THE USE OF SPELLING BEE GAME TO IMPROVE STUDENTS' VOCABULARY MASTERY

• Main Author: Ningsih, Ratna Juwita (Author)
• Format: Book
• Published: 2013-12-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/4914/1/S_ING_0606427_title.pdf; http://repository.upi.edu/4914/2/S_ING_0606427_abstrack.pdf; http://repository.upi.edu/4914/3/S_ING_0606427_table_of_content.pdf; http://repository.upi.edu/4914/4/S_ING_0606427_chapter1.pdf; http://repository.upi.edu/4914/5/S_ING_0606427_chapter2.pdf; http://repository.upi.edu/4914/6/S_ING_0606427_chapter3.pdf; http://repository.upi.edu/4914/7/S_ING_0606427_chapter4.pdf; http://repository.upi.edu/4914/8/S_ING_0606427_chapter5.pdf; http://repository.upi.edu/4914/9/S_ING_0606427_Bibliography.pdf; http://repository.upi.edu/4914/10/S_ING_0606427_Appendix.pdf
• Keywords: Program Studi Pendidikan Bahasa Inggris

Studi yang berjudul "The Use of Spelling Bee Game to Improve Students' Vocabulary Mastery" bertujuan untuk mengetahui keefektifan penerapan permainan Spelling Bee dalam meningkatkan penguasaan kosakata Bahasa Inggris siswa dan untuk mengetahui respon siswa terhadap penerapan permainan ini. Studi ini mengimplementasikan desain pre-experimental. Sampel pada studi ini terdiri dari 31 siswa kelas 8 di salah satu sekolah menengah pertama di Bandung. Sampel diberi perlakuan berupa penerapan permainan Spelling Bee yang diadopsi dari Stone (2010). Data pada studi ini diperoleh melalui, pre-test, post-test, dan kuesioner. Pre-test dan post-test diberikan dalam bentuk tes kosakata. Data yang diperoleh dari pre-test dan post-test dianalisis secara statistik menggunakan SPSS 17. Hasil dari analisis tersebut menunjukkan bahwa nilai tobtained adalah 7.958 dan nilai tcritical adalah 0.05. Dari hasil analisis tersebut dapat diketahui bahwa tobtained > tcritical, hal ini menunjukkan bahwa hipotesis null ditolak yang artinya penerapan permainan Spelling Bee memberikan pengaruh terhadap meningkatnya penguasaan kosakata Bahasa Inggris siswa. Selanjutnya, data yang diperoleh dari kuesioner dianalisis secara kualitatif menggunakan skala Likert. Hasil dari analisi tersebut menunjukkan bahwa hampir semua siswa (97.9%) memberikan respon yang positif terhadap penerapan permainan Spelling Bee dan sebanyak 2.1% siswa memberikan respon yang negatif. Berdasarkan hasil penelitian ini, penerapan permainan Spelling Bee direkomendasikan kepada para guru untuk menciptakan suasana yang menyenangkan bagi siswa dalam pembelajaran kosakata Bahasa Inggris karena siswa tidak akan berhasil dalam belajar jika mereka tidak menikmati proses belajar itu sendiri (Lewis dan Hill di Aprian, 2009) ABSTRACT The study entitled "The Use of Spelling Bee game to Improve Students' Vocabulary Mastery" seeks to investigate the effectiveness of the use of Spelling Bee game in improving students' vocabulary mastery and to discover students' responses toward the use of this game in their English class. The study implemented a pre-experimental design. The sample consists of 31 students of the 8th grade students of one of junior high schools in Bandung. The sample was given Spelling Bee treatment that is adopted from Stone (2010). The data of this study were obtained through pre-test, post-test, and questionnaire. The pre-test and post-test were given in form of vocabulary test. The data from pre-test and post-test were analyzed statistically using SPSS 17. The result showed that the value of the tobtained was 7.958 and the value of tcritical was 0.05. The data showed that the value of the tobtained > tcritical consequently the null hypothesis was rejected. It means that the use of Spelling Bee game give an influence toward the improvement of students' vocabulary mastery. Finally, the questionnaire results were analyzed using Likert Scale quantitatively. Data from questionnaire showed that almost all of students (97.9%) gave positive responses toward the implementation of the game and 2.1% of students gave negative responses toward the game. The implementation of the game is recommended for teachers to build amusing atmosphere for students in learning vocabulary because students will not achieve success in learning unless they enjoy the process (Lewis and Hill in Aprian, 2009).