The Effectiveness of Using Hangman Game in Increasing Students’ Vocabulary Mastery : A Quasi Experimental Study at the Second Grade of MTs Yapin Kertasemaya, Indramayu

Fauziyyah, Ifa (2015) The Effectiveness of Using Hangman Game in Increasing Students’ Vocabulary Mastery : A Quasi Experimental Study at the Second Grade of MTs Yapin Kertasemaya, Indramayu. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Vocabulary is a basic component of language proficiency which provides the foundation for learner’s performance in other skills. In English learning, students’ vocabulary acquisition will determine their success in mastering four language skills (listening, speaking, reading, and writing). It means that if students are still lack of vocabulary, they will be difficult in mastering four language skills. Based on the pre-research observation in MTs Yapin Kertasemaya, it was found that many students find difficulties in mastering four language skills because they are still lack of vocabulary. To overcome these problems, Hangman Game is suggested to be used in teaching vocabulary. The research purposes are to know the students’ vocabulary mastery before using Hangman Game, to know students’ vocabulary mastery after using Hangman Game, and to know the significant improvement of students’ vocabulary mastery by using Hangman Game. This research used quasi experimental method of times series design of one group. It means that the research used one group without control group. The research was carried out at the second grade of MTs Yapin Kertasemaya Indramayu which consists of 24 students. Pre-test (before using Hangman Game) and post-test (after using Hangman Game) were given to examine the students’ vocabulary. The test was aimed to know the significant improvement of students’ vocabulary mastery by using Hangman Game. The data was analyzed through statistical calculation. Based on statistical calculation, it was obtained that the average score of pre-test is 59.87. It means that the students’ vocabulary mastery before using Hangman Game is average. Whereas, the average score of post-test is 75.75. It can be interpreted that the students’ vocabulary mastery is good. And the result of t-test calculation is tcount>ttable, t count score is 4.7 and t table score is 2.50. It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. In the other words, there is significant improvement of students’ vocabulary mastery after using Hangman Game. From all the data presented, it can be concluded that Hangman Game can increase students’ vocabulary mastery. It is suggested to use Hangman Game in teaching vocabulary.

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