3
0 2 2 6 9 4 0 * 8 6 6 2 9 2 6 8
1 ion 2 2 2 2 8 0 2
8
Sig. 1 1
. . . . . . . . . . . . . . . . . . . . .
(2- . .
4 4 4 5 5 2 4 0 3 5 0 1 1 3 0 4 2 4 5 5 0
taile 0 0
1 1 1 7 9 1 1 7 9 7 3 0 0 1 7 1 1 1 7 9 6
d) 0 0
6 6 6 8 7 7 6 7 8 8 8 0 0 7 6 6 7 6 8 7 7
0 0
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear - - - - . -
. . . . . . . . . . . . . . . . .
o son . . . . 4 .
1 0 4 0 3 3 . . 0 0 0 1 1 2 4 3 0 2 4
al Cor 1 b b 0 1 3 1 9 0
0 6 0 6 5 5 6 0 0 3 0 3 0 5 6 8 1
_ relat 8 5 8 1 2 8
2 8 8 8 6 7 8 0 0 4 2 6 * 8 7 8 1 4
1 ion 7 7 7 2 9
9
Sig. 1 1
. . . . . . . . . . . . . . . . . . . . .
(2- . .
6 7 0 7 4 1 1 7 8 4 1 5 6 3 0 0 1 7 2 7 0
taile 0 0
6 7 7 7 2 2 2 7 1 2 8 7 6 1 2 7 2 7 3 0 7
d) 0 0
9 6 4 6 9 3 2 6 1 9 1 4 9 7 7 4 2 6 0 9 0
0 0
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear - . - - . . .
. . . . . . . . . . . . . . . .
o son . 5 . . 5 4 5
0 0 3 0 0 . . 0 1 1 4 3 4 3 3 3 2 0
al Cor 2 0 b b 2 3 0 9 1 8
5 3 6 3 5 3 8 7 0 0 0 6 0 6 5 6
_ relat 0 4 0 7 4 2 0
0 4 9 4 * 0 4 3 4 6 * 2 6 * 9 2 9 4 6 **
2 ion 8 8 3
0
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 8 8 1 8 3 0 8 8 4 4 3 0 1 0 1 0 0 1 1 1 2 7 0
taile 3 8 1 8 8 2 3 8 4 6 8 7 0 2 9 7 2 1 9 1 8 8 0
d) 3 8 0 8 0 3 3 8 0 3 0 6 5 3 6 6 7 0 6 0 1 3 7
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear - - - - - - - - - - - - - - -
. . . . . . . .
o son . . . . . . . . . . . . . . .
1 . . 1 2 1 4 3 2 0
al Cor 1 1 1 1 0 1 b b 1 1 1 0 1 2 1 1 0 2
4 4 5 9 0 6 5 9
_ relat 6 1 1 1 7 6 1 4 9 7 9 1 1 7 1
5 5 0 2 8 9 0 2
2 ion 7 1 1 1 6 7 1 0 2 6 2 8 1 6 8
1
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 4 6 6 6 7 5 4 6 5 4 7 4 3 5 2 4 0 1 2 6 7 3 6
taile 8 4 4 4 4 4 8 4 5 1 4 1 5 4 8 1 7 1 8 4 4 5 9
d) 2 1 1 1 9 1 2 1 6 6 9 6 5 1 8 6 4 0 8 1 9 5 9
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear - - - - . - - - -
. . . . . . . . . . . . . .
o son . . . . 4 . . . .
0 2 2 0 . . 2 2 3 2 3 3 2 2 2 4
al Cor 1 1 0 b b 1 9 1 3 0 1 1
6 5 5 6 8 8 7 8 5 0 5 5 1 0
_ relat 6 1 5 6 0 1 2 5 1
3 0 0 3 * 9 9 5 9 7 2 0 0 8 1
2 ion 7 5 5 7 5 7 5 5
2 Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 7 4 2 2 6 8 7 4 0 2 6 2 1 8 1 2 1 1 2 2 6 3 0
taile 9 8 8 8 3 1 9 8 2 1 3 1 5 1 0 1 2 9 8 8 3 5 8
d) 4 2 8 8 0 9 4 2 8 7 0 7 9 9 3 7 2 6 8 8 0 5 0
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear . . . .
. . - - . - - . - . .
o son . . . . 5 5 6 . . . . 6
4 4 . . 4 . . 5 . 5 7
al Cor 2 1 2 . . 3 7 7 6 1 0 3 2 8
4 4 1 0 b b 4 0 2 0 1 1 0 0
_ relat 5 4 5 2 7 7 7 9 6 6 5 8
4 4 1 7 4 * 7 * 1 9 * 1 * 9 6
2 ion 0 * * 5 0 * 7 * 2 8 9 0 * **
1 6 * 6 * 8 * 1 *
3
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 2 0 0 6 7 5 2 0 1 0 7 0 3 0 0 4 7 1 6 2 0 0 0
taile 8 5 5 4 4 4 8 5 6 0 4 0 5 2 0 1 7 1 4 8 0 2 0
d) 8 0 0 1 9 1 8 0 0 8 9 8 5 2 1 6 6 0 1 8 1 2 1
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear . . . .
. - - . - - - . - - - .
o son 6 6 . 6 . . . . . 6 .
4 . . 4 . . . 4 . . . 6
al Cor 8 8 3 . . 8 3 3 3 2 2 8 3
5 0 0 5 b b 0 0 1 5 1 0 1 1 3
_ relat 8 8 5 8 9 9 5 8 5 8 5
9 * * 7 5 9 * 9 5 5 9 3 7 1 * 7
2 ion * 0 * 7 7 0 * 1 4 0 **
* * 6 3 * 6 3 0 2 6 5 *
4
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 0 0 0 7 8 1 0 0 6 0 8 0 5 1 0 5 2 2 7 6 0 1 0
taile 4 0 0 4 2 3 4 0 8 8 2 8 2 3 4 7 3 8 4 3 0 3 0
d) 2 1 1 9 6 0 2 1 6 3 6 3 7 0 2 8 0 1 9 0 1 0 3
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
s Pear . .
. . - - - - . .
o son . . . . . 6 6 . . . . . . . .
5 5 . . . . 5 5
al Cor 2 1 2 2 . . 1 4 3 3 0 0 2 1 0 2 3
0 0 1 b b 1 0 2 0 1 8
_ relat 1 4 8 1 4 2 0 7 4 4 1 2 6 1 5
9 9 5 * * 5 8 1 9 3
2 ion 8 5 * * 6 8 5 8 8 8 8 6 6 8 * 0 **
0 * * 0 9 8
5
Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 3 5 0 0 5 2 3 5 0 0 5 1 8 8 3 5 7 7 3 3 0 1 0
taile 5 4 2 2 2 2 5 4 0 0 2 0 4 4 5 9 0 8 5 5 2 3 0
d) 5 1 2 2 7 2 5 1 2 3 7 0 2 2 5 7 9 3 5 5 2 0 7
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
V Pear . . . . . . .
. - . . . - - . .
A son . 8 . . 6 6 . . 5 . . 7 6 5
5 . 5 5 5 . . 4 5
R Cor 3 3 3 . . 3 9 9 4 4 8 0 4 0 3 8
0 0 2 0 b b 0 0 1 6 0 1
0 relat 5 8 5 9 1 1 1 1 0 9 0 6 7 3
0 * 8 5 0 3 * 8 * 6 8 0 * * * *
0 ion * 5 5 * * 9 * * * 8 4 2 1
* 8 * 8 * 4 * * * *
0
0
1 Sig. . . . . . . . . . . . . . . . . . . . . . . .
(2- 0 1 0 1 7 0 0 0 0 0 7 0 4 0 0 0 0 0 6 0 0 0 0
taile 2 2 0 2 1 1 2 8 2 0 1 0 9 3 2 6 7 0 9 8 0 0 0
d) 5 4 0 4 4 7 5 1 4 1 4 1 1 7 5 7 0 7 9 0 1 3 7
N 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
b. Cannot be computed because at least one of the variables is constant.
APPENDIX 9
Pre-test Experimental test

APPENDIX 10
Pre-test Control Class
APPENDIX 11
Post-test Experimental Class

APPENDIX 12
Post-test Control Class

APPENDIX 13
Documentation
The students of Experiment Class when doing the Pre-test
The students of Control Class when doing the Pre-test

When the researcher gave the treatment in the Experiment Class
When the researcher explained the material to students in the Control Class
The students of Experimental Class whe doing the Post-test

The students of Control Class when doing the Post-test
Appendix 14
Documentation of the research letters

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A RESULT

“THE EFFECT OF USING RACE BOARD GAME TOWARDS

STUDENTS' VOCABULARY MASTERY AT THE SECOND GRADE OF

Submitted is a Partial Fulfillment of the Requirement for a Proposal Seminar at the

English Language Education Study Program of the Teacher Training and

Education Faculty of Sembilanbelas November University Kolaka

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

Table 3.1 The Schematic The Quasi-Experimental Design...................................16

Figure. 2.5 The Conceptual Framework................................................................15

Appendix 1 The Schedule of the Research.........................................................46

subsections in this chapter includes the background of the research, problems of

the research, scope of the research, and hypothesis.

1.1 Background of the Research

One of the foundational components of language is vocabulary.

Vocabulary is the fundamental language component that needs to be mastered

and writing by acquiring vocabulary. Additionally, by using a lot of English,

Therefore, in learning English as a foreign language, students must take a

as words we must know to communicate effectively; words in speaking

(expressive vocabulary) and words in listening (receptive vocabulary). As a result,

vocabulary can be defined as the total amount of words required to convey

on words, vocabulary is crucial in learning a language. Without vocabulary,

language learners will find difficulties and confusion to convey opinions in

Wardani (2015) said that vocabulary is an important aspect of language, because it

low ability of a person in language is closely relate to the amount of vocabulary

words. Meanwhile, according to Yunisah (2007), vocabulary mastery is a measure

of one's understanding of the vocabulary of a language and ability to use the

interpret the vocabulary.

Unfortunately in teaching learning process in SMP Negeri 1 Wundulako,

Students faced a lot of problems in vocabulary. Based on the observations by

English teacher in second grade of SMP Negeri 1 Wundulako.

on defeating opposing players in terms of counters and winning position.

As a result, the researcher was interest to use Quasi-experimental and the

Board Game Towards Students’ Vocabulary Mastery at the Second Grade Of

SMP Negeri 1 Wundulako”.

1.2 Question of the Research

towards students vocabulary mastery at the Second Grade of SMP Negeri 1

1.3 Objectives of the Research

Race Board game towards students vocabulary mastery at SMP Negeri 1

1.4 Significance of the Research

Based on the research objectives to be achieved, this research was expected

to have benefits in education either directly or indirectly. The benefits of this

research are as follows :

Theoretically this research can be used to provide evidence about the

application of Race Board game in teaching vocabulary. Furthermore, the results

relate to the use of Race Board in teaching vocabulary.

Practically this research can useful as follows:

information of reference in conducting for the best result of their other

2. For Teachers: it can help all of english teachers to teach in interesting

way, and it also makes teachers be more creative in improving students

3. For Students: it can help students to enhance their vocabulary and

increase their motivation in learning english. By using game, students

can avoid boredom in a classroom, so the material can be easily

1.5 Scope of the Research

students’ vocabulary achievement in second grade of SMP Negeri 1 Wundulako.

scool, places, and animals.

game at the second grade of SMP Negeri 1 Wundulako. According to Sugiyono

(2017) the hypothesis is a temporary answer to the problem formulation. Because

vocabulary at the second grade of SMP Negeri 1 Wundulako.

at the second grade of SMP Negeri 1 Wundulako.