Thesis Irfan 06121401005 PDF

USING RPG VIDEO GAMES TO IMPROVE ENGLISH
VOCABULARY ACHIEVEMENT OF THE 8TH GRADERS OF

SMP LTI IGM PALEMBANG
A Thesis by
Irfan
06121401005
English Education Study Program

Language and Arts Education Department
FACULTY OF TEACHER TRAINING AND EDUCATION

SRIWIJAYA UNIVERSITY
PALEMBANG
2016
Using RPG Video Games to Improve English Vocabulary Achievement of
the 8th Graders of SMP LTI IGM Palembang
A Thesis
By
Irfan
Std. Number: 06121401005
English Education Study Program
Approved by,
Advisor 1 Advisor 2
Prof. Diemroh Ihsan, M.A., Ph.D. Dr. Ismail Petrus, M.A.

NIP. 194710161971081001 NIP. 196211151989031002
Certified by,
Head of Language and Arts Department Head of English Education Study Program
Dr. Didi Suhendi, S.Pd., M.Hum. Hariswan Putera Jaya, S.Pd., M.Pd.
NIP. 196910221994031001 NIP. 197408022002121003
This thesis was defended by the writer in the Final Program Examination and was approved
by the examination committee on:
Day : Thursday
Date : 23 June 2016
EXAMINATION COMMITEE APPROVAL:

1. Chairperson : Prof. Diemroh Ihsan, M.A., Ph.D. _____________________
2. Secretary : Dr. Ismail Petrus, M.A. _____________________
3. Member : Prof. Chuzaimah D. Diem, M.L.S., Ed.D. _____________________
4. Member : Dr. Rita Inderawati, M.Pd. _____________________
5. Member : Machdalena Vianty, M.Pd., M.Ed., Ed.D._____________________
Palembang, June 2016

Certified by
Head of English Education Study Program
Hariswan Putra Jaya, S.Pd., M.Pd.

NIP. 197408022002121003
This thesis is dedicated to:
 My beloved parents, Islahuddin Daud and Susi, for giving me everything to support
me, educating me, and loving me since I was born.
 My brothers, Hafiizh and Ishadi, for giving me supports.
 Prof. Diemroh Ihsan, M.A., Ph.D. and Dr. Ismail Petrus, M.A. for being my advisors
and helping me finish this thesis.
 My beloved Gita Loveta, for always being beside me through all the moments we pass
through.
Motto:
“Effort is what decides the outcome.”
“Do well, Relax well.”
DECLARATION
I, undersigned,
Name : Irfan
Student’s Number : 06121401005
Study Program : English Education,
certify that the thesis entitled “Using RPG Video Games to Improve English Vocabulary
Achievement of the 8th Graders of SMP LTI IGM Palembang” is my own work and I did not
do any plagiarism or inappropriate quotation against the ethnic and rules commenced by the
Ministry of Education of Republic of Indonesia Number 17, 2010 regarding plagiarism in
higher education. Therefore, I deserve to face the court if I find to have plagiarized this work.

The Undersigned
Irfan
ACKNOWLEDGEMENTS
Praise Allah SWT, the God and the Creator of everything in the entire universe. The
writer could finish this thesis because of His Blessing and Gift.
The writer would like to express his utmost gratitude to his advisors, Prof. Diemroh
Ihsan, M.A., Ph.D. and Dr. Ismail Petrus, M.A. who guided and advised him during the
process of writing this thesis. The writer also expresses his gratitude to all people who helped
him to finish the study especially class VIII B students of SMP LTI IGM who participated in
this study.
The writer is also very grateful to all the lecturers of Faculty of Education and Teacher
Training of Sriwijaya University, especially the lecturers of English Education Study Program
who taught him during his study.
Finally, the writer would like to thank his parents and family for the prayer, support,
and love that never stop.
Irfan
i
ABSTRACT
The objectives of this study were to find out: (1) whether or not there was any significant
improvement in students’ English vocabulary achievement after they were taught by using Role-
Playing Game (RPG) Video Games and (2) the students’ perceptions on using RPG video games in
learning English vocabulary. This study involved 20 eighth grade students. However, only 14 students
were taken as the sample for the vocabulary tests and 19 students as the sample for the preference
questionnaire due to the students’ absence during the vocabulary test and questionnaire administration.
To collect the data, the students were given 4 vocabulary tests consisting of a pre-test, two progress
tests, and a post-test, as well as a preference questionnaire which were analyzed by using paired
sample t-test and percentage procedure. The findings showed that: (1) there was a significant
improvement in the students’ vocabulary achievement between the pre-test and the post-test (p=0.000
< α=0.05) and (2) 95% of the students preferred using RPG video game to study English vocabulary.
In conclusion, RPG video game was effective and preferable to be used in teaching vocabulary for the
eighth grade students of SMP LTI IGM Palembang.
Keywords: teaching vocabulary, vocabulary achievement, games, video games, RPG video games
ii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ...........................................................................................i
ABSTRACT ..................................................................................................................ii
TABLE OF CONTENTS .............................................................................................iii
LIST OF TABLES ........................................................................................................v
LIST OF FIGURES ......................................................................................................vi
LIST OF APPENDICES .............................................................................................vii
CHAPTER I INTRODUCTION
1.1 Background..............................................................................................................1
1.2 Research Questions .................................................................................................3
1.3 Research Objectives ................................................................................................3
1.4 Significance of the Study.........................................................................................4
CHAPTER II LITERATURE REVIEW

2.1 RPG Video Games ..................................................................................................5
2.2 English Vocabulary .................................................................................................6
2.3 Previous Related Studies .........................................................................................9
2.4 Hypotheses of the Study........................................................................................10
CHAPTER III RESEARCH PROCEDURE

3.1 Research Design ....................................................................................................12
3.2 Teaching Procedure ...............................................................................................13
3.3 Variables................................................................................................................16
3.4 Population and Sample ..........................................................................................16
3.5 Operational Definitions .........................................................................................17
3.6 Techniques for Collecting Data.............................................................................18
3.7 Validity and Reliability of the Instruments ...........................................................19
3.8 Techniques for Analyzing the Data .......................................................................21
iii
CHAPTER IV FINDINGS AND INTERPRETATION
4.1 Findings of the Study.............................................................................................24
4.2 Statistical Analyses................................................................................................29
4.3 Interpretation of the Study.....................................................................................32
CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions of the Study.......................................................................................34
5.2 Suggestions of the Study .......................................................................................34
REFERENCES ............................................................................................................36
iv
LIST OF TABLES
Table 1 : Kinds of Vocabulary

Table 2 : Teaching Schedule
Table 3 : Population of Study
Table 4 : Specifications of the Vocabulary Test
Table 5 : Specifications of Preference Questionnaire
Table 6 : The Vocabulary Score Interval
Table 7 : Questionnaire Score Interval
Table 8 : Summary of Vocabulary Test Aspects
Table 9 : Descriptive Statistics of Vocabulary Tests
Table 10 : The Distribution of Students’ Vocabulary Test
Scores
Table 11 : Percentage of Questionnaire
Table 12 : The Distribution of Students’ Preference
Questionnaire Scores
Table 13 : Paired Samples Statistics of Vocabulary Tests
Table 14 : The Summary of Statistical Analysis on the
Vocabulary Tests Using Paired Sample T-Test
Table 15 : Result of Regression Analysis
v
LIST OF FIGURES
Figure 1 : Examples of RPG Video Games

Figure 2 : Screenshots of MMBN 5: Team Colonel
Figure 3 : Chart of Percentage Procedure Summary
vi
LIST OF APPENDICES
Appendix A : Lesson Plan Example

Appendix B : Vocabulary Tests
Appendix C : Preference Questionnaire
Appendix D : Result of Vocabulary Test Tryout
Appendix E : Result of Preference Questionnaire Tryout
Appendix F : Validity and Reliability of the Instruments
Appendix G : Results of Students’ Vocabulary Tests
Appendix H : Histogram of Vocabulary Tests Scores
Appendix I : The Analysis of Students’ Vocabulary Tests
Results
Appendix J : Result of Students’ Preference Questionnaire
Appendix K : Attendance List
Appendix L : The Results of Paired Sample T-Test of
Vocabulary Tests
Appendix M : T-Distribution Table
Appendix N : Result of Regression Analysis
Appendix O : Surat Usul Judul Skripsi
Appendix P : SK Pembimbing Skripsi
Appendix Q : Surat Permohonan untuk Mengadakan Penelitian
Appendix R : Surat Izin Penelitian
Appendix S : SK SMP LTI IGM Telah Melaksanakan
Penelitian
vii
CHAPTER I
INTRODUCTION
This chapter presents: (1) the background, (2) the research questions, (3) the research
objectives, and (4) the significance of the study.
1.1 Background
Video games are electronic, interactive games known for their vibrant colors, sound
effects, and complex graphics (Encyclopedia of Children’s Health, 2015). There are various
genres of video games, such as action, puzzle, and Role-Playing Game (RPG). RPG is the
video game in which the players are actively interacting in it. Such kind of games could
become one of the sources to acquire language skills. Cruz (2007) states that video games can
be used to improve language instruction.
Every language has vocabulary. Linse (2005) defines vocabulary as the collection of
words that an individual knows. In order to communicate well in a language, someone must
have vast amount of vocabulary in order to maintain good communication and avoid
misinterpretation. The amount of vocabulary of each language in this planet is for sure
uncountable. Global Language Monitor (2015) estimates that English possesses 1,030,475.3
words and new word is created every 98 minutes. This shows that any language has an
incredible amount of vocabulary and someone who wants to master a certain language must
know a large amount of the vocabulary, if not all.
Acquiring vocabulary is not an easy task for anyone. Hiebert and Kamil (2005) explain
that words represent complex and often have multiple meaning that must be understood in the
context in sentences and paragraphs. They further explain that learners are expected to
understand words in texts and acquire new words from the texts. However, there are some
difficulties which commonly occur during acquisition process. Deciding what words should
be taught and estimating the amount of vocabulary that can be acquired are some of the
reasons (Hiebert & Kamil, 2005). Moreover, vocabulary learning is often perceived as boring
by learners, especially for those who grew up in the digital age (Meihami, Meihami, &
Varmaghani, 2013). Channeling the digital era technology to create effective media to use in
vocabulary learning is a must and RPG video game contains dialogues that serve as the
interaction media, making the video game one of the possible sources to acquire new
vocabulary.
1
RPG makes the player assume a certain role where he/she will interact with other
characters in the game. Dialogues in the game serve as the key point where the player must
understand the hints in the dialogues to proceed. It is not rare to find unknown vocabulary
when playing RPG, which consequently causes the player to find out the respective word
meaning, whether by guessing from context or searching in dictionary.
RPG at first is a kind of tabletop game or even drama. In this kind of game, the player
assumes a certain role. In the drama version, the game is played without main characters as
everyone has a crucial role while the tabletop version the player assumes the role of
commander. However, in the video game version, the player assumes the role of the main
character, mostly the hero. The player will unfold the hero’s story to know the end of the
story.
A study done by the Kaiser Family Foundation and the Children’s Digital Media
Centers in the United States shows that the participants, which consisted of children between
zero to six years old spend more hours watching television and videos, using computers, and
playing video games (Rideout, Vandewater, & Wartella, 2003). This study has shown that due
to the impact of modernization, video games becomes somewhat a habit as it is exposed to
children very early and might possibly carried until the adult age.
Human is designed to learn unintentionally. During playing RPG video game, the player
must know the words to be able to continue the game. This kind of gaming is a kind of
unintentional learning or incidental learning. Incidental learning is unintentional or unplanned
learning which involves no deliberate intention to learn or to analyze language, an explanation
which might include implicit learning in the psychological sense (Kerka, 2000). It is clear
from the previous definition that psychological sense plays a role of learning. Video games
are for entertainment, so psychologically the player feels fun doing it and not realizing that
he/she is actually acquiring vocabulary from the video game. However, the fact that video
games can also give bad impacts to the players, which are mostly children and teenagers, must
be taken into account. A study by Moesono (1997) in Jakarta, Indonesia shows that 47.5% of
the players, consisting of Junior high school students, of home video game, in which RPG
video game was found, claimed that they did not have enough time to study because of the
video game. It can be implied from the research that they did not feel studying at all when
playing the video game and believe that video game is only for entertainment as well as a
waste of time. Here, questions arise. How exactly a video game, especially RPG can be
2
ensured as learning media and how to convince the player’s perception that video game
actually can be used for learning?
Cruz (2007) states that in ESL classroom, RPG video games are the most suitable as the
instrument. Similarly, RPG video games can also facilitate EFL student’s English learning
performance (Saffarian & Gorjian, 2012). RPG video games expose the player to the language
skills and integrate them in an interesting way that could ensure the students to immerse them
in the story. Due to vocabulary being a crucial part in the language skills, playing RPG video
games that integrate the language skills also expose the player to vocabulary. This study
analyzes how effective RPG video game can improve the vocabulary achievement of students
by experimenting and implementing the video game to the English language study.
SMP (Junior High School) LTI IGM was chosen as the place where this study took
place. The school’s vision to be Center of Science and mission to provide the learning facility
to help Transfer of Science and Technology process which fitted with the needs become the
reason why this school is picked up. Due to the vision and mission, this school supports using
technologies, in which RPG video game become a part of, as learning media that can be used
during instruction. Aside from that, SMP LTI IGM also applies bilingual class system. This
caused a problem in that the students were not able to follow the lessons due to lack of
vocabulary possessed. This was shown in the students’ pre-test result that there was only one
student achieved excellent score. This study intends to solve this problem by giving a new
interesting method to gain new English vocabulary of SMP LTI IGM students.
1.2 Research Questions

In this study, two research questions were formulated as follows:
1. Was there any significant improvement in English vocabulary achievement of the 8th
graders of SMP LTI IGM Palembang after they were taught by using RPG Video
Games?
2. What were the students’ perceptions on using RPG video games to learn English
vocabulary?
1.3 Research Objectives

The main objectives of this study were to find out:
3
1. Whether or not there was any significant improvement in English vocabulary
achievement of the 8th graders of SMP LTI IGM Palembang after they were taught
by using RPG Video Games.
2. The students’ perceptions on using RPG video games in learning English
vocabulary.
1.4 Significance of Study

This study would hopefully to be beneficial and fulfills its intended purposes. This
study could answer the writer’s question about whether RPG video game could be used as a
learning media or not. For both the school and teachers, this study would provide a new
interactive method to teach English vocabulary to the students in an interesting way and to
show the usefulness of using video game to study English. As for the students, the study
hopefully provides a new interactive method to learn English vocabulary in an interesting way
and to show that video game can be used as a way to study English. As for the writer, this
study hopefully gives experience and knowledge in doing a study and gives knowledge of the
benefits of RPG video game in educational matters.
4
CHAPTER II
LITERATURE REVIEW
This chapter presents: (1) RPG video games, (2) English vocabulary, (3) previous
related studies, and (4) the hypotheses of the study.
2.1 RPG Video Games

Griffiths (2002) states, “Video games represent one technique that may be available to
the classroom teacher.” This is because video game offers varying problems that can sharpen
the subjects’ problem-solving abilities by forcing the students to understand the story and also
as entertainment. However, this method is not the absolute one that teachers prevent
themselves to use more effective methods.
Though not all kinds of video games can be used in classroom, RPG video games are
mostly guaranteed to be able to be used in educational purpose. Role-Playing Game is a game
in which players pretend to be imaginary characters who take part in adventures, especially in
situations from fantasy literature (Hornby, 2010). In RPG video games the player assumes the
role of the main character to unfold the story. The story of each RPG game usually takes long
hours to finish and this makes the students exposed to the language in quite a good amount of
time to make them at least absorbed something from the game. Exposing the subjects to the
video game itself is actually not enough and the teacher role is to guide the subjects as well as
create the activities in order for them to be able to use what they get from the game. Some
categories that decide whether a game suitable for both the students and teacher are needed in
order to ensure the exposure are accepted easily. The level of language, the design, and if
possible the pronunciation are what Chen and Yang (as cited in Whittaker, 2013) identify as
an effective game.
Figure 1: Examples of RPG Video Games

5
In the study done by Cruz (2007), RPG video games are stated to be incredibly useful as
many kinds of activities can be used as lessons by discussing the video game. Literature,
debates, character analysis, journal, presentation, and test are all capable to be used as the
RPG video game instrument.
To sum up, RPG video game is the type of video game that can be used as learning
instrument in several learning processes. It involves the activeness of the player to engage in
the game, enabling te player to think critically to proceed the game. The story of the game
functions as the stimulation to the player to play the game due to curiosity.
2.2 English Vocabulary

Hornby (2010) defines vocabulary as all the words that a person knows or uses.
Cameron (2001) states that building up useful vocabulary is central to the learning of a
foreign language. Moreover, vocabulary also has impacts to how the structure of the language
is formed. Vocabulary can serve as a stepping stone to learn and use grammar (Cameron,
2001). Cameron (2001) explains, “Vocabulary development is also about learning more about
those words, and about learning formulaic phrases or chunks, finding words inside them, and
learning even more about those words.” Human brain has been programmed to acquire
vocabulary, whether it is unconscious or conscious. Unconscious vocabulary acquisition, also
called incidental vocabulary acquisition, is learning new words through some communicative
activities while focus is on meaning, such as interaction, reading or listening as defined by
Huckin and Coady (as cited in Ghanbaran & Ketabi, 2014). Vocabulary acquisition is an
endless cycle where the amount of the vocabulary in a language keeps increasing while the
learner must still be added. To summarize, vocabulary is all the words an individual possess
in a language. Vocabulary acquisition can be done unconsciously by using the language to
interact. Vocabulary acquisition is an endless cycle of learning words possessed in a language
as well as increasing vocabulary bank in the language.
To know a word, there are aspects that must be fulfilled in order to acquire vocabulary.
According to Nation (2005), vocabulary consists of three aspects, which are form, meaning,
and use. The form aspect deals with how the word is formed. It means that a word must be
formed accurately and correctly in order to ensure the word is meaningful. The meaning
aspect focuses on the concept and referents as well as the associations of the word. This
aspect shows that a certain word has only certain meaning in the first language of the speaker.
6
The use aspect of vocabulary focuses on how the word used in the language. This aspect
ensures that the vocabulary has grammatical patterns that dictate what form should it changes
in certain sentence and when the form can be used. Those three aspects are the aspects that
must be fulfilled to acquire a new vocabulary in a language.
When learning vocabulary, vocabulary is divided according to the major language skill
(Heaton, 1990). They are divided into listening vocabulary, reading vocabulary, speaking
vocabulary, and writing vocabulary. Those types of vocabulary can again be divided based on
the use and form. Based on the use, vocabulary is divided into passive and active vocabulary.
Passive vocabulary is vocabulary which is needed to comprehend the meaning behind the
word, while active vocabulary is vocabulary which is needed to express the language. Based
on the form, vocabulary is divided into spoken and written vocabulary. Spoken vocabulary is
vocabulary used during listening and speaking activities, while written vocabulary is
vocabulary used during reading and writing capabilities. The following table will show how
vocabulary types are divided from the theories above:
Table 1
Kinds of Vocabulary
Spoken Written
Passive Listening Reading
Active Speaking Writing
Adopted from Heaton (1990)
Vocabulary can also be divided according to the word tiers. Beck and colleagues (as
cited in National Center for Reading First Technical Assistance, 2008, p. 4) divide the tiers
into three types:
1. Tier One; which focus on basic and general vocabulary,
2. Tier Two; which focus on high frequency words that commonly appear in written
and spoken language,
3. Tier Three; which focus on low frequency words that only appear in specific-
themed written and spoken language.
This study followed the syllabus of the school which focuses on Tier Two vocabulary.
The vocabulary learned focuses on the high frequency words used in daily conversation such
as words for greetings, compliments, description, and etc.
7
Teaching vocabulary means that knowing the way to learn vocabulary is important to
ensure a good teaching strategy. Hatch and Brown (1995) (as cited in Cameron, 2001, p. 84)
states that there are five essential steps that must be fulfilled when learning vocabulary. Those
essential steps are:
1. having sources for encountering new words;
2. getting a clear image, whether visual or auditory or both, for the forms of the new
words;
3. learning the meaning of the words;
4. making a strong memory connection between the forms and meaning of the words;
5. using the words.
These steps are the outline in creating an effective strategy in teaching vocabulary. By giving
an interesting and contextual source to get the new word, the vocabulary gained by the
students’ will be not only the word form but also the meaning of the word, thus enabling the
word to be used.
Teaching vocabulary does not end after the teaching process. To ensure the vocabulary
is gained by the students, a test must be done. However, when testing vocabulary, choosing
the appropriate lexical items is not simple. Harris (1974) noted that decisions should be made
to be able to choose appropriate lexical items. Heaton (1990) states that the items can be
selected from the syllabus, students’ textbook, students’ reading material, or lexical errors
made by the students during free-writing activity.
Studies regarding vocabulary have been done many times with various methods. A
study by Karimi (2011) shows C-Test usefulness to students’ vocabulary. C-Test, a variation
of Cloze Test proposed by Klein-Braley, is a kind of test used to measure the overall language
proficiency. In Karimi’s study, he quoted Singleton and Little that C-Test is capable in
vocabulary research. This is supported by the form of the test, which is a vocabulary questions
that the words have some letters erased. The study results show that C-test constructed with
lexical characteristic measures indeed capable of vocabulary assessment though as Chapelle
(as cited in Karimi, 2011) states that the items in the C-Test suggested to be selected
systematically in order be able to interpret the C-Test results in terms of test-takers’
vocabulary size. Another study by Shakouri and Mehrgan (2012) showed another method
possible to teach vocabulary. In their research, the medium used is flash card, which each
subjects must understood about the word written there along with the examples provided on
8
the card. The result of this study shows that it is indeed not easy to increase students’
vocabulary, as there is no significant improvement in the method the researchers used.
To summarize, teaching vocabulary is not only about creating an effective strategy to
teach vocabulary but also creating an appropriate test which is suitable for the students. In
order to create an effective strategy, there are steps that must be fulfilled to ensure the
effectiveness of the strategy. As for the test, choosing the appropriate test items which is
suitable for the level of the students is a must where the items can be drawn either from the
syllabus provided or the media used in the teaching process.
2.3 Previous Related Studies

There are four studies which are related to this present study. The first study was done
by Saffarian and Gorjian (2012) entitled “Effect of computer-based video games for
vocabulary acquisition among young children: An experimental study”. They found out that
video games were able to facilitate students’ learning performance. Their study was done in
Behbahan with 60 female EFL learners divided in experimental group and control group, 30
participants each as the subject. In the study, the experimental group received computer
games as the treatment and the control group received some placeboes as their treatment. The
instructional topic used is fire-fighting which discuss about the basic knowledge about the
danger of fire and fire-fighting techniques. The subjects were given post-tests to measure the
improvement made after the treatment. The subjects’ improvement in their post-test scores
showed video games can improve students’ achievement in learning factual knowledge,
problem-solving strategies, and high-level cognitive thinking process. However, particular
attention must be given to ensure that the game is suitable and it is easily manipulated to find
the relative effectiveness and efficiency in facilitating the objective of study.
The second study entitled “Sustaining vocabulary acquisition through computer game:
A case study” was conducted by Bakar and Nosratirad (2013). Their study showed that
computer games were effective tool for self-study as it was not only a kind of independent
reading but also as a kind of motivation to the subjects. This study was done in Malaysia with
3 adult learners aged 23, 25, and 29 years old with low English proficiency as the subject. The
video game used as the medium for the treatment is SIM 3 with 2 months of treatment, where
the subjects had the freedom to choose when they play the game. Afterward, the subjects were
given a test to measure the improvement they made. The results showed that the subjects
gained ±100 new English words after two months and score better in the test. This study
9
proved that playing video game could be implemented as supplementary exercises because of
the relaxed, fun, and independent learning that could be done anytime.
The third study was entitled “CALL in the form of simulation games: Teaching English
vocabulary and pronunciation through Sims” by Meihami, Meihami, and Varmaghani (2013).
This study produced a satisfying result, as the game proved to increase not only the
vocabulary but also in pronunciation. The subjects consisted of 88 male mariner students with
age range 22 to 24 from Khoramshahr Navy University gained large knowledge of vocabulary
and pronunciation and the results showed that an aspect that might influence the most was the
fun part as the part of psychological aspect that increased the subjects’ motivation. The
motivation from the subjects themselves was what made the learning process more effective.
Two other major aspects that play a role were the modern technologies, which most younger
people likes and real simulation condition, which prepare someone for real world
communication capabilities.
The fourth study entitled, “Vocabulary treatment in adventure and role-playing games:
A playground for adaptation and adaptivity” was done by Cornillie, Jacques, De
Wannemacker, Paulussen, and Desmet (2011). The study showed that using video games
would probably only work on advanced learners, since a higher lexical analyzing ability is
needed in more commercial games. The study also showed that using small-scale experiment
beforehand could possibly produce more satisfactory results. Another note by this study was
that the subjects might need some help to better learn the vocabulary.
The studies shown before are similar with this present study. The studies discussed the
usage of video game to facilitate learning. Most of the studies showed satisfying results with
improvement on the subjects’ language skills. This present study aimed at showing satisfying
results on the students’ vocabulary skills as well. On the other hand, there are some
differences between this study and the previous studies. One of them is that this study uses
RPG video games as the media, while the previous studies use different genres of video
games. Another difference is that the subject of this study was 8th grade students, who were
still teenagers while the previous studies focused on late teens to adult learners. Meihami,
Meihami and Varmaghani (2013) states that using video game as learning media is useful and
fit to the modern young learner.
2.4 Hypotheses
This study had two hypotheses. The hypotheses were:
10
Ho: There was no significant improvement in English vocabulary achievement of the 8th
Games.
Ha: There was a significant improvement in English vocabulary achievement of the 8th
Games.
11
CHAPTER III
RESEARCH PROCEDURE
This chapter presents: (1) the research design, (2) the teaching procedure, (3) the
variables, (4) population and sample, (5) operational definitions, (6) the techniques for
collecting data, (7) validity and reliability of the instruments, and (8) the techniques for
analyzing the data.
3.1 Research Design

This study was an experimental study. According to Creswell (2012), experimental
design (also called intervention study or group comparison study) is procedure in quantitative
research in which the investigator determines whether an activity or materials make a
difference in results for participants. This study used single-subject time-series experimental
method. This study had experimental group as the subject. The purpose of the study was to
find out the improvement after the treatment given to the experimental group and the progress
the group made during the treatment. The scheme of the research design is as follows:
Pre-Test Treatment Test Treatment Test Treatment Post-Test

O1 X O2 X O3 X O4
Notes: O1: Pre-Test O2: Progress Test 1

O3: Progress Test 2 O4: Post-Test
X: Treatment
The illustration shows the time-series research design concept of this study. Time-series
analysis is used when the observations was repeated to gather the data. In this design, the
experimental group was given the test in the beginning to serve as the baseline of the study in
which the next data were compared with. The treatment (X) was then given to the
experimental group, with the treatment divided into three periods consisted of five meetings
for the first treatment and five meetings for second and third treatment. Each treatment was
different due to the treatment following the video game progress. This means that a new
material was given each meeting according to the game progress. A progress test was given
after each period of treatment to get the progress of the study to compare with the baseline.
12
The progress tests were different with pre-test and post-test because the progress test
discusses the material of the treatment before the test and had fewer test items.
3.2 Teaching Procedure

This study was done in 18 meetings consisting of 14 meetings for treatment and four
meetings for the tests. The procedure of this study was as follows:
1. First, the students did a test using the vocabulary from the game in order to measure
their skills in the vocabulary field.
2. After the test, the students were given the treatment for 14 meetings in which they have
to play the video game given until they reach a certain point designated by the teacher
beforehand. The students have to reach the designated points before the next meeting
while also taking notes on the words and terms appearing on the video game as well as
the meaning they can assume from the context.
3. Starting from the second meeting, the teacher and students discussed the video game
progress and the vocabulary obtained. After that, the treatment was followed by daily
exercise. The daily exercise contains the summary of the story and the words from the
game monologue or dialogue. A discussion was hold after the exercise to discuss the
exercise.
4. The treatments were divided into three periods consisting of four meetings, in which
after each period a progress test was given in order to measure the progress.
5. After the third period, the test was given once again with the order jumbled to check
whether the students really understood the vocabulary or not. The test was later followed
by a questionnaire to check the students’ perceptions regarding the method used during
treatment.
The treatment was administered using the curriculum used by the school, which was
2013 curriculum using the scientific approach. The details of the teaching process during
treatment can be seen in Appendix A. The following table shows the teaching schedule during
treatment:
13
Table 2
Teaching Schedule
Sources Example of
Meeting Topic Time Class Activities
Vocabulary
1 Pre-Test
MMBN 5: 1. Video Game Year,
Vocabulary in
Team Colonel Introduction Offspring,
2 Context: MMBN 5: 1 x 80’
RPG Video 2. Checkpoint Scientist.
Team Colonel Part 1
Game Designation
MMBN 5: 1. Discussion Errand, Press,
Vocabulary in
Team Colonel 2. Exercise Show.
RPG Video 3. Checkpoint
Team Colonel Part 2
Game Designation
MMBN 5: 1. Discussion Save, Finish,
Vocabulary in
Team Colonel 2. Exercise Select.
Team Colonel Part 3
Game Designation
MMBN 5: 1. Discussion Read, Get, Do.
Vocabulary in
Team Colonel 2. Exercise
Team Colonel Part 4
Game Designation
MMBN 5: 1. Discussion Screen,
Vocabulary in
Team Colonel 2. Exercise Remember,
6 Context: MMBN 1 x 80’
RPG Video 3. Checkpoint Give.
Team Colonel Part 5
Game Designation
7 Progress Test 1
MMBN 5: 1. Discussion Sleep, Mail,
Vocabulary in
Team Colonel 2. Exercise Love.
Team Colonel Part 6
Game Designation
Vocabulary in MMBN 5: 1. Discussion Kidnap, Show,
10 Context: MMBN 5: 1 x 80’ Team Colonel 2. Exercise Promise.
Team Colonel Part 7 RPG Video 3. Checkpoint
14
Game Designation
MMBN 5: 1. Discussion Forgive, Rest,
Vocabulary in
Team Colonel 2. Exercise Tell.
Team Colonel Part 8
Game Designation
MMBN 5: 1. Discussion Event, Area,
Vocabulary in
Team Colonel 2. Exercise Safe.
Team Colonel Part 9
Game Designation
13 Progress Test 2
MMBN 5: 1. Discussion Dark,
Vocabulary in
Team Colonel 2. Exercise Assemble,
RPG Video 3. Checkpoint Meet.
Team Colonel Part 10
Game Designation
MMBN 5: 1. Discussion Delete,
Vocabulary in
Team Colonel 2. Exercise Wonderful,
RPG Video 3. Checkpoint Mad.
Game Designation
MMBN 5: 1. Discussion Invite, Swim,
Vocabulary in
Team Colonel 2. Exercise Clothes,
Game Designation
Vocabulary in MMBN 5: 1. Discussion Defense,
Context: MMBN 5: Team Colonel 2. Exercise Explain, Hope.
17 1 x 80’
Team Colonel RPG Video
Review Game
18 Post-Test
A simple self-made rubric originated from Nation’s theory of meaning, form, and use was
used to measure the level of understanding the students have. The preference questionnaire
was given after the treatments and tests.
15
3.3 Variables
According to Creswell (2012), variables are an attribute or characteristic of individuals
that researchers study. By explaining a relation among variables, the researchers are interested
in determining whether one or more variables might influence another variable. In this study,
there are two variables which are dependent variable and independent variable. Tuckman
(1978) explains that independent variable is the factor which is measured, manipulated, or
selected the experimenter to detemine its relationship to an observed phenomenon, while
dependent variable is the factor which is observed and measured to determine the effect of
independent variable. The dependent variable of this study was vocabulary achievement,
while the independent variable was RPG video games.
3.4 Population and Samples
3.4.1 Population of the Study

Population is a group of individuals who have the same characteristic (Creswell, 2012).
Since this study was done in SMP LTI IGM, the population of this study was the eighth grade
students of SMP LTI IGM in the academic year of 2015/2016. The classes and number of
students were as follows:
Table 3
Population of Study
No Class Male Female Total
1 8A 9 16 25
2 8B 8 12 20
3 8C 16 8 24
4 8D 16 6 22
Total 49 42 91
Source: SMP LTI IGM, academic year 2015/2016
3.4.2 Sample of the Study

Sample is a subgroup of the target population that the researcher plans to study for
generalizing about the target population (Creswell, 2012). The method of sampling for this
research was judgmental sampling. Istijanto (2009) explains that in judgmental sampling, the
16
writer uses judgments on the population in which the sample is taken. As stated before that
the population of this study was the eighth grade students of SMP LTI IGM in the academic
year of 2015/2016 which consisted of four classes. The sample of this study was Class 8B as
experimental group which consisted of 20 students. However, only 14 students were taken as
the sample for the vocabulary tests and 19 students as the sample for the preference
questionnaire due to the students’ absence during the vocabulary test and questionnaire
administration. The sample was chosen based on the judgment that SMP LTI IGM divided the
class according to the students’ academic level, with 8B being a class with higher average
academic level. Another judgment used in choosing the sample was the small amount of
students in the class. The judgments are based on Cornillie, Jacques, De Wannemacker,
Paulussen, and Desmet’s (2011) explanation that using video game as a teaching media will
work on more advanced students and that a small scale experiment will result in a more
satisfying and accurate result.
3.5 Operational Definitions

There are several terms that must be explained in this study. Those terms are
experimental study, vocabulary achievement, and RPG video games. The first term,
experimental study is a study in which a certain method is tested to a group to know whether
the method is effective or not. In this study, the experimental study did not use control group
as the comparison with the experimental group. Instead, this study used pre-test and post-test
as the comparison to assess whether there is improvement or not. Progress tests were also
used to monitor the progress made during the treatment given.
The second term is vocabulary achievement. Vocabulary achievement is regarded as
the level of achievement a language learner on the vocabulary he or she has. In order to get a
good vocabulary achievement, learners of a language must keep increasing their vocabulary
bank as well as understanding the vocabulary they gained. The purpose of this study was to
increase the amount of vocabulary students have and understand by using RPG video games.
The vocabulary achievement of the students was measured using a vocabulary test.
The last term is RPG video games. RPG itself is the acronym of Role-Playing Game.
RPG video games can be defined as a genre of video game in which the player assume the
role of imaginary character to unfold the story in the game. In RPG video games, the player
assumes the role of the protagonist and engages with various other characters, mostly Non-
Playable Characters (NPC) which gives information necessary to finish the game. Since RPG
17
video games give the opportunity to interact in the video game dialogues, RPG video games
are the one that believed can give more vocabulary than other video game genres. The game
used in this study was Megaman Battle Network (MMBN) 5: Team Colonel which has a
modern science-fiction setting. The game was chosen based on the school curriculum where a
lot of the words appearing in the game were to be learned by the students. The estimated
amount of the words in the video game is 38000 words and 40 words were taken into focus
for this study tests.
Figure 2: Screenshots of MMBN 5: Team Colonel
The game can be played using Laptop by using VBA application. The usage of laptop is
for convenience reasons which are to ensure the game progress can be seen by the teacher
every meeting and to make the students be able to play the game anywhere to ensure more
stable progress.
3.6 Techniques for Collecting the Data

This study collected the data by using two instruments. The instruments were
vocabulary test and preference questionnaire.
3.6.1 Vocabulary Test

The first instrument used in this study was vocabulary test. A test is an examination of
somebody’s knowledge or ability, consisting of questions for them to answer or activities for
them to perform (Hornby, 2010). The questions of the test consist of:
1. Sentence completion, where the students must choose the correct vocabulaty
provided in the box to complete the sentence;
18
2. Matching synonym, where the students must match the words from the left box
with the synonym provided in the right box;
3. Letter rearrangement, where the students must rearrange the letters provided in a
sentence to create the appropriate word; and
4. Sentence making, where the students must use the word provided to make a
sentence.
Matching words and letter rearrangement were used to measure the students’ memory
and knowledge of the vocabulary, while sentence completion and sentence making were used
to measure the students’ understanding of the words in context. Both pre-test and post-test
consisted of 40 items with 10 item sentence completion, 10 items matching synonym, 10
items letter rearrangement, and 10 items sentence making, while the progress tests consisted
of 20 items with five items sentence completion, five items matching synonym, five items
letter rearrangement, and five items sentence making (See Appendix B). The pre-test and
post-test covered all the material in the treatment, while progress test 1 covered the material in
the first period treatment and progress test 2 covered the material in the first and second
period treatment.
3.6.2 Preference Questionnaire

The second instrument used in this study was preference questionnaire. According to
Creswell (2012), questionnaire is a form used in a survey design that participants in a study
complete and return to the researcher. Here, this study used the questionnaire instrument in
multiple choices of agreement and disagreement. The questionnaire was developed by the
writer based on the preferences and interests of the students during the treatment. The
questionnaire consisted of 21 items and uses closed ended scaled questions adopted from
Likert scale with the responses strongly agree rated 5, agree rated 4, partially agree rated 3,
disagree rated 2 and strongly disagree rated 1. (See Appendix C)
3.7 Validity and Reliability of the Instruments

Creswell (2012) defines that validity is the development of sound evidence to
demonstrate that the test interpretation matches its proposed use. Validity refers to the degree
to which the test measures what it is intended to measure (Brown, 2007). Before giving a test
or questionnaire, the test or questionnaire must be ensured to be valid and measures the
intended target. To know whether the test measures correctly, a validity test is needed. There
19
are several methods of validity test. Content validity was used in this study to check the test or
questionnaire validity by testing the test items on non-sample students with similar levels.
Corrected item-Total Correlation was used to calculate the correlation between the test item
scores with the total scale score to find out the validity. The results of Corrected item-Total
Correlation were compared with r-Table Product Moment with significance level 0.05 two-
tailed. In this case, the r-table with N = 24 is 0.344. The calculation was done using SPSS 22.
The result of the calculation for the vocabulary test shows that there were 8 items which were
invalid. However, since the test items were reliable and did not affect the overall validity of
the test much, the items were not eliminated. On the other hand, the result of the calculation
for the preference questionnaire shows that there were four items (item 17, 18, 21, and 22)
which were invalid. As a result, the number of preference questionnaire’s items was reduced
to 21. The following tables will show the specifications of the test and questionnaire:
Table 4
Specifications of the Vocabulary Test
Objectives Indicators Type of Test Activity Items
The students are 1. The students
Sentence
able to know the 1-10 (Part I)
Completion
understand and form of the 1. Vocabulary in
use the words vocabulary Context

Sentence
gained according correctly. 31-40 (Part IV)
Making
to the social 2. The students
function and the know the
contextual synonym of
Matching
function. the 2. Matching Items 11-20 (Part II)
Synonym
vocabulary
correctly.
3. The students
understand
and use the 3. Rearrangement Letter
21-30 (Part III)
vocabulary Items Rearrangement
correctly in a
sentence.
20
Table 5
Specifications of Preference Questionnaire
Objectives Topic of Questions Items
To know the type of RPG the students RPG Video Game Preference 1-10
prefer
To know the students preference in Studying using RPG Video Game 11-18
studying with RPG Video Game Preference
To know the method the students prefer RPG Video Game Studying 19-21
when studying using RPG Video Game Method Preference
Reliability refers to the consistency of the test. Reliability means that scores from an
instrument are stable and consistent (Creswell, 2012). Tuckman (1978) states that a test that is
not reliable is not a good test regardless of its other characteristics. Due to this, assessing
reliability is needed. Cronbach’s Alpha was used to calculate the reliabilty of the test items
using SPSS 22 program with 0.70 as the standard value. The test is considered to be reliable if
the reliability value is higher than the standard value. The test and questionnaire was tested
on non-sample students taken from the population of study which has a similar performance
with the sample students. The non-sample students were chosen from the population to ensure
that the test result of the non-sample students would be similar to the sample students. The
result of the calculation shows that the vocabulary test’s reliability coefficient was 0.862
while the preference questionnaire’s reliability coefficient was 0.900. Both reliability
coefficients were higher than the standard value 0.70. It can be concluded that both the test
and questionnaire were reliable. The detail of the reliability calculation can be seen in
Appendix F.
3.9 Techniques for Analyzing the Data

The vocabulary test was scored based on the number of correct answers. The scores
ranged from 0 to 100. To classify the students’ vocabulary achievement, the writer used the
following score interval.
21
Table 6
The Vocabulary Score Interval
Score Interval Category
86-100 Excellent
71-85 Good
56-70 Average
41-55 Poor
≤40 Fail
Source: Buku Pedoman FKIP Universitas Sriwijaya 2012/2013
The tests data gained were processed by using Paired Sample T-Test method. Paired
Sample T-Test is used to compare the test results of experimental group before and after the
treatment. The significance value (α) used in this study was 0.05 and the degree of freedom
was N-1. The data obtained were used to find the p-value in the t-distribution table. The p-
value obtained was used to determine whether the null hypothesis is accepted or rejected.
Progress tests function as the record to show the students’ progress during the treatment
which also calculated with the Paired Sample T-test method. The Paired Sample T-Test
calculation was calculated using SPSS 22.
The data from the questionnaire were processed by using percentage procedure to know
the preference of students regarding the method used during research. The calculation is as
follows:
Where: P = Percentage of students answer

F = Total of students answer
N = Total of students sample
The scores of the questionnaire ranged from 21 as the minimum score and 105 as the
maximum score. To classify the students’ preference on the method, the following score
interval was used.
22
Table 7
Questionnaire Score Interval
Score Interval Category
84-105 Highly Preferable
63-83 Preferable
42-62 Not Preferable
21-41 Highly Not Preferable
The data collected was also calculated using regression analysis. Regression analysis
was used to know in which vocabulary aspect RPG video game contributed the most to the
students’ vocabulary achievement. In this study, the vocabulary aspects were divided
according to the specification of the vocabulary test. The detail is as follow.
Table 8
Summary of Vocabulary Test Aspects
Vocabulary Aspect Number of Items Percentage
Form 10 25%
Meaning 10 25%
Use 20 50%
Total 40 100%
23
CHAPTER IV
FINDINGS AND INTERPRETATION
This chapter presents: (1) the findings (2) the statistical analyses, and (3) the
interpretation of the study.
4.1 Findings of the Study

The findings of the study include (1) the results of vocabulary tests and (2) the results of
preference questionnaire.
4.1.1 Results of Vocabulary Tests

The vocabulary test was done four times, consisting of a pre-test, two progress tests, and
a post-test. The pre-test was given to the students before the treatment, the progress tests were
given during the treatment, and the post-test was given after the treatment. Pre-test and post-
test consisted of 40 items, while progress tests consisted of 20 items.
Table 9 and 10 shows the descriptive statistics of vocabulary tests and the distribution of
the students’ vocabulary tests scores.
Table 9
Descriptive Statistics of Vocabulary Tests (N=14)
N Minimum Maximum Mean Std. Deviation
Statistic Statistic Statistic Statistic Std. Error Statistic
Pre_test 14 20.00 92.50 62.8571 5.20102 19.46044
Progress_1 14 80.00 100.00 95.3571 1.52491 5.70569
Progress_2 14 55.00 100.00 86.7857 2.80341 10.48940
Post_test 14 53.00 100.00 86.8571 3.18799 11.92836
Valid N (listwise) 14
Table 10
The Distribution of Students’ Vocabulary Tests Scores (N=14)
Score Pre-test Progress Test 1 Progress Test 2 Post-test
Category
Interval N % N % N % N %
86-100 Excellent 1 7.10% 13 92.90% 8 57.20% 9 64.30%
71-85 Good 3 21.40% 1 7.10% 5 35.70% 4 28.60%
24
56-70 Average 6 42.90% - 0% 0 0% 0 0%
41-55 Poor 2 14.30% - 0% 1 7.10% 1 7.10%
<40 Fail 2 14.30% - 0% 0 0% 0 0%
Total 14 100% 14 100% 14 100% 14 100%
The pre-test data showed that there were 2 students (14.3%) in fail category, 2 students
(14.3%) in poor category, 6 students (42.9%) in average category, 3 students (21.4%) in good
category, and 1 student (7.1%) in excellent category.
Progress test 1 data showed that there were no students in fail, poor, and average
category, 1 student (7.1%) in good category, and 13 students (92.9%) in excellent category.
Progress test 2 data showed that there were no student in fail category, 1 student (7.1%)
in poor category, no students in average category, 5 students (35.7%) in good category, and 8
students (57.1%) in excellent category.
The post-test data showed that there were no student in fail category, 1 student (7.1%) in
poor category, no students in average category, 4 students (28.6%) in good category, and 9
students (64.3%) in excellent category.
From the data acquired from the pre-test of the experimental group, the lowest score was
20 while the highest score was 92.5. The mean of pre-test was 62.86. In progress test 1, the
lowest score was 80 and the highest score was 100, which was better compared to the pre-test.
In progress test 2, the lowest score was 55 and the highest was 100, which was better
compared to the pre-test but worse than progress test 1 where the lowest score was 80.
Compared to the pre-test, the scores of the post-test of the students increased. The
lowest score was 53 while the highest was 100 and the mean was 82.86
4.1.2 Results of Preference Questionnaire

The preference questionnaire was given after the post-test. The questionnaire consists of
21 questions. The questionnaire was based on Likert scale with five responses. The maximum
score in the questionnaire is 105 and the minimum score in the questionnaire is 21. The data
collected was calculated using the percentage procedure. The following table and chart shows
the percentage of each item, the result of percentage procedure calculation, and the
distribution of students’ preference questionnaire scores respectively.
25
Table 11
Percentage of Questionnaire
No. Pernyataan SS S KS TS STS
Saya menggemari bermain video

1 42.1% 21.1% 36.8% 0% 0%
game
Saya menyukai video game dengan
2 narasi dan dialog yang diiringi 36.8% 47.4% 15.8% 0% 0%
dengan gambar yang mendukung
Saya menyukai video game yang
3 memberikan narasi dan dialog dalam 42.1% 42.1% 15.8% 0% 0%
bentuk vocal
Saya lebih suka memainkan video
4 26.3% 26.3% 36.8% 0% 10.5%
game yang memiliki teka-teki
5 memiliki sistem bermain aktif 78.9% 21.1% 0% 0% 0%
(Tidak menunggu giliran)
6 36.8% 42.1% 21.1% 0% 0%
memiliki cerita
7 perlu waktu lama untuk 21.1% 47.4% 21.1% 0% 10.5%
menyelesaikannya
Cerita dalam video game membuat
8 saya tertarik untuk meneruskan 52.6% 36.8% 10.5% 0% 0%
bermain
Saya tidak pernah mempercepat
9 15.8% 42.1% 26.3% 10.5% 5.3%
cerita dalam bermain video game
Saya mampu mengingat dengan baik
10 cerita dari video game yang saya 21.1% 36.8% 31.6% 10.5% 0%
mainkan
Saya menganggap bermain video
11 game sebagai bentuk bermain sambil 15.8% 47.4% 26.3% 5.3% 5.3%
belajar
26
Saya menyukai bila video game
12 digunakan dalam pembelajaran 21.1% 26.3% 42.1% 5.3% 5.3%
Bahasa Inggris
Video game efektif digunakan dalam
13 36.8% 26.3% 31.6% 0% 5.3%
pembelajaran Bahasa Inggris
Saya mendapatkan banyak kata baru
14 dalam Bahasa Inggris dari video 57.9% 26.3% 10.5% 0% 5.3%
game
Kata-kata yang ada dalam video
15 game repetitif/berulang-ulang 36.8% 42.1% 21.1% 0% 0%
sehingga mudah dipahami
Saya memahami kata yang ada
16 dalam video game melalui 26.3% 42.1% 21.1% 10.5% 0%
konteksnya
Saya membaca setiap kalimat yang
17 ada dalam video game dengan 15.8% 26.3% 47.4% 5.3% 5.3%
seksama
Saya bisa memahami dengan baik
18 maksud dari petunjuk-petunjuk yang 42.1% 26.3% 31.6% 0% 0%
diberikan dalam video game
Kalimat-kalimat dalam video game
19 mudah dipahami karena 42.1% 26.3% 31.6% 0% 0%
menggunakan kata-kata yang umum
mudah dipahami karena
20 52.6% 26.3% 21.1% 0% 0%
menggunakan grammar/tata bahasa
yang tepat
21 menggunakan istilah-istilah dalam 15.8% 57.9% 26.3% 0% 0%
Bahasa Inggris yang umum
AVERAGE 35.08% 35.09% 25.07% 2.26% 2.51%
27
Figure 3: Chart of percentage procedure summary
The results of the percentage procedure calculation showed that 35% of the students
strongly agreed with the method, 35% of the students agreed with the method, 25% of the
students partially agreed with the method, 2% of the students disagreed with the method, and
3% of the students strongly disagreed with the method. According to the chart, the result
showed that 95% of the students preferred using the method during treatment, which is using
RPG video game to study English vocabulary.
Table 12
The Distribution of Students’ Preference Questionnaire Scores (N=19)
Score Interval Category N Percentage
84-105 Highly Preferable 10 52.6%
63-83 Preferable 9 47.4%
42-62 Not Preferable 0 0%
21-41 Highly Not Preferable 0 0%
Total 19 100%
The distribution table showed that 10 (52.4%) of the students highly preferred studying
English vocabulary using RPG video game, 9 (47.6%) of the students preferred studying
English vocabulary using RPG video game, and no students thought that studying English
vocabulary using RPG video game was not preferable and highly not preferable.
28
4.2 Statistical Analyses
The statistical analyses include (1) the results paired sample T-test of vocabulary tests
and (2) the results of regression analysis.
4.2.1 Paired Sample T-Test

The results of the students’ vocabulary tests were calculated using Paired Sample T-
Test. The calculation was done in order to find out whether or not there was any significant
difference between each test results as the treatment progressed as well as to find out whether
or not there was any significant improvement of the students’ vocabulary achievement after
the treatment using RPG video games was given.
Table 13
Paired Samples Statistics of Vocabulary Tests
Std.
Std.
Mean N Error
Deviation
Mean
Post_test 86.8571 14 11.92836 3.18799
Pair 1
Pre_test 62.8571 14 19.46044 5.20102
Progress_1 95.3571 14 5.70569 1.52491
Pair 2
Pre_test 62.8571 14 19.46044 5.20102
Progress_2 86.7857 14 10.4894 2.80341
Pair 3
Progress_1 95.3571 14 5.70569 1.52491
Post_test 86.8571 14 11.92836 3.18799
Pair 4
Progress_2 86.7857 14 10.4894 2.80341
Based on Table 13, the mean of pre-test was 62.86, the standard deviation was 19.46,
and the standard error was 5.20. As for progress test 1, the mean was 95.36, the standard
deviation was 5.71, and the standard error was 1.52. Progress test 2’s mean was 86.79, the
standard deviation was 10.49, and the standard error was 2.80. Meanwhile the mean of post-
test was 86.86, standard deviation was 11.93, and standard error was 3.19.
29
Table 14
The Summary of Statistical Analysis on the Vocabulary Tests Using
Paired Sample T-Test
Paired Differences
95% Confidence Interval Sig. (1-
Std. Std. Error t df
Mean of the Difference tailed)
Deviation Mean
Lower Upper
Post_test -
24 12.3 3.29 16.9 31.10 7.301 13 .000
Pre_test
Progress_1 -
32.5 16.35 4.37 23.06 41.94 7.438 13 .000
Pre_test
Progress_2 -
-8.57 7.7 2.06 -13.02 -4.12 -4.163 13 .000
Progress_1
Post_test -
.071 7.96 2.13 -4.52 4.67 .034 13 .487
Progress_2
Table 14 shows the result of paired sample difference in mean between pre-test and
post-test. The result shows that the mean difference was 24 with standard deviation 12.3 and
standard error 3.29. The t-obtained 7.301 was higher than t-table 1.771 in one-tailed testing
and the p-value 0.000 was smaller than the significance value α 0.05, so the null hypothesis
(Ho) was rejected and the research hypothesis (Ha) was accepted. It means that there was a
significant improvement in the students’ vocabulary achievement between the pre-test and the
post-test.
Aside from the result of pre-test and post-test, Table 13 also shows the results of paired
sample difference in mean between each vocabulary test. Between the pre-test and progress
test 1, the mean difference was 32.5 with standard deviation 16.35 and standard error 4.37.
The t-obtained 7.438 was higher than t-table 1.771 in one-tailed testing and p-value 0.000 was
smaller than the significance value α 0.05. This means that there was a significant
improvement in the students’ vocabulary after the first treatment period. Between the progress
test 1 and progress test 2, the mean difference was 8.57 with standard deviation 7.96 and
standard error 2.13. The t-obtained 4.163 was higher than t-table 1.771 in one-tailed testing
and p-value 0.000 was smaller than the significance value α 0.05. However, the calculation
result was in negative point. This means that there was a reduction in the students’ vocabulary
achievement between the first and second treatment period. Between the progress test 2 and
post-test, the mean difference was 0.071 with standard deviation 7.96 and standard error 2.13.
30
The t-obtained 0.034 was lower than t-table 1.771 in one-tailed testing and p-value 0.487 was
higher than the significance value α 0.05. This means that there was no significant
improvement in the students’ vocabulary achievement between the second and third treatment
period.
4.2.2 Regression Analysis

Regression analysis was done to find out in which vocabulary aspect RPG video game
contribute the most to the students’ vocabulary achievement. There are three aspects that form
a vocabulary, namely form, meaning, and use.
Table 15
Result of Regression Analysis
Model Summary of Form
Adjusted R Std. Error of the

Model R R Square Square Estimate
a
1 .277 .077 .000 11.507
a. Predictors: (Constant), RPG
Model Summary of Meaning

a
1 .584 .341 .286 23.803
Model Summary of Use

a
1 .093 .009 -.074 7.730
Table 15 shows the result of regression analysis. The R2 for each aspect were 0.077 for
form aspect, 0.341 for meaning aspect, and 0.009 for use aspect. This means that RPG video
games contribute 7.7% of form aspect, 34.1% of meaning aspect, and 0.9% of use aspect. It
can be concluded that from the three aspects, RPG video games contributed the most to the
meaning aspect of vocabulary.
31
4.3 Interpretation
There are several methods to teach English vocabulary. However, what matter the most
is that the students are willing to study and gain new vocabulary. As stated by Meihami,
Meihami, and Varmaghani (2013), vocabulary learning is considered boring by learners who
grew up in digital age. In order to ensure that the students keep gaining new vocabulary as
well as to ensure that they are not bored, using digital media is a must. One of the digital
media that can be used to increase vocabulary is video games, specifically RPG video games.
The writer found out that the method used in this study, which was using RPG video game to
increase the students’ vocabulary achievement, was effective for Class B eighth grade
students in SMP LTI IGM Palembang. There is a reason why RPG video games can improve
the students’ vocabulary achievement. Kerka (2000) stated that incidental learning is
unintentional or unplanned learning which involves no deliberate intention to learn or to
analyze language, an explanation which might include implicit learning in the psychological
sense. Video games are for entertainment, so psychologically the player feels fun doing it and
not realizing that he/she is actually learning when playing a video game. RPG video games
are one of video game genres that use words as the crucial part in order for the game to be
played. This means that the player, which was motivated to finish the RPG video game,
would acquire new words unconsciously while enjoying and trying to finish the video game.
This was proven by the result of the vocabulary tests and the result of questionnaire. The
comparison between the pre-test and post-test showed a significant improvement in the scores
while the preference questionnaire showed that the students liked the method used during the
treatment. However, the writer also found out that the students needed help from both the
teacher and dictionary in order to understand the new vocabulary from the game. Moreover,
the tendencies of clicking persisted and thus the students missed several words which are
supposed to be discussed in the following meeting. The genre of the RPG video game must
also be taken into consideration, since the students preferred the game with active action
where the player actively involved in fast gameplay rather than turn-based action where the
player and the computer take turn for action.
Based on the findings of the study, some interpretations were drawn. The findings show
that (1) there was a significant improvement in English vocabulary achievement of the 8th
graders of SMP LTI IGM Palembang after they were taught by using RPG Video Games and
(2) the students’ perceptions on using RPG video games in learning English vocabulary were
positive.
32
The first finding showed the results of Paired Sample T-Test between the four
vocabulary tests. The result showed that there was significant improvement in students’
English vocabulary achievement after they were taught using RPG video game. The result
was as expected by the writer since according to Cruz (2007) video games can be used to
improve language instruction. Another reason as to why the result was satisfactory is because
Cornillie, Jacques, De Wannemacker, Paulussen, and Desmet’s (2011) explains that using
video game as a teaching media will produce more satisfying and accurate result in a small
scale experiment. The results of each test serve as the proof that the students improved their
vocabulary achievement. Before the treatment, the result of the pre-test showed that there was
only one student fall into the excellent category. This signifies that the students still lack in
English vocabulary. After the first treatment, the students gained better scores in the progress
test 1 where this become the proof that the students understood and absorbed the vocabulary
given through the video game. The results of the progress test 2 and post-test also showed that
the students gained the vocabulary introduced in the video game and understood the use of the
words in sentences where the students achieved good scores. However, compared to the
scores in both progress tests, the students’ scores lowered in the post-test. This might be due
to the progress tests having less test items as well as having more preparation since the
vocabulary they acquired was still fresh in their memory compared to the post-test where the
students’ must recall all the vocabulary from the beginning of the treatment until the end of
the treatment.
The second finding showed the results of percentage procedure of preference
questionnaire. The result showed that 95% of the students preferred using RPG video game to
study English vocabulary. It means that the students considered that studying English
vocabulary using RPG video games was preferable. This result was expected since during the
treatment, the students enjoyed playing the game while at the same time they managed to take
notes on the new words encountered while playing to be discussed later. On the other hand,
some students forgot to take notes on the new words encountered due to enjoying the video
game too much. This resulted in less vocabulary acquired by some students compared to other
students who took notes while playing. Aside from that, RPG video games contributed to the
students mostly only on the meaning aspect. This can be seen in the result of the students’
post-test where the students scored higher in the questions regarding the meaning of the word.
This is due to that during the treatment; the discussion focused more on the meaning of the
word rather than the use in a sentence and the form of the word.
33
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents: (1) the conclusions of the study and (2) the suggestions of the
study.
5.1 Conclusions
Based on the research findings and interpretation, the writer concluded:
1. There was a significant improvement of students’ English vocabulary
achievement after the treatment using RPG Video Game. It can be concluded
that RPG Video Game influenced vocabulary achievement positively. This is
proven in the results of students’ vocabulary tests where the scores get better.
Therefore, this conclusion answered the first research question of this research,
which was “Was there any significant improvement in English vocabulary
achievement of the 8th graders of SMP LTI IGM Palembang after they were
taught by using RPG Video Games?”
2. RPG Video Game which served as the method of treatment was favored by the
students and their perception on the using the method to study English
vocabulary was highly preferred. This conclusion answered the second research
question of this research, which was “What were the students’ perceptions on
using RPG video games to learn English vocabulary?”
5.2 Suggestions
Based on the findings and interpretation and conclusions, to achieve better results in
using RPG Video Game as method to study English vocabulary the writer offers the following
suggestions:
1. The teacher must explain and provide example sentences of the new vocabulary
found from the game to ensure that the students understand the words correctly and
how to use the words. The use of dictionary is also needed to help to understand the
new words more easily.
2. The treatment by playing video game will produce more favorable results if the
students play the game in class rather than in home to avoid the clicking tendencies
as well as to monitor the progress of the students.
34
3. The preferred RPG Video Game used as teaching media from 8th grade students is
an active action video game where the students play actively.
35
References
Bakar, N. A., & Nosratirad, E. (2013). Sustaining vocabulary acquisition through computer
game: A case study. Asian Social Science, 9(5), 235-242.
Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language

Pedagogy Third Edition. White Plains, NY: Pearson Education, Inc.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge, UK: Cambridge

University Press.
Cornillie, F., Jacques, I., De Wannemacker, S., Paulussen, H., & Desmet, P. (2011).
Vocabulary treatment in adventure and role-playing games: A playground for
adaptation and adaptivity. Itec – Interdisciplinary Research on Technology,
Education, and Communication, 1-17.
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating

Quantitative and Qualitative Research Fourth Edition. Boston, MA: Pearson
Education, Inc.
Cruz, J. Q. (2007). Video games and the ESL classroom. The internet TEST Journal, 13(3).
Retrieved April 29, 2015, from http://iteslj.org/Articles/Quijano-VideoGames.html
Encyclopedia of Children’s Health. (2015). Video Games. Retrieved October 22, 2015, from
http://www.healthofchildren.com/U-Z/Video-Games.html#ixzz3pFiiCzmz
Ghanbaran, S., & Ketabi, S. (2014). Multimedia games and vocabulary learning. Theory and
Practice in Language Studies, 4(3), 489-496.
Global Language Monitor. (2015). No. of words. Retrieved October 18, 2015, from
http://www.languagemonitor.com/global-english/no-of-words/
Griffiths, M. (2002). The educational benefits of video games. Education and Health, 20(3),
47-51.
Harris, D. P. (1974). Testing English as a Second Language. Bombay, New Delhi: Tata
McGraw-Hill Publishing Company Ltd.
Heaton, J. B. (1990). Writing English Language Tests: New Edition. New York, NY:
Longman, Inc.
Hiebert, E. H., & Kamil, M. L. (2005). Teaching and Learning Vocabulary: Bringing
Research to Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers
Hornby, A. S. (2010). Oxford Advanced Learner’s Dictionary International Student’s Edition

(8th ed.). Oxford, UK: Oxford University Press.
Istijanto. (2009). Aplikasi Praktis Riset Pemasaran: Cara Praktis Meneliti Konsumen dan
Pesaing. Jakarta, Jawa Barat: PT Gramedia Pustaka Utama.
Karimi, N. (2011). C-test and vocabulary knowledge. Language Testing in Asia, 1(4), 7-38.
36
Kerka, S. (2000). Incidental Learning: Trends and Issues Alert (No. 18). New York, NY:
Peter Lang.
Linse, C. T. (2005). Practical English Language Teaching: Young Learners. New York, NY:
McGraw-Hill Companies.
Meihami, H., Meihami, B., & Varmaghani, Z. (2013). CALL in the form of simulation games:
Teaching English vocabulary and pronunciation through Sims. International Letters of
Social and Humanistic Sciences, 8, 57-65.
Moesono, A. (1997). Manfaat dan Mudarat Video Game Bagi Anak dan Remaja. Jakarta:
Departemen Pendidikan dan Kebudayaan.
Nation, P. (2005). Teaching Vocabulary. Asian EFL Journal. Retrieved April 29, 2015, from
www.asian-efl-journal.com/sept_05_pn.pdf
National Center for Reading First Technical Assistance. (2008). Effective Vocabulary
Instruction. Austin, TX: University of Texas.
Rideout, V. J., Vandewater, E. A., & Wartella, E. A. (2003). Zero to six: Electronic media in
the lives of infants, toddlers and preschoolers, 1-37.
Saffarian, R., & Gorjian, B. (2012). Effect of computer-based video games for vocabulary
acquisition among young children: An experimental study. Journal of Comparative
Literature and Culture (JCLC), 1(3), 44-48.
Shakouri, N., & Mehrgan, K. (2012). The impact of using flash cards on promoting university
students’ knowledge of vocabulary. Advances in English Linguistics, 1(2), 47-55.
Tuckman, B. W. (1978). Conducting Educational Research: Second Edition. New

Brunswick, NJ: Harcourt Brace Jovanovich, Inc.
Whittaker, S. (2013). Educational use of video games in the ESL classroom. UAE Journal of
Educational Technology and Learning, 6-15.
37
APPENDIX A
Lesson Plan Example
School : SMP LTI IGM

Subject : English
Class/Semester : VIII/2
Topic : Vocabulary in Context: MMBN 5: Team Colonel
Part 1
Time : 2 x 40 minutes
A. Goal
The students are able to understand and use the words gained according to the social function
and the contextual function.
B. Objectives
1. The students identify the form of the vocabulary gained.
2. The students identify the synonym of the vocabulary gained.
3. The students create sentences using the vocabulary gained.
C. Indicator
1. The students identify the form of the vocabulary correctly.
2. The students identify the synonym of the vocabulary correctly.
3. The students create sentences using the vocabulary gained correctly.
D. Material
1. Social Function: The students are able to use the vocabulary written and orally.
2. Language Skill: Vocabulary, speaking, writing, reading
E. Method
1. Scientific approach
2. English through Video Games
3. Discussion
Note: For the sake of the school. The teacher asked the researcher to add “pronunciation”
category while administering the research.
APPENDIX A
F. Steps
Activities Activities Description Time
Pre-  Greeting. 10
 Giving Motivation. minutes
 Material introduction.
Main Observing: 60
 Students show their progress in the video game they minutes
have played for one week.
 Students shows the difficult points in the game.
Questioning:
 The students question about the new vocabulary they
have found and discuss it together.
Collecting Information:
 The students try to use the words in different context by
giving examples.
Associating:
 The students do the exercise to strengthen the vocabulary
they got in their memory.
Communicating:
 The students discuss the exercise answers together.
Post  The students restate the vocabulary they understand and 10

provide example sentences. minutes
 The teacher assigns the new checkpoint where they must
arrive in the video game.
APPENDIX A
G. Media
1. Textbook
2. English Dictionary
3. RPG Video Game Megaman Battle Network 5: Team Colonel
H. Scoring
The students exercise are scored normally according to the answer, whether it is right or
wrong. As for the vocabulary discussion and sentence writing exercise the scoring would be
in this table:
4 (Excellent) 3 (Very Good) 2 (Good) 1 (Need Improvement)

Pronunciation
Spelling
Sentence Meaning
Where : Pronunciation : 4 = Very accurate pronunciation

3 = Accurate pronunciation
2 = Some inaccurate pronunciation
1 = Inaccurate pronunciation
Spelling : 4 = Correct word spelling
3 = Some incorrect word spelling in affixes and word
changes
2 = Some incorrect word spelling in the word itself
1 = Incorrect word spelling
Sentence meaning : 4 = The sentence is clear and effective
3 = The sentence is clear, but ineffective
2 = The sentence contains ambiguity
1 = The sentence is not clear
With the interval score being:
11-12 : Excellent
8-10 : Very Good
5-7 : Good
3-4 : Need Improvement
APPENDIX B
Vocabulary Tests
1. Pretest – Posttest
I. Complete the sentences below with the expression in the box.
Scientist Excellent Invite Mail Meet During
Dark Send Message Our We When
1. I will ______ the clothes to you by a delivery service.
2. Have you got any ________ from Tina? I have not heard anything from her since she
moved to German.
3. If you want to send a ______, you have to go to a post office.
4. This room is ______. Turn on the lamp please.
5. This is _______ classroom. It is right next to your class.
6. The _________ have made a very modern robot.
7. You cannot open the book ______ test.
8. Did Dio ______ you to his birthday party?
9. We will ______ in front of the train station tomorrow at 10 o’clock.
10. You got a 100 in English test, Joseph. _______!
II. Match the words in the left bracket with the synonym in the right bracket.
1. Offspring a. Task
2. Delete b. Great
3. Errand c. Erase
4. Wonderful d. Captured
5. Kidnapped e. Children
6. Seek f. See
7. Few g. Area
8. Assemble h. Angry
9. Space i. Some
10. Mad j. Find
k. Gather
III. Rearrange the jumbled letter in the bracket into a suitable word and put the word
into the sentence.
1. Robert‘s birthday is always celebrated every ______. (r-a-y-e)
2. Johnny does not _____ in his bedroom last night. (e-l-e-p-s)
3. Do you ______ an eraser? (v-a-h-e)
4. ______ me your test result. I want to look at your score. (w-s-o-h)
5. Do not ______ the cook button before you close the oven. (r-e-s-p-s)
6. Your ______ are dirty. Put them into the washing machine! (l-e-t-c-s-h-o)
7. This is my ______. All of my stuffs are here. (m-o-r-o)
8. I ________ I will buy the souvenirs for you. I will not forget. (r-e-s-o-m-p-i)
9. We are going to _____ in the pool today. (m-s-i-w)
10. If you feel tired, get some _____. (s-t-e-r)
APPENDIX B
IV. Create a sentence using the word provided.

1. Done:
2. Hope:
3. Come:
4. Talk:
5. Guess:
6. Explain:
7. Want:
8. Defense:
9. Take out:
10. Safe:
APPENDIX B
2. Progress Test 1
Scientists Their Give Heard Send They
1. Could you _______ this souvenirs to our neighbor?
2. I ______ from Abdul that you were sick for a week.
3. They are the smart _________.
4. ______ house is big .
5. If you want to _____ a mail, you have to go to a post office.
1. Select (Verb) a. Complete
2. Nice (Adj) b. Like
3. Love (Verb) c. Harmless
4. Save (Verb) d. Good
5. Finish (Verb) e. Keep
f. Choose
into the sentence.
1. I did not __________ that today we have a test (m-e-e-r-b-e-r-m)
2. She ______ in her parent’s room. (p-l-e-s-s-e)
3. Did you ______ to the party last Saturday? (e-m-c-o)
4. He _______ his guitar skill. (s-w-o-s-h)
5. ______ the power button to turn on the computer. (s-p-e-r-s)
IV. Create a past tense sentence using the word provided.

1. Get:
2. Read:
3. Do:
4. Worry:
5. Need:
APPENDIX B
3. Progress Test 2
Invite Our Meet Excellent Send We
1. You did ________ in your test. Good Job!
2. I will _______ that letter.
3. I will ______ Johan to come to my birthday party.
4. Mr. Irfan ask you to ______ him in the office.
5. ______ must do something together to help Baryl.
1. Harm (Verb) a. Capture
2. Nice (Adj) b. Space
3. Begin (Verb) c. Hurt
4. Kidnap (Verb) d. Get
5. Area (Verb) e. Start
f. Good
into the sentence.
1. This ______, I will do better (r-y-e-a)
2. My phone’s ______ is broken after it dropped. (c-r-e-s-e-n)
3. This city is ______ from crimes. (f-a-s-e)
4. I __________ I will study seriously. (m-e-r-p-o-s-i)
5. My father ______ in his room. (t-s-e-r-s)
IV. Create a sentence using the word provided according to the tenses.
1. Talk (Verb 1):
2. Telling (Verb –ing):
3. Explained (Verb 2):
4. Event (Noun):
5. Defense (Noun):
APPENDIX C
Preference Questionnaire
Nama: Tanggal:
Kelas:
Pilihlah jawaban dari pernyataan yang menurut anda sesuai dengan diri
anda
dengan cara memberikan tanda silang (x) pada kotak yang tersedia
Keterangan:
SS=Sangat Setuju, S=Setuju, KS=Kurang Setuju, TS=Tidak Setuju, STS=Sangat Tidak Setuju
No. Pernyataan SS S KS TS STS
1 Saya menggemari bermain video game
Saya menyukai video game dengan

2 narasi dan dialog yang diiringi dengan
gambar yang mendukung
3 memberikan narasi dan dialog dalam
bentuk vokal
Saya lebih suka memainkan video game

4
yang memiliki teka-teki

5 memiliki sistem bermain aktif (Tidak
menunggu giliran)

6
memiliki cerita
Saya menyukai video game yang perlu

7
waktu lama untuk menyelesaikannya
APPENDIX C
Cerita dalam video game membuat saya

8
tertarik untuk meneruskan bermain
Saya tidak pernah mempercepat cerita

9
dalam bermain video game
Saya mampu mengingat dengan baik

10 cerita dari video game yang saya
mainkan
Saya menganggap bermain video game

11
sebagai bentuk bermain sambil belajar
Saya menyukai bila video game

12 digunakan dalam pembelajaran Bahasa
Inggris
Video game efektif digunakan dalam

13
pembelajaran Bahasa Inggris
Saya mendapatkan banyak kata baru

14
dalam Bahasa Inggris dari video game
Kata-kata yang ada dalam video game

15 repetitif/berulang-ulang sehingga mudah
dipahami
Saya memahami kata yang ada dalam

16
video game melalui konteksnya
Saya membaca setiap kalimat yang ada

17
dalam video game dengan seksama
Saya bisa memahami dengan baik

18 maksud dari petunjuk-petunjuk yang
diberikan dalam video game
19 mudah dipahami karena menggunakan
kata-kata yang umum
APPENDIX C

20 mudah dipahami karena menggunakan
grammar/tata bahasa yang tepat
21 menggunakan istilah-istilah dalam
Bahasa Inggris yang umum
APPENDIX D
Result of Vocabulary Test Tryout

q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q
q q q q q q q q q Q
Std 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 total
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 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0
Std
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 39
_1
Std
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 40
_2
Std
1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 35
_3
Std
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 35
_4
Std
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 0 0 34
_5
Std
1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 38
_6
Std
1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 36
_7
Std
1 1 0 0 0 1 1 1 1 0 0 1 0 1 0 1 0 0 1 0 1 0 1 0 1 0 0 1 1 0 0 0 1 1 0 0 1 0 0 0 18
_8
Std
1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 34
_9
Std
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 37
_10
Std
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 38
_11
Std
1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 35
_12
Std
1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 0 34
_13
Std
1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 36
_14
Std
1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 34
_15
Std
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 38
_16
APPENDIX D
Std
1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 37
_17
Std
1 0 0 1 0 1 0 0 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 0 1 0 0 0 25
_18
Std
1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 37
_19
Std
1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0 0 0 31
_20
Std
1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 36
_21
Std
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 39
_22
Std
1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 0 0 1 34
_23
Std
1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 37
_24
Validity and Reliability
Warnings
Each of the following component variables has zero variance and is removed from the
scale: q1, q9, q21, q23, q29, q34, q37
The determinant of the covariance matrix is zero or approximately zero. Statistics based on
its inverse matrix cannot be computed and they are displayed as system missing values.
Case Processing Summary
N %
Cases Valid 24 100.0

a
Excluded 0 .0
Total 24 100.0
a. Listwise deletion based on all variables in the

procedure.
Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
.862 .876 33
Item-Total Statistics
Corrected Item- Squared Cronbach's

Scale Mean if Scale Variance Total Multiple Alpha if Item
Item Deleted if Item Deleted Correlation Correlation Deleted
q2 26.96 21.607 .229 . .861

q3 27.00 20.174 .659 . .851
q4 26.92 20.862 .742 . .853
q5 27.00 20.087 .689 . .850
q6 26.92 22.341 -.049 . .865
q7 26.92 21.471 .410 . .858
q8 26.96 21.433 .297 . .860
q10 26.96 21.085 .433 . .857
q11 27.04 20.998 .328 . .859
q12 26.92 22.254 -.004 . .864
q13 27.25 20.370 .375 . .859
q14 26.92 22.601 -.183 . .867
q15 27.08 19.906 .597 . .851
q16 27.21 23.042 -.213 . .879
q17 26.92 20.862 .742 . .853
q18 27.13 20.201 .476 . .855
q19 26.92 22.514 -.138 . .866
q20 26.92 20.862 .742 . .853
q22 26.96 20.824 .537 . .855
q24 26.92 20.862 .742 . .853
q25 26.96 21.433 .297 . .860
q26 27.04 20.563 .458 . .856
q27 26.92 20.862 .742 . .853
q28 26.96 22.042 .063 . .865
q30 26.96 20.563 .642 . .852
q31 27.17 19.623 .595 . .851
q32 26.96 20.824 .537 . .855
q33 26.92 22.254 -.004 . .864
q35 27.00 20.000 .719 . .849
q36 27.04 20.216 .563 . .853
q38 27.42 20.862 .251 . .864
q39 27.29 20.216 .402 . .858
q40 27.58 20.775 .306 . .861
APPENDIX E
Result of Preference Questionnaire Tryout

Students q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15 q16 q17 q18 q19 q20 q21 q22 q23 q24 q25 qtotal
Std_1 3 3 3 4 4 0 4 4 3 3 4 4 4 4 4 4 4 4 4 3 3 4 4 4 4 89
Std_2 4 4 3 3 4 4 4 3 3 4 4 4 3 4 4 4 4 4 3 4 3 4 4 4 4 93
Std_3 5 5 3 3 5 4 4 4 3 4 4 4 4 4 4 4 4 3 3 4 3 4 4 4 4 97
Std_4 4 5 5 5 4 5 5 4 5 4 4 5 4 5 5 5 4 4 5 4 3 3 3 4 4 108
Std_5 3 4 4 4 5 4 3 4 2 3 3 5 4 1 3 3 4 4 4 4 1 3 3 4 3 85
Std_6 3 4 4 1 3 2 1 3 3 4 4 5 5 5 4 1 3 1 5 5 2 4 4 4 1 81
Std_7 5 5 3 3 5 4 5 4 3 3 3 3 4 5 5 4 2 2 3 5 3 4 4 4 4 95
Std_8 5 5 5 5 5 4 5 5 3 5 5 5 5 5 5 4 2 1 5 5 4 5 5 5 5 113
Std_9 5 4 4 5 4 5 4 2 3 5 3 5 5 5 4 5 2 3 4 5 4 4 5 5 4 104
Std_10 3 5 3 2 5 4 3 4 5 4 3 4 4 4 3 5 2 1 3 3 3 2 4 4 3 86
Std_11 4 5 5 4 5 5 3 5 3 4 5 4 3 4 3 3 5 5 3 4 2 3 5 5 5 102
Std_12 4 4 3 3 5 4 5 5 1 4 4 5 5 5 5 5 4 4 3 4 3 4 4 4 4 101
Std_13 5 5 3 5 5 5 5 5 3 4 5 5 5 5 5 5 4 4 3 5 4 5 5 4 4 113
Std_14 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 1 4 4 2 3 4 4 4 109
Std_15 4 4 3 4 4 4 2 3 3 3 4 3 3 3 4 4 3 3 4 4 3 4 4 4 4 88
Std_16 3 3 4 4 3 4 3 4 3 4 4 4 4 4 4 4 4 3 4 4 3 4 4 4 4 93
Std_17 2 2 1 4 2 4 5 3 2 4 1 4 5 4 4 1 1 1 2 3 2 3 2 3 4 69
Std_18 4 4 3 4 4 5 3 5 5 5 4 5 5 5 4 4 3 3 5 5 3 3 5 5 5 106
Std_19 5 5 5 5 5 5 5 5 5 3 5 5 5 5 4 5 2 3 4 5 2 3 5 5 5 111
Std_20 4 3 3 4 5 4 2 3 2 3 3 4 4 5 3 4 3 4 2 5 3 4 4 4 3 88
Std_21 3 3 4 4 4 5 3 4 3 3 4 4 4 5 4 4 4 4 4 4 2 4 5 4 5 97
Std_22 3 4 3 2 5 4 3 5 3 5 2 4 4 4 5 5 4 2 4 5 5 5 5 5 5 101
Std_23 4 5 5 4 5 5 4 5 3 3 4 5 5 5 5 4 4 4 4 5 3 3 5 5 5 109
Std_24 5 5 5 5 5 4 5 5 4 5 5 5 5 5 5 5 2 2 4 5 1 5 5 5 5 112
Validity and Reliability
N %

a
Excluded 0 .0
Total 24 100.0

procedure.
Cronbach's
Alpha Based on
.874 .885 25

q1 93.96 118.737 .716 . .862

q2 93.71 120.563 .638 . .864
q3 94.21 118.694 .615 . .864
q4 94.08 121.123 .476 . .869
q5 93.50 123.043 .543 . .867
q6 93.79 122.172 .418 . .871
q7 94.13 121.592 .414 . .871
q8 93.79 120.955 .605 . .865
q9 94.67 124.406 .341 . .873
q10 94.00 127.478 .323 . .873
q11 94.08 118.688 .639 . .864
q12 93.50 126.348 .473 . .870
q13 93.58 128.862 .275 . .874
q14 93.50 123.739 .442 . .870
q15 93.71 124.650 .532 . .868
q16 93.88 116.723 .650 . .863
q17 94.71 131.172 .065 . .881
q18 95.00 130.174 .070 . .884
q19 94.21 126.433 .340 . .872
q20 93.58 125.036 .523 . .868
q21 95.13 129.505 .158 . .878
q22 94.17 129.536 .197 . .876
q23 93.67 121.362 .671 . .864
q24 93.63 125.027 .683 . .867
q25 93.83 121.275 .567 . .866
APPENDIX F
Validity and Reliability of the Instruments
1. Validity and Reliability of the Vocabulary Test
N %

a
Excluded 0 .0
Total 24 100.0

procedure.
Cronbach's
Alpha Based on
.862 .876 33

q2 26.96 21.607 .229 . .861

q3 27.00 20.174 .659 . .851
q4 26.92 20.862 .742 . .853
q5 27.00 20.087 .689 . .850
q6 26.92 22.341 -.049 . .865
q7 26.92 21.471 .410 . .858
q8 26.96 21.433 .297 . .860
q10 26.96 21.085 .433 . .857
q11 27.04 20.998 .328 . .859
q12 26.92 22.254 -.004 . .864
q13 27.25 20.370 .375 . .859
q14 26.92 22.601 -.183 . .867
q15 27.08 19.906 .597 . .851
q16 27.21 23.042 -.213 . .879
q17 26.92 20.862 .742 . .853
APPENDIX F
q18 27.13 20.201 .476 . .855

q19 26.92 22.514 -.138 . .866
q20 26.92 20.862 .742 . .853
q22 26.96 20.824 .537 . .855
q24 26.92 20.862 .742 . .853
q25 26.96 21.433 .297 . .860
q26 27.04 20.563 .458 . .856
q27 26.92 20.862 .742 . .853
q28 26.96 22.042 .063 . .865
q30 26.96 20.563 .642 . .852
q31 27.17 19.623 .595 . .851
q32 26.96 20.824 .537 . .855
q33 26.92 22.254 -.004 . .864
q35 27.00 20.000 .719 . .849
q36 27.04 20.216 .563 . .853
q38 27.42 20.862 .251 . .864
q39 27.29 20.216 .402 . .858
q40 27.58 20.775 .306 . .861
APPENDIX F
2. Validity and Reliability of the Preference Questionnaire
N %

a
Excluded 0 .0
Total 24 100.0

procedure.
Cronbach's
Alpha Based on
.900 .906 21

q1 81.29 107.346 .727 . .890

q2 81.04 108.650 .674 . .892
q3 81.54 106.955 .641 . .892
q4 81.42 109.471 .490 . .897
q5 80.83 112.232 .508 . .896
q6 81.13 110.288 .440 . .899
q7 81.46 109.129 .460 . .899
q8 81.13 109.679 .603 . .894
q9 82.00 110.522 .451 . .898
q10 81.33 115.101 .369 . .899
q11 81.42 107.906 .618 . .893
q12 80.83 114.232 .514 . .897
q13 80.92 115.645 .378 . .899
q14 80.83 111.797 .468 . .897
q15 81.04 113.259 .526 . .896
q16 81.21 106.694 .599 . .894
q17 81.54 114.520 .359 . .900
q18 80.92 113.819 .503 . .897
APPENDIX F
q19 81.00 110.957 .613 . .894

q20 80.96 113.694 .669 . .895
q21 81.17 110.580 .533 . .896
APPENDIX G
Results of Students’ Vocabulary Tests
No. Name Pre-Test Progress Test 1 Progress Test 2 Post-Test
1 Ahmad Apriyadi 62.5 95 90 90

2 Alryadi Saputra 45 95 85 93
3 Anjas Abdillah 55 100 85 90
4 Fathia Salsabila 70 95 90 83
5 Latifah Liwanti 57.5 90 95 83
6 M. Irfan Rabani L. 65 100 85 93
7 Meisya Sabrina 20 80 55 53
8 Nusyur Azka N. 77.5 100 90 85
9 Qanitah Najla R.A. 35 95 90 73
10 Qisty Anggun A.I. 80 100 85 90
11 Ramadhana N.S.W. 82.5 95 95 98
12 Ghiffari Razzan 67.5 100 90 95
13 Sabrina Auliya H. 70 90 80 90
14 Shafira Rosrimaylina 92.5 100 100 100
APPENDIX H
Histogram of Vocabulary Tests Scores
Figure 3: Histogram of Pre-Test Scores.

APPENDIX H
Figure 4: Histogram of Progress Test 1 Scores.
Figure 5: Histogram of Progress Test 2 Scores.

APPENDIX H
Figure 6: Histogram of Post-Test Scores

APPENDIX I
The Analysis of Students' Vocabulary Tests Results
Pretest
Sentence Completion Matching Synonym Letter Rearrangement Sentence Making Tot
Conver
al
Std ted
1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4
Sco Score
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 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 re
Std_1 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 1 0 0 1 1 0 1 1 0 1 1 0 1 1 1 0 0 1 1 0 0 1 0 0 0 25 62.5
Std_2 1 1 1 1 0 0 0 1 0 0 0 1 0 1 1 1 0 0 1 1 1 1 1 0 0 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 18 45
Std_3 1 1 1 1 0 0 1 1 0 0 0 1 0 1 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 1 0 0 0 22 55
Std_4 1 1 1 1 1 0 0 1 1 1 0 1 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 0 28 70
Std_5 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 0 1 1 0 1 1 0 1 0 0 0 0 0 0 0 0 0 0 0 23 57.5
Std_6 1 0 0 1 1 0 1 1 0 1 0 1 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 26 65
Std_7 0 1 1 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 8 20
Std_8 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 0 0 31 77.5
Std_9 0 0 0 1 0 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 0 0 0 0 0 14 35
Std_10 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 1 0 32 80
Std_11 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 33 82.5
Std_12 1 0 0 1 0 1 1 0 0 1 0 1 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 27 67.5
Std_13 1 0 0 1 0 0 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 0 1 28 70
Std_14 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 37 92.5
APPENDIX I
Posttest
Sentence Completion Matching Synonym Letter Rearrangement Sentence Making Tot
Conv
al
Std erted
1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4
Sco Score
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 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 re
Std_1 36 90
1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1
Std_2 37 92.5
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 1
Std_3 36 90
1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1
Std_4 33 82.5
1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 0
Std_5 33 82.5
1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 0
Std_6 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 37 92.5
Std_7 1 1 0 0 1 1 1 1 1 0 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 1 1 1 1 0 0 1 1 1 0 1 1 0 1 1 21 52.5
Std_8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 1 0 1 0 34 85
Std_9 1 1 1 1 1 1 0 1 1 0 0 0 0 1 0 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 29 72.5
Std_10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 36 90
Std_11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 39 97.5
Std_12 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 38 95
Std_13 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 36 90
Std_14 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 40 100
APPENDIX I
Progress Test 1
Sentence Matching Letter
Sentence Making Total Converted
Students Completion Synonym Rearrangement
Score Score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Std_1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19 95
Std_2 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19 95
Std_3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 100
Std_4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 19 95
Std_5 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 18 90
Std_6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 100
Std_7 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 0 16 80
Std_8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 100
Std_9 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 19 95
Std_10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 100
Std_11 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19 95
Std_12 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 100
Std_13 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 18 90
Std_14 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 100
APPENDIX I
Progress Test 2
Sentence Matching Letter
Sentence Making Total Converted
Students Completion Synonym Rearrangement
Score Score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Std_1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 18 90
Std_2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 17 85
Std_3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 17 85
Std_4 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 18 90
Std_5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 19 95
Std_6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 17 85
Std_7 0 0 0 0 1 1 1 1 1 1 1 0 1 0 0 1 0 1 1 0 11 55
Std_8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 18 90
Std_9 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 18 90
Std_10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 17 85
Std_11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 19 95
Std_12 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 18 90
Std_13 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 16 80
Std_14 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 100
APPENDIX J
Result of Students’ Preference Questionnaire
Question Items
No. Students Total Score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
1 Ahmad Apriyadi 4 5 5 4 5 3 1 4 2 2 4 1 1 3 4 2 2 5 3 3 4 67
2 Alryadi Saputra 5 4 4 5 5 5 3 5 4 4 4 3 3 5 3 5 4 5 3 5 4 88
3 Anjas Abdillah 5 5 5 3 5 5 5 5 5 5 3 3 3 5 5 3 3 5 5 5 3 91
4 Chicky Nabilah M. 3 3 4 5 5 3 4 5 3 3 4 4 4 5 4 4 3 4 3 3 4 80
5 Davienna Putri Z. 3 5 5 5 5 5 4 5 4 5 3 5 5 5 4 5 5 4 5 5 5 97
6 Echa Rizka Adelia 4 5 5 3 4 3 4 5 3 3 4 3 3 4 5 4 3 5 5 5 3 83
7 Fathia Salsabila 5 4 4 4 5 4 4 4 4 4 1 5 5 5 5 4 5 5 5 5 4 91
8 Latifah Liwanti 3 4 4 3 5 4 4 3 4 4 4 3 3 3 4 4 4 4 5 5 4 81
9 M. Irfan Rabani L. 5 5 4 4 5 5 4 5 4 4 3 4 5 5 4 4 3 5 3 3 4 88
10 Meisya Sabrina 3 4 3 3 4 4 3 4 3 3 4 3 4 4 3 3 4 3 3 3 4 72
11 Nusyur Azka N. 3 5 4 5 5 5 4 4 4 4 4 4 4 4 5 4 4 3 4 4 4 87
12 Qanitah Najla R.A. 3 4 3 3 4 4 3 4 3 3 3 3 3 4 4 3 4 3 4 4 3 72
13 Qisty Anggun A.I. 4 5 5 5 5 4 1 5 5 4 5 5 5 5 5 5 3 4 5 4 4 93
14 Ramadhana N.S.W. 5 3 5 1 5 5 5 4 2 5 5 3 5 5 5 5 1 5 5 5 5 89
15 Renaldi Pratama 5 4 3 1 5 4 5 5 5 3 2 2 5 1 3 4 3 3 5 5 4 77
16 Ghiffari Razzan 5 4 5 4 5 5 5 5 1 4 3 3 4 5 3 3 3 4 4 5 5 85
17 Sabrina Auliya H. 5 4 5 4 5 3 4 5 4 5 5 5 5 5 5 5 5 5 4 5 4 97
18 Shafira Rosrimaylina 4 3 4 3 5 4 4 4 3 2 4 4 4 5 4 4 3 3 3 4 3 77
19 Tri Wahyuni 3 4 4 3 4 4 3 3 4 3 4 4 3 4 4 2 3 3 4 4 3 73
APPENDIX J
APPENDIX L
The Results of Paired Sample T-Test of Vocabulary Tests
T-Test
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 Post_test 86.8571 14 11.92836 3.18799
Pre_test 62.8571 14 19.46044 5.20102

Pair 2 Progress_1 95.3571 14 5.70569 1.52491
Pre_test 62.8571 14 19.46044 5.20102
Pair 3 Progress_2 86.7857 14 10.48940 2.80341
Progress_1 95.3571 14 5.70569 1.52491
Pair 4 Post_test 86.8571 14 11.92836 3.18799
Progress_2 86.7857 14 10.48940 2.80341
Paired Samples Correlations
N Correlation Sig.
Pair 1 Post_test & Pre_test 14 .796 .001

Pair 2 Progress_1 & Pre_test 14 .648 .012
Pair 3 Progress_2 & Progress_1 14 .695 .006
Pair 4 Post_test & Progress_2 14 .755 .002
Paired Samples Test

Paired Differences
95% Confidence Interval of Sig. (1-
Std. Std. Error t df
Mean the Difference tailed)
Deviation Mean
Lower Upper
Pair Post_test -
24 12.3 3.29 16.9 31.10 7.301 13 .000
1 Pre_test
Pair Progress_1 -
32.5 16.35 4.37 23.06 41.94 7.438 13 .000
2 Pre_test
Pair Progress_2 -
-8.57 7.7 2.06 -13.02 -4.12 -4.163 13 .000
3 Progress_1
Pair Post_test -
.071 7.96 2.13 -4.52 4.67 .034 13 .487
4 Progress_2
APPENDIX N
Result of Regression Analysis
1. Regression Analysis of Meaning Aspect
a
Variables Entered/Removed
Variables
Model Variables Entered Removed Method
b
1 RPG . Enter
a. Dependent Variable: Meaning

b. All requested variables entered.
Model Summary

a
1 .584 .341 .286 23.803
a
ANOVA
Model Sum of Squares df Mean Square F Sig.

b
1 Regression 3522.272 1 3522.272 6.217 .028
Residual 6799.156 12 566.596
Total 10321.429 13

b. Predictors: (Constant), RPG
a
Coefficients
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) -70.561 62.145 -1.135 .278
RPG 1.832 .735 .584 2.493 .028

APPENDIX N
2. Regression Analysis of Form Aspect
a
Variables
b
1 RPG . Enter
a. Dependent Variable: Form

Model Summary

a
1 .277 .077 .000 11.507
a
ANOVA

b
1 Regression 132.438 1 132.438 1.000 .337
Residual 1588.990 12 132.416
Total 1721.429 13

a
Coefficients
Standardized
1 (Constant) 63.684 30.043 2.120 .056

RPG .355 .355 .277 1.000 .337

APPENDIX N
3. Regression Analysis of Use Aspect
a
Variables
b
1 RPG . Enter
a. Dependent Variable: Use

Model Summary

a
1 .093 .009 -.074 7.730
a
ANOVA

b
1 Regression 6.206 1 6.206 .104 .753
Residual 717.008 12 59.751
Total 723.214 13

a
Coefficients
Standardized
1 (Constant) 78.173 20.181 3.874 .002

RPG .077 .239 .093 .322 .753

Thesis Irfan 06121401005 PDF

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Thesis Irfan 06121401005 PDF

Încărcat de

Drepturi de autor:

Formate disponibile

USING RPG VIDEO GAMES TO IMPROVE ENGLISH

VOCABULARY ACHIEVEMENT OF THE 8TH GRADERS OF

English Education Study Program

FACULTY OF TEACHER TRAINING AND EDUCATION

English Education Study Program

Prof. Diemroh Ihsan, M.A., Ph.D. Dr. Ismail Petrus, M.A.

EXAMINATION COMMITEE APPROVAL:

2. Secretary : Dr. Ismail Petrus, M.A. _____________________

3. Member : Prof. Chuzaimah D. Diem, M.L.S., Ed.D. _____________________

4. Member : Dr. Rita Inderawati, M.Pd. _____________________

5. Member : Machdalena Vianty, M.Pd., M.Ed., Ed.D._____________________

Palembang, June 2016

Hariswan Putra Jaya, S.Pd., M.Pd.

Palembang, June 2016

Palembang, June 2016

CHAPTER II LITERATURE REVIEW

CHAPTER III RESEARCH PROCEDURE

CHAPTER V CONCLUSIONS AND SUGGESTIONS

Table 1 : Kinds of Vocabulary

Figure 1 : Examples of RPG Video Games

Appendix A : Lesson Plan Example

1.2 Research Questions

1.3 Research Objectives

1.4 Significance of Study

2.1 RPG Video Games

Figure 1: Examples of RPG Video Games

2.2 English Vocabulary

2.3 Previous Related Studies

3.1 Research Design

Pre-Test Treatment Test Treatment Test Treatment Post-Test

Notes: O1: Pre-Test O2: Progress Test 1

3.2 Teaching Procedure

3.4 Population and Samples

3.4.1 Population of the Study

3.4.2 Sample of the Study

3.5 Operational Definitions

Figure 2: Screenshots of MMBN 5: Team Colonel

3.6 Techniques for Collecting the Data

3.6.1 Vocabulary Test

3.6.2 Preference Questionnaire

3.7 Validity and Reliability of the Instruments

use the words vocabulary Context

3.9 Techniques for Analyzing the Data

Where: P = Percentage of students answer

4.1 Findings of the Study

4.1.1 Results of Vocabulary Tests

71-85 Good 3 21.40% 1 7.10% 5 35.70% 4 28.60%

41-55 Poor 2 14.30% - 0% 1 7.10% 1 7.10%

<40 Fail 2 14.30% - 0% 0 0% 0 0%

Total 14 100% 14 100% 14 100% 14 100%

4.1.2 Results of Preference Questionnaire

No. Pernyataan SS S KS TS STS

Saya menggemari bermain video

AVERAGE 35.08% 35.09% 25.07% 2.26% 2.51%

4.2.1 Paired Sample T-Test

4.2.2 Regression Analysis

Adjusted R Std. Error of the

a. Predictors: (Constant), RPG

Model Summary of Meaning

Adjusted R Std. Error of the

a. Predictors: (Constant), RPG

Model Summary of Use

Adjusted R Std. Error of the