36

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS

Chapter IV discusses the research findings and discussion. The research
findings include pre-test findings, analysis of treatment, post-test findings, and the
differences of the students achievement in vocabulary mastery before and after
being taught by using Word Hunt game. The discussion includes the result of the
research.
A. Research Findings
It has been discussed that the researcher wants to know whether
there is difference on students vocabulary before and after being taught by
using word hunt game. The researcher took one class as the sample in SMP
Nurul Islam Semarang. The class consisted of 29 students. The research was
done for four days, which the first meeting was the pre-test and the last
meeting was the post-test and the others were treatments.
1. The students vocabulary mastery before being taught by using
word hunt game
Before the experiment was conducted, the students were given a
pre-test. It was done in written test. The pre-test was given to the
students consist of 20 items. The subject had to fill in the blank by
choose the right answer in the column and match the meaning of the
words given. They had to submit to the teacher if they had done. The
scores of the pre-test were obtained. The advantage of pre-test is the test
that is held before giving the treatment, in order to find out the prior
37

knowledge or ability of the students before the treatment was given, and
it was to investigate the students vocabulary mastery. The pre-test was
conducted on Thursday, September 6
th
2012. It consists of 29 students.
The result of the pre-test is shown in the following table:
Table 3.1
The List of Pre-test Score
NO SUBJECT
RIGHT
ANSWER
SCORE
1 E-01 11 55
2 E-02 12 60
3 E-03 12 60
4 E-04 11 55
5 E-05 10 50
6 E-06 10 50
7 E-07 11 55
8 E-08 9 45
9 E-09 12 60
10 E-10 11 55
11 E-11 12 60
12 E-12 13 65
13 E-13 12 60
14 E-14 12 60
15 E-15 13 65
16 E-16 11 55
17 E-17 13 65
18 E-18 11 55
19 E-19 12 60
20 E-20 11 55
21 E-21 10 50
22 E-22 9 45
23 E-23 10 50
24 E-24 13 65
25 E-25 11 55
26 E-26 12 60
27 E-27 12 60
28 E-28 13 65
29 E-29 12 60
TOTAL 331 1655

38

To know the mean of the pre-test could be calculated by using the
following formula:

= 57,07
Based on the mean of pre-test above, it can be known that the
students vocabulary mastery of the eighth year students of SMP Nurul
Islam Semarang before being taught by using word hunt game is fair by
referring the table of level achievement below.
Table 3.2
The List of Level Achievement
Score Category
80 - 100 Excellent
66 - 79 Good
56 - 65 Fair
40 - 55 Poor
30 - 39 Very poor




39

After the mean of pre-test was known the writer gave a treatment. It
was conducted on September 6
th
, 10
th
and 13
th
, 17
th
2012. This class
consists of 29 students. The students were taught descriptive text as the
material to know the students vocabulary mastery by using word hunt
game as the technique.
The treatment which has been done by the writer as follows:
On Thursday, September 6
th,
2012 (Treatment 1) the writer gave pre-
test. After pre-test has been done, the writer and the students did
treatment 1 in the classroom. Before the writer gave the game, she gave
an example how the game works. After that, all of the students did
word hunt game. The writer gave one key word KINDLINESS. The
students in a group of 4 wrote down the new words and their meaning
from the key word as many as possible in 10-15 minutes. Then, the
students exchanged the result intergroup. The delegation from each
group wrote down the result in the white board one by one. The writer
and the students discussed the new words in the white board together.
The writer added the new words which werent gotten by the students.
The group 1 got the most words. In the last, the researcher gave an
explanation about Present Tense and asked them to make a sentence
from the word they found.


40

On Monday, September 10
th
, 2012 (Treatment 2) the writer and the
students did treatment 2 in the classroom. The writer gave one key
word LEADERSHIP. The students in a group of 4 wrote down the
new words and their meaning from the key word as many as possible in
10-15 minutes. Then, the students exchanged the result intergroup. The
delegation from each group wrote down the result in the white board
one by one. The writer and the students discussed the new words in the
white board together. The writer added the new words which werent
gotten by the students. The group 3 got the most words. The writer gave
a picture, and asked the students to describe it. The writer gave a
descriptive text according to the picture.
On Thursday, September 13
th
, 2012 (Treatment 3) the writer and the
students did treatment 3 in the classroom. The writer gave one key
word WEIGHTLESSNESS. The students in a group of 4 wrote down
the new words and their meaning from the key word as many as
possible in 10-15 minutes. Then, the students exchanged the result
intergroup. The delegation from each group wrote down the result in
the white board one by one. The writer and the students discussed the
new words in the white board together. The writer added the new words
which werent gotten by the students. The group 2 got the most words.
The writer explained about descriptive text.


41

On Monday, September 17
th
, 2012 (Treatment 4) the writer and the
students did treatment 4 in the classroom. The writer gave one key
word HOUSEMOTHER. The students in a group of 4 wrote down
the new words and their meaning from the key word as many as
possible in 10-15 minutes. Then, the students exchanged the result
intergroup. The delegation from each group wrote down the result in
the white board one by one. The writer and the students discussed the
new words in the white board together. The writer added the new words
which werent gotten by the students. The group 5 got the most words.
In the last meeting, the writer gave post-test.
2. The students achievement in vocabulary mastery after being
taught by using word hunt game
After giving treatments, the next step was to give the students a
post-test. The post-test was done after the pre-test and treatments were
done. The post-test which was given to the students consists of 20
items. The number of students followed post-test was 29 students.
The result of post-test can be seen in following table:






42

Table 3.3
The List of Post-test Score
NO SUBJECT
RIGHT
ANSWER
SCORE
1 E-01 15 75
2 E-02 16 80
3 E-03 17 85
4 E-04 14 70
5 E-05 14 70
6 E-06 15 75
7 E-07 14 70
8 E-08 14 70
9 E-09 16 80
10 E-10 14 70
11 E-11 16 80
12 E-12 20 100
13 E-13 17 85
14 E-14 17 85
15 E-15 19 95
16 E-16 15 75
17 E-17 16 80
18 E-18 15 75
19 E-19 14 70
20 E-20 15 75
21 E-21 14 70
22 E-22 15 65
23 E-23 16 80
24 E-24 19 95
25 E-25 15 75
26 E-26 16 80
27 E-27 16 80
28 E-28 17 85
29 E-29 18 90
TOTAL 476 2285
To know the mean of the post-test could be calculated by using
the following formula:


N
x
e X

79 , 78
29
2285
e X
43

Based on the mean of post-test, it can be concluded that the
students vocabulary mastery of the eighth grade students of SMP
Nurul Islam Semarang after being taught by using word hunt game is
good by referring to the table of achievement.
3. The difference of students achievement in vocabulary mastery
before and after being taught by using word hunt game
After getting the result of each test, the next is putting the data into
t-test formula. The intention is to know whether there is a significant
improvement of students vocabulary mastery of the eighth grade
students of SMP Nurul Islam Semarang by using word hunt game.
The t-test formula is:

1
2
2

N N
N
D
D
D
t

Where:
= the mean difference for all pairs of scores

D
2
= the sum of the squares of the difference
D
2
= the square of the sum of the difference
N = the number of pairs of scores
(N 1) = the degree of freedom (one less than the number of pairs of
scores)
44

Firstly, the writer searched the differences between the pre-test
score with the post-test score.
Table 3.4
The list of Deviation (post test pre test)
NO SUBJECTS
PRE-TEST
(X
1
)
POST-TEST
(X
2
)
DEVIATION
(D)
QUADRATE
(D
2
)
1 E-01 55 75 20 400
2 E-02 60 80 20 400
3 E-03 60 85 25 625
4 E-04 55 70 15 225
5 E-05 50 70 20 400
6 E-06 50 75 25 625
7 E-07 55 70 15 225
8 E-08 45 70 25 625
9 E-09 60 80 20 400
10 E-10 55 70 15 225
11 E-11 60 80 20 400
12 E-12 65 100 35 1225
13 E-13 60 85 25 625
14 E-14 60 85 25 625
15 E-15 65 95 30 900
16 E-16 55 75 20 400
17 E-17 65 80 15 225
18 E-18 55 75 20 400
19 E-19 60 70 10 100
20 E-20 55 75 20 400
21 E-21 50 70 20 400
22 E-22 45 65 20 400
23 E-23 50 80 30 900
24 E-24 65 95 30 900
25 E-25 55 75 20 400
26 E-26 60 80 20 400
27 E-27 60 80 20 400
28 E-28 65 85 20 400
29 E-29 60 90 30 900
Total 1655 2285 630 14550




45

The writer put the data into T-test formula:

29
630

= 21,7



1
2
2

N N
N
D
D
D
t


28 29
29
396900
14550
7 , 21
x

812
13686,21 14550
7 , 21

812
863,79
7 , 21

06 , 1
7 , 21

03 , 1
7 , 21

068 , 21

46

After getting the t-value, the writer consulted the critical value on
the t-table to check whether the difference was significant or not.
Before the experiment was conducted, the level of significance to be
used in the experiment had been divided first. For this experiment, the
writer used 5% (0, 05) alpha level of significance as usually used in
psychological and educational research.
The number of subjects in this experiment was 29. The degree of
freedom (df) was N-1 = 29-1= 28. For the freedom degree of 28 by
standard of significant 5% the table shows the t= 2.048. The obtained t-
value was 21,068 so the t-value was higher than critical value on the
table (21,068 > 2,048). From the result, it could be concluded that the
difference was statistically significant. Therefore, based on the
computation there was significant difference between students
vocabulary mastery after and before using word hunt game.
B. DISCUSSION
After getting the result of the data calculation, the writer discussed
the implication of this research. The discussion in this case, deals with the
research problems which discussed detail as the following:
1. The students vocabulary mastery before being taught by using
word hunt game
In the first meeting, the writer saw the class was very noisy. The
students didnt pay attention to the writer and no enthusiasm. The writer
did the research in 8C class. She gave the pre-test before the treatment
47

was given. It was done in written test. The writer asked to the students
to fill in the blank by chose the right answer in the column and
matched the meaning of the words given on a paper that given by the
writer.
In this case, there were several students which difficult to did the
pre-test. They always asked the meaning each other and made the class
very noisy. Several students werent enthusiasm to do the pre-test, so
that the writer had to force them to do it. Until they finished the pre-
test, they still very noisy and didnt pay attention to the writer. From the
situation of the class, the writer could know that the students lacked of
vocabulary. It can be seen from the result of the pre-test too. From 29
students, two students got the lowest score 45 and five students got the
highest score 65.
After the writer gave the pre-test, she gave the treatment. Before
the writer did the treatment, she tried to make the class conducive and
ready to do the treatment. The treatment that was done by the students
was word hunt game. After the students knew that they would do the
game, they were quiet by their selves. The writer knew that they were
enthusiasm to do the game. So, the writer was unnecessary to force the
students to pay attention.
In the first treatment, the writer gave explanation about how the
word hunt game worked. So those, the students could do the game in
group. The writer gave one keyword KINDLINESS. In a group of 4,
48

the students made some new words from the keyword. For the first
time, they had difficulties to do the game. It caused the class very noisy.
But then, after the writer gave example, they could do it and made the
class conducive. The students have never been taught about descriptive
text, so that the writer not only gave the word hunt game, but also
explained about descriptive text. It also used second, third, and fourth
meeting with different keyword for word hunt game and descriptive
text in each meeting
2. The students achievement in vocabulary mastery after being
taught by using word hunt game
In the last meeting, the researcher gave a post test to the students.
The class was quite and the students paid attention to the writer. The
situation in the class was different with the situation when they were
given pre-test. The writer asked the students to do the post-test easily.
The item of post-test was same with pre-test. The form of post-test was
in written test. The writer asked the students to fill in the blank by chose
the right answer in the column and matched the meaning of the words
given on a paper that given by the writer.
In this case, many students did post-test enthusiasm. They felt
enjoy in classroom because they know the meaning of the words in the
post-test through word hunt game was given by the writer. When they
did the test, the class was conducive. It is different when they did pre-
49

test. In addition, the students were motivated in learning English and be
spirit in classroom especially in mastering vocabulary.
The result of the post-test was satisfied too. From 29 students, there
is only one student got 65 as the lowest score with the highest score was
100.
In conclusion, we know that the media in teaching learning process
will make students enjoy and not bored in mastering vocabulary.
Students can increase their vocabulary mastery by using game so that
they dont feel bored for learning.
3. The significant difference of students achievement in vocabulary
mastery before and after being taught by using word hunt game
The writer conducted in eighth grade student of SMP Nurul Islam
Semarang in mastering vocabulary before being and after being taught
by using word hunt game have been done well. The writer gave the pre-
test, treatment and post-test in 8C class.
According to the result of the pre test, post test and the result of
comparing the t-test and the t-table, it shows that mastering vocabulary
by using word hunt game is effective to the eighth grade students of
SMP Nurul Islam Semarang.
The effectiveness of using word hunt game in mastering
vocabulary can be seen from the mean of pre-test score of the students
is 57,07 and according to the table of achievement it is at the level of
fair, then the mean of post test score is 78,79 and according to the table
50

of achievement it is at level of good. Based on the results of the mean
of both tests, the mean of post-test is higher than the pre-test, so
mastering vocabulary after using word hunt game technique is better
than mastering vocabulary before using word hunt game technique.
After that, the writer got the result of each test. The next is putting
the data into t-test, but the writer searched the differences between the
pre-test score with the post-test score (Deviation). The result of
deviation is 630 from post-test score minus pre test score (2285-1655).
Finally the writer finds the result of the t-test is 21,068 and the value of
t-table with 29 students, N= 28 in the t-table that is 2,048 at 5% level of
significant. The result of t-test is higher than t-table, it means that the
Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is
confirmed. So, the hypothesis of this research that there is significant
different between the students vocabulary mastery of the eighth grade
students of SMP Nurul Islam Semarang in the academic year
2012/2013 before and after being taught by using Word Hunt game is
confirmed.
Besides that, the different can be seen from the situation of the
class. The situation of the class before being taught by using word hunt
game is very noisy. The students dont pay attention to the writer and
no enthusiasm to do the pre-test. But, the situation of the class after
being taught by using word hunt game is very conducive. The students
pay attention to the writer and very enthusiasm to do the post-test.