the effectiveness of grammar dominos game to increase

1

THE EFFECTIVENESS OF GRAMMAR DOMINOS GAME TO INCREASE

THE STUDENTS’ MASTERY ON VOCABULARY AT

SENIOR HIGH SCHOOL

(An Experimental Research in the First Year Students of SMKN 1 Patallasssang)

A THESIS

Proposed as the Fulfillment to Accomplish Sarjana Degree

at faculty of Teacher Training and Education

Muhammadiyah University of Makassar

KAMERIAH SARASWATI

10535 4873 11

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2015

v

MOTTO

Researcher dedicates this paper to the two her loving parents , Arifin and Marawiyah,

for all love and sacrifice that they gave, the biggest motivation for her to be able to meet

all with her expectations. For her sisters Mila Karmila , Kamelia , and Kartia Amalia ,

who always pray for her success in completing her study...

And also, she would like to express her deepest thankfulness for LKIM-Pena’s big family

in Muhammadiyah University of Makassar, who always with her in realizing her

dreams as a “pen fighter” , and taught her about the meaning of struggle , sacrifice , and

togetherness , especially for the Sseventh Ggeneration, the companions of The Rrainbow

Ccastle ...

“Do Hard, Do Smart, Do Sincerely, Be Success...!!!

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

l Terakreditasi Institusi

Jalan Sultan Alauddin No. 259 Makassar Telp. : 0411-860837 / 860132 (Fax) Email : [email protected] Web : www.fkip.unismuh.ac.id

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Kameriah Saraswati

NIM : 10535 4873 11

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : “The Effectiveness of Grammar Dominos Game to Increase the

Students’ Mastery on Vocabulary at Senior High School” (An

Experimental Research in the First Year Students of SMKN 1

Pattallassang)

Dengan ini menyatakan:

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri

bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, 17 November 2015

Yang Menyatakan,

Kameriah Saraswati

NIM. 10535 4873 11






SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Kameriah Saraswati

NIM : 10535 4873 11

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : “The Effectiveness of Grammar Dominos Game to Increase the

Students’ Mastery on Vocabulary at Senior High School” (An

Experimental Research in the First Year Students of SMKN 1

Pattallassang)

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesainya skripsi saya, saya akan

menyusun sendiri skripsi saya.

2. Dalam penyusunan skripsi saya, saya akan selalu melakukan konsultasi

dengan pembimbing

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi

saya

4. Apabila saya melanggar perjanjian pada butir 1, 2, dan 3 maka saya bersedia

menerima sanksi sesuai dengan aturan yang berlaku.

Demikian surat perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 17 November 2015

Yang Membuat Janji,

Kameriah Saraswati

NIM. 10535 4873 11






APPROVAL SHEET

Tittle : The Effectiveness of Grammar Dominos Game to

Increase the Students’ Mastery on Vocabulary at

Senior High School (An Experimental Research in

the First Year Students of SMKN 1 Pattallassang)

Name : Kameriah Saraswati

Reg. Number : 10535 4873 11

Program : English Education Departemen

Faculty : Teacher Training and Education

After being checked and observed this thesis has fulfilled qualification to be

examined.

Makassar, November 2015

Approved by,

Consultant I

Dr. Abd. Muin, M.Hum.

Consultan II

Nunung Anugrawati, S.Pd., M.Pd.

Dean of the Faculty of Teacher Training

And Education

Muhammadiyah University

Dr. Andi Sukri Syamsuriani, M.Hum.

NBM: 856 625

Head of English

Education Departement

Erwin Akib, S.Pd., M.Pd.

NBM: 860 934

vi

ABSTRACT

Kameriah Saraswati. 2015. The Effectiveness of Grammar Dominos Game to

Increase the Students’ Mastery on Vacabulary at Senior High School (an

Experimental Research in the First Year Students of SMKN 1 Patallassang). A

Thesis of English Education Department the Faculty of Teacher Training and

Education, Muhammadiyah University of Makassar. Under consultant by

Abd. Muin and Nunung Anugrawati.

The objective of the research was to find out (1) wether ir not Grammar Dominos

Game effective to increase the students’ vacabulary mastery with prefix ini the

first year students of SMKN 1 Patallassang and (2) wether or not Grammar

Dominos Game Effective to increase the students’ vocabulary mastery with

suffixes in the first year students of SMNK 1 Patallassang. The method of the

research was pre-experimental method with one group pre-test and post-test

design, which employed written test as instrument of this research. The population

was all of the students in the first year at SMKN 1 Patallassang in academic year

of 2015/2016. In order to choose the sample, the researcher used purpisive

sampling technique. The researcher took Class X TKJ 3 as research sample. The

variables of the research were Vacabulary Mastery as dependent variable and

Grammar Dominos Game (GDG) as Independent variable. The data collected

through a written test as the instrument of pre-test and post-test. The result of this

research showed that the first year students of SMKN 1 Patallassang, in pretest

and posttest were different significantly. It was proven by balue of the t-test 4.38

which was greater than the value of t-table 1.708 with the level of significance (p)

0.05 and average of freedom (n-1) = 25. It can be conculed that the use of

Grammar Dominos Game was effective to improve the students’ mastery on

vacabulary at the first year students of SMK 1 Patallassang.

vii

ACKNOWLEDMENT

Alhamdulliah Robbil A’lamin, the Researcher expresses her sincere gratitude to

the almighty God, Allah S.W.T, who has given guidance, mercy, and good health.

So that the writer could finish writing this thesis. Salam and Shalawat are

addressed to the final, chosen, religious messenger, the prophet Muhammad

S.A.W.

The Researcher realized that in carrying out the research and writing this

thesis, many people have contributed their valuable suggestion, guidance,

assistance, and advice for the completion of this thesis. Therefore She would like

to say thank you very much to them:

1. Dr. Irwan Akib, M. Pd, the Rector of the Muhammadiyah University of

Makassar for his advices during She study at the University.

2. Dr. A. Syukri Syamsuri, M. Hum, the dean of teacher training and

education.

3. Erwin akib, S.Pd, M.Pd, the head of English Education Department of

FKIP UNISMUH Makassar, who gave her valuable authorities and

suggestion in doing thesis.

4. Her greatest thanks are due to her first consultant Dr. Abd. Muin, M. Hum,

and Nunung Anugrawati, S. Pd, M. Pd as the second consultant who has

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given their valuable time and patient, to support assistance and guidance to

finish this thesis.

5. All lecturers of the FKIP UNISMUH especially to the lecturers of English

Department who taught her for many years.

6. Finally, for all everybody that could not be mentioned one by one, may

Allah S.W.T. the almighty God be with us now and forever.

Billahi Fi Sabillilah Haq Fastabiqul Khaerat.

Makassar, November 2015

Researcher

viii

TABLE OF CONTENT

TITLE .................................................................................................................. i

APPROVAL SHEET .......................................................................................... ii

SURAT PERNYATAAN .................................................................................... iii

SURAT PERJANJIAN ....................................................................................... iv

MOTTO ............................................................................................................... v

ABSTRACT ......................................................................................................... vi

ACKNOWLEDGEMENT .................................................................................. vii

TABLE OF CONTENTS .................................................................................... viii

LIST OF PICTURE ............................................................................................ x

LIST OF CHART ................................................................................................ xi

LIST OF TABLE ................................................................................................ xii

CHAPTER I INTRODUCTION ........................................................................ 1

A. Background ......................................................................................... 1

B. The Problem Statement of Research ................................................... 3

C. The Objective of Research .................................................................. 3

D. The significance of Research .............................................................. 4

E. The Scope of Research ........................................................................ 5

CHAPTER II LITERATURE REVEW ........................................................... 6

A. Review of Related Research ............................................................... 6

B. Reveiw of Related Theory .................................................................. 7

1. Grammar ....................................................................................... 7

2. Vocabulary .................................................................................... 8

3. Prefixes and Suffixes..................................................................... 9

4. Learning Media ............................................................................. 12

5. Teaching Trough Game................................................................. 13

6. Dominos ........................................................................................ 15

C. Conceptual Framework ....................................................................... 19

D. The Hypothesis of Research ............................................................... 20

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CHAPTER III RESEARCH METHOD ........................................................... 21

A. Research Type .................................................................................... 21

B. Research Variable and Indicator ........................................................ 22

C. Research Place.................................................................................... 22

D. Population and Sample ....................................................................... 22

E. Research Instrument ........................................................................... 23

F. Procedure of Data Collection ............................................................. 24

G. Technique of Data Analyses ............................................................. 25

CHAPTER IV FINDINGS AND DISCUSSION .............................................. 28

A. FINDINGS ........................................................................................... 28

1. Srudents’ Score in Pre-Test and Post-Test ...................................... 28

2. The Students’ MeanScore ................................................................ 30

3. The Value of t-Test .......................................................................... 31

B. DISCUSSIONS .................................................................................... 32

CHAPTER V CONCLUSION AND SUGGESTION ...................................... 35

A. CONCLUSION .................................................................................... 35

B. SUGGESTION ..................................................................................... 36

BIBLIOGRAPHY ............................................................................................... xiii

CURRICULUM VITAE ..................................................................................... xvi

LIST OF APPENDIX ......................................................................................... xvii

ix

x

LIST OF PICTURE

Picture 2.1 : Domino Word Building: Prefixes and Suffixes ................................ 17

xi

LIST OF CHART

Chart 4.1 : The Students’ Classification Score .................................................... 29

Chart 4.2 : Student’s Score in Vocabulary with Prefix and Suffix (%) ................ 29

Chart 4.3 : The Students’ Mean Score .................................................................. 31

xii

LIST OF TABLE

Table 4.1 : The Rate Percentage of Pre-Test and Post-Test Score........................ 28

Table 4.2 : The Students’ Mean Score .................................................................. 30

Table 4.3 : t-test of Students’ Test Result ............................................................. 31

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CHAPTER I

INTRODUCTION

A. Background

Language is foremost a means of communication, and communication

almost always takes place within some sort of social context. This is why effective

communication requires an understanding and recognition of the connections

between a language and the people who use it. In the word, the language that use

as an international languages to communicate each other is English. And in

Indonesia, we learn it as foreign language.

In learning a foreign language as second language, vocabulary plays an

important role. It is one element that links the four skills of speaking, listening,

reading and writing all together. In order to communicate well in a foreign

language, students should acquire an adequate number of words and should know

how to use them accurately.

Even though students realize the importance of vocabulary when learning

language, most of the students learn vocabulary passively due to several factors.

First, they consider the teacher's explanation for meaning or definition,

pronunciation, spelling and grammatical functions boring. In this case scenario,

language learners have nothing to do in a vocabulary learning section but to listen

to their teacher. Second, students only think of vocabulary learning as knowing

the primary meaning of new words.

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Therefore, they ignore all other functions of the words. Third, students

usually only acquire new vocabulary through new words in their textbooks or

when given by teachers during classroom lessons. For example, learners find

many new words in a text and then ask the teacher to explain the meanings and

usage's. Forth, many students learners do not want to take risks in applying what

they have learnt. So that in SMKN 1 Patallasssang. Students may recognize a

word in a written or spoken form and think that they already "know the word", but

they may not be able to use that word properly in different contexts or pronounce

it correctly.

Nam (2010: 127) states that In the ESL context, vocabulary not only

supports the four language skills, listening, speaking, reading, and writing, but

also mediates between ESL students and content-area classes in that these

students often find that lack of vocabulary knowledge is an obstacle to learning.

Therefore, it follows that ESL vocabulary teaching and learning are often

emphasized. In a similar fashion, if ESL teachers are attuned to effective

strategies for teaching vocabulary, they could facilitate students’ proficiency in

the four skills.

According to that explanation, one of the solution that can use to help the

students to Vocabulary Mastery was using the Grammar Dominos Game.

Grammar Dominos Game (GDG) used in SMKN 1 Patallasssang. It applied to

know its effectiveness to increase the studnet’s Vocabulary Mastery.

GDG is a game that helped students being more active in real life

situations in the calss through the means of individual, pair and group work

3

activities. It encouraged students to practice the language they learn in meaningful

ways. In a GDG classroom, playing vocabulary games was one of the activities

which requires students actively to communicate with their classmates using their

own language.

Based on the background above, the researcher took the title “The

Effectiveness of Grammar Dominos Game to Increase the Students’

Vocabulary Mastery at Senior High School (An Experimental Research in the

First Year Students of SMKN 1 Patallasssang)”.

B. The Problem Statement of Research

Based on the background, the research questions were:

1. Is Grammar Dominos Game effective to increase the student’s vocabulary

mastery with prefixes in the first year students of SMKN 1 Patallasssang?

2. Is Grammar Dominos Game effective to increase the student’s vocabulary

mastery with suffixes in the first year students of SMKN 1 Patallasssang?

C. The Objective of Research

The objectives of the research are to find out:

1. Wether or not Grammar Dominos Game effective to increase the student’s

vocabulary mastery with prefixes in the first year students of SMKN 1

Pattallasssang.

2. Wether or not Grammar Dominos Game effective to increase the student’s

vocabulary mastery with suffixes in the first year students of SMKN 1

Pattallasssang.

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D. The Significance of Research

1. Theoretical significances

a. This game as alearning media can be used by the teacher to develop

their teaching technique. Hopefully, it can give inspiration to the

teacher to make some variation in teaching English.

b. It is hoped to make the students be more interest and give more

attention in learning English. They should get the new experience

about learning English especially in word bulding with this media.

c. The researcher hopes it can be useful for the readers particularly the

students of English Department of Muhammadiyah University of

Makassar in teaching English Grammar, especially the use of prefixes

and suffixes to increas the student’s vocabulary mastery in the class at

the future.

2. Practical significances

a. Teacher

The English teachers, particularly at SMKN 1 Patallasssang

can use Grammar Dominos Game in teaching English. They can use

it to increase the students’ vocabulary. The teacher is able to use that

media by sending the material of the lesson to the students. Hopefully

makes the students be more interest with the teacher.

b. Students

The students, especially in the First Year of SMKN 1

Patallasssang in academic year 2015/2016 are expected to practice

5

learning vocabulary by themselves by using Grammar Dominos

Game. They can learn by them self at home just like when they learn

at the school and of course they can make it by them self. Hopefully

it can help the students to solve their problem to memorize

vocabularies.

E. The Scope of Research

This research focuses on the effectiveness of Grammar Dominos Game

(GDG) in teaching to increase the student’s vocabulary mastery, by using prefixes

and suffixes. So, by implementing GDG, the researcher finds the focus problem as

follows:

1. The use of Grammar Dominos Game (GDG) in teaching vocabulary with

prefixes and suffixes.

2. Increase the student’s vocabulary mastery by using Grammar Dominos

Game (GDG) with prefixes and suffixes as follows:

a. Prefixes : Re-; Un-

b. Suffixes :

Verb Noun : -er; -ment

Adjective Advereb : -ly

Adjective Noun : -ness;

Verb Adjective : -ful; -less

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CHAPTER II

LITERATURE REVEW

A. Review of Related Research

Kosim (2013) in his article. Improving the Students’ Vocabulary Mastery

Through Flashcards (A Classroom Action Research o the Fourth Students of

Madrasah Ibtidaiyah An-Nuriyah Kuala Mandor “B” in Academic Year 2012-

2013. He found that the use of flashcard had effected the students’ activity in

learning the words during the classroom activity, particularly in common nouns of

animal. For example, guessing and matching game in pairs were also effecteve to

make the students had motifation to learn getting better. As a result, the students’

vocabulary mastery was achieved. In this case, theuse of flascards could help the

students to recognize the vocabulary of common nouns.

Khasanah (2013) in her thesis, “Upaya Meningkatkan Penguasaan

Kosakata Bahasa Inggris melalui Penggunaan Kartu Domino Kata Bergambar

Siswa Kelas V SD”. She found that the using of pictorial word domino card media

to the student can increase the mastery of English Language vocabulary, writing

English Language vocabulary, and interpretation of vocabulary. This is possible

because of Dominos Game as a medium of learning with game elements provide

stimulation to the students to be actively involved in play activities while learning.

Time by time, or when the students repeat the game, they repeat the process of

learning unconscious, they eventually developing their insight.

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7

Janawati (2013) in her thesis, “Pengaruh Implementasi Pembelajaran

Kartu Kata dalam Permainan Domino terhadap Peningkatan Kemampuan

Membaca Menulis Permulaan Siswa”. She found that there is significantly

difference of early student reading ability between student studying word cards in

domino game and those studying conventional learning model, there is

significantly difference of early student writing ability between student studying

word cards in domino game and those studying conventional learning model,

simultaneously, there are significant differences of early reading and writing

ability between student studying word cards in domino game and those studying

conventional learning model. It’s mean that, by using word card domino game,

the student can improve their ability in reading and writing.

All of the researches above found about how the media can help the

teacher teaches English especially in vocabulary. But no one of them tries to

improve the students’ mastery on vocabulary by using prefix and suffix in the

same media.

B. Review of Related Theory

1. Grammar

Brizard (2009: 66) states that according to Hopper, grammar is not a

prerequisite for generating discourses, but rather, it is rooted in and evolves

from discourse. Neither is it complete and predetermined, but instead, its

structure is open and flux. Furthermore, grammar is dialogic: its forms are

being adapted to the needs of the co-participant in conversation or the

audience of written text. In the case of writing, this cannot be witnessed

8

directly, but when analyzing spoken interaction, the constant monitoring and

adaptation is evident on many levels, e.g. in the organization of repair

pausing, prosody, etc.

Al-Mekhlafi and Nagaratnam (2011:70-71) states that in teaching

grammar, three areas have to be considered: grammar as rules, grammar as

form, and grammar as resource. For many L2 learners, learning grammar

often means learning the rules of grammar and having an intellectual

knowledge of grammar. Teachers often believe that this will provide the

generative basis on which learners can build their knowledge and will be able

to use the language eventually. For them, prescribed rules give a kind of

security.

A better approach is perhaps to see grammar as one of many

resources that we have in language which helps us to communicate. We

should see how grammar relates to what we want to say or write, and how we

expect others to interpret what our language use and its focus.

2. Vocabulary

Quinley (2002: 4) states that a well-developed vocabulary pays off in

many important ways. Better-than-average “word power” makes it easier to

understand everything we read and hear—from textbook assignments to TV

news reports or instructions on how to repair a bicycle. And word power

obviously increases our effectiveness as a communicator. Think about it: As

far as other people are concerned, our ideas are only as convincing as the

words we use to express them. In other words, the vocabulary we use when

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we speak or write always significantly adds or detracts from what we have to

say.

Rasinski et al (2008: 13-14) state that vocabulary is knowledge of

word meanings. The simplicity of this definition does not quite convey what

it means to “know” a word. In other statement, Butler et al (2010: 1) state that

vocabulary is generically defined as the knowledge of words and word

meanings. More specifically, we use vocabulary to refer to the kind of words

that students must know to read increasingly demanding text with

comprehension (Kamil & Hiebert, 2005). It is something that expands and

deepens over time.

Discussing about word, Suter (2005: 6) states that the meaning of

word is called its defenition.

Whale Feather Slight Vault

a. A whale is a very large sea mammal.

b. A feather is one of the soft, light parts that grow out of the skin of

birds.

c. Something slight is small in amount, strength, or importance.

d. To slight something is to pay little or no attention to it.

e. A vault is a room or special place for keeping valuable things.

f. To vault is to jump over something.

3. Prefixes and Suffixes

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Prefixes and suffixes are sets of letters that are added to the

beginning or end of another word. They are not words in their own right and

cannot stand on their own in a sentence: if they are printed on their own they

have a hyphen before or after them.

a. Prefixes

Prefixes are added to the beginning of an existing word in order to

create a new word with a different meaning. Cunningham (2002: 5) explain it as

follows:

No. Prefixes Function Example

1. Re often adds the meaning of “back” or “again”. rebuild,

refilled

2. Un often adds the meaning of “not” or changes the word into

its opposite.

unbeaten,

unexpected

3. Dis another prefix which adds the meaning of “not” or changes

the word into its opposite.

disagree,

disappeat

4. In/im in (spelled im when the root words begins with m or p, il

when the root word begins with l, and ir when the root

word begins with r) also adds the meaning of “not” or

changes the word into its opposite

imposible,

incorrect

b. Suffixes

The addition of a suffix often changes a word from one word class to

another, it added to the end of an existing word. Cunningham (2002: 5-6)

explain it as follows:

http://www.oxforddictionaries.com/definition/english/prefix

http://www.oxforddictionaries.com/definition/english/suffix

http://www.oxforddictionaries.com/words/hyphen

11

No. Saffixes Function Example

1. S/es added to words to make them plural or to make verbs

agree with nouns.

addresses,

crashes

2. Ing/ed:

ing

added to verbs to change how they are used in sentences. stopping,

wanted

3. En added to words to change how they are used in sentences. hidden,

written

4. Y added to words, they often become adjectives. healthy,

rainy

5. Al added to words, they often become adjectives. musical,

national.

6. Er/est add the meaning of “more” and “most” to words. All the

spelling changes of consonant doubling, e dropping and y

changing to i apply.

faster,

easiest

7. Er/or often added to verbs to indicate the person or thing that

does the action

Teacher,

sailor

8. Ian/ist/ee commonly added to words and indicate people who do

things.

librarian,

scientist,

employee

9. Ly commonly added to words to change them onto adverbs. brightly,

frendly

10. Ful/less add positive or negative meanings to words. beautiful,

helpless

11. Ness changes adjective into nouns. Y changes to i when ness is

added.

darkness,

readiness

12. Tion/sion added to verb and change the verbs into nouns. action,

investions

13. Able/ible often add the meaning of “able to” words. depenable,

washable

14. Ment commonly added to words and turns those words into

nouns.

enjoyment,

excitement

15. Ous that turns words into adjectives. Dangerous,

poisonous

16. Ic another suffix that turns words into adjectives. Athletic,

fantastic

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4. Learning Media

"Media" come from the Latin word, the plural form of the word

"medium". According to Team of Education Science Developer (Tim

Pengembang Ilmu Pendidikan) FIP-UPI (2007: 205-206), some expert give

argumentation about media:

1. Schuram: Messenger technology used for learning purposes. So the media

is expanding teacher day.

2. Briggis: Tool to provide an incentive for students so that there is a process

of learning.

3. Gagne: Various types of components in a student environment that can

stimulate students to learn.

4. Miarso: Everything that can be used to deliver messages that can stimulate

the mind, feelings, concerns, and the willingness of students to learn.

From that opinion above, it can be concluded that learning media: (a)

means of material messages to conveyed, (b) the message objectives to be

achieved in learning process. Further creative use of the media will increase

the possibility for students to learn more, through that media they learn better,

and improve the appearance of doing skills in accordance with the objectives

of learning.

Susilana and Riyana (2009: 176-177) state that learning is a teaching

and learning activities involving students and teachers to use learning

resources both inside and outside the classroom situation classroom. In the

sense that the media used for learning is not always synonymous with class

13

situation in conventional teaching pattern but the process of learning without

the presence of any teacher and rely more on the media included in the

learning activities.

The use of media in the classroom is used to support the achievement

of specific objectives and its use combined with the learning process in a

classroom situation. In planning the use of the media, teacher must see the

goal to be achieved, learning materials that support these goals, as well as

teaching and learning strategies appropriate to achieve these objectives.

The most important thing in this case the media is presented in

classrooms where teachers and students were present together interact directly.

Of course the media can be used in the classroom is that allows in terms of

cost, weight and size, the ability of students and teachers to use it, and do not

harm to its use. In this context, the media must be practical, economical, and

easy to use.

5. Teaching Trough Game

Tuan and Nguyen (2010: 67-68) explain about game in teaching.

They state about the definition of game according to a few expert as follows:

a. A game is an activity with rules, a goal and an element of fun. Games

should be regarded asan integral part of the language syllabus, not as an

amusing activity for Friday afternoon or forthe end of the term. Games

can be used at all stages of the progression from controlled to free

practice, serving at one end of the range as a memory aid and repetition

drill, at the other as a chance to used the language freely and as a means

14

to an end rather than an end in itself. They can also serve as a diagnostic

tool for teacher, who can note areas of difficulty and take appropriate

remedial action.

This definition highly evaluates the importance of games in

teaching. It adds to teachers’ techniques in teaching that games serve not

only as an ‘amusing activity’, but as a technique to carry out tasks to

learners amusingly as well.

b. Games in the stick sense, which have a definite beginning and end, are

governed by rules.

c. The term ‘game’ is used whenever there is an element of competition

between individual students or teams in a language activity.

When appears ‘an element of competition’, all above rules are most

needed. Besides, games are, in this case, emphasized to encourage students’

1solidarity in teamwork in which they have to try their best to do the tasks or

maybe to code any requirements given in the games for their team spirit.

Therefore, games comprise many factors such as rules, competition,

relaxation, and learning. The main focus of using game in class is not only to

help students to learn more effectively but also to have fun.

However, to use games in classrooms, it is equally important that

before playing, the rules of the games are clearly explained and well

understood by the students. There should be only a few, well-explained rules.

Demonstrations also can be very helpful because it can help students

understand the game and help them follow the rules.

15

Eskandari (2014: 461) state that there are a lot of definitions about

what the game is. Everyone is able to imagine something when hearing the

term “game” but to give a precise definition is difficult. The definition

“Games are fun” is simple and exact. However, the game in education must

be more than just fun; learners have to learn through playing games. Games

as the way how to put language to work and supports this opinion with known

long history of language play that is applicable so for the children and adults

and some of them can be transferred from first language to second and

foreign language.

Games provide language teachers with many advantages when they

are used in classrooms. One of these advantages is that learners are motivated

to learn the language when they are in games.

6. Dominos

a. Dominos in General

McCrea and Mario J. Liorente Leyva (2011: 18-19) state that,

the term “dominos” refers to any of the various games that are played

with the tiles we all know. The origin of these games is not as old as it

may seem. Dominos, as a game, only made its appearance in the early

18th century in Europe. Naples and Venice were the first Italian cities

where the game became popular (since they were ports). From there, the

game rapidly spread all over Europe and later to the Americas with the

colonizers and seamen who frequented the New World. Today, dominos

has become one of the most popular games ever played.

16

Researchers’ estimates there are more than 1000 million people

that practice the game. Some of the reasons for this level of popularity

are that the game can played by the whole family, any age, healthy or

incapacitated, men and women. The game knows few limitations.

However, the most important reason in that some of the games that can

be played whit these tiles are classified as the most mind-challenging

activities that involve critical thinking.

A person expose to the game of dominos frequently will train

fundamental mind processes such as induction, dedication, retentive

memory, which is capital in the process of developing short-term

memory. Domino players are known to have an amazing capacity to

remember things. Analysis, heavy arithmetic training and decision-

making are also among the main attributes of game.

The most of games with dominos are played by teams: one team

plays another team and tries to win. However, winning takes one

important factor: being able to communicate, being able to build a team,

cooperation, the completion of two ideas, two strategies that have to

become one, the team strategy to play correctly. Therefore, the game of

dominos is also a machine that encourages cooperages cooperation,

interpersonal relationship and team building.

b. Dominos for Education

Rivolucri (1995: 42-43) states that domino is one of the learning

media that can be a competitive games in learning process because it

17

playing between one player with other player, one by one or group by

group. For example, the use of the domino for grammar (word building:

prefixes and suffixes) to the student in the group. It’s game show how to

playing domino by each group to get the information about prefix and

suffix in domino frame.

Grammar : Word-Building: Prefixes and Suffixes

Level : Intermediate

Time : 15-2 Minutes

Materials : one set of 56 dominoes per trhee to six students

Picture 2.1 : Domino Word Building: Prefixes and Suffixes

18

The guidline of the game:

1. Put the students in circle of three to six round a flat surface. Give

each group the two pages of dominoes and ask them to carefully flod

and tear the pages to create dominoes. Ask someone in each group to

shuffle them and deal them out. People should not show their

dominos to other players.

2. Player A in each group starts by laying down a domino. The player

to his or her right then lays down a domino one end of which

matches one end af A’s domino. If the left side of A’s on its right

side this is a correct match.

3. Play continues round the circle- if a player can’t lay down a domino

he or she misses that turn. The winner is the first person to get rid of

most of his or her dominoes.

4. You should go from group and be available to help when people

want to know if a particular match is correct. Give them immediate

feedback.

5. Keep the domino sets in envelopes for later use with another group.

Word-Building Dominoes is a fun, hands-on way for students to

practice using word analysis and word formation skills to build

vocabulary. By using that game, the student will be active and enjoyable

their game, not playing game only, but they are learning about word and

increasing their vocabulary in the same time.

19

C. Conceptual Framework

The conceptual framework above shows the three variables; input,

process, and output which are briefly classified as follows:

a. INPUT: Refers to Grammar Dominos Game, a learning media which consists

of Vocabulary Mastery: Prefixes and Suffixes. A learning media which is

hoped to be a good device in teaching vocabulary.

b. PROCESS: Refers to the implementation of the input variable in the classroom

activities both teaching and learning by using Grammar Dominos Game

c. OUTPUT: Refers to student’s increase in Vocabulary Mastery focusing on the

use of prefixes and suffixes by using Grammar Dominos Game.

Input Process Output

Playing Grammar

Domino Game

Students’

Mastery on

Vocabulary

Domino Card of

Prefixes

Domino Card of

Suffixes

Prefixes &

Suffixes

20

D. The Hypotheses of Research

The hypotheses of this research are formulated as follows:

1. H0 (Null Hypotheses): There is no significant difference of students’

Vocabulary Mastery who are taught by using Grammar Dominos Game.

2. H1 (Alternative Hypotheses): There is significant difference of students’

Vocabulary Mastery who are taught by using Grammar Dominos Game.

21

CHAPTER III

RESEARCH METHOD

A. Research Type

This research used an Experimental Research method with Quantitative

Approach. Woodbory (2009: 130) states that an experiment is a process that

allows us to obtain observations. This definition agrees whit our definition of

experiment in a science class. We perform a certain process, and observe the

outcome.

According toThomas (2003: 2), King states that quantitative research uses

numbers and statistical methods. It tends to be based on numerical measurements

of specific aspects of phenomena; it abstracts from particular instances to seek

general description or to test replicable by other researchers.

And then, the design of this researhs was One Group Pretest and Posttes

Design:

Where:

O1 : Pretest

X : Treatment using Dominos Game

O2 : Posttest

The explanation (Marczyk, 2005:127):

X : Experimental manipulation (independent variable); subscripts

O2 X O1

21

22

identify different levels or groups of the independent variable

(e.g., X1, X2 , X3 are used to denote either a nointervention or

alternative- intervention control group)

O : Observation

B. Research Variables and Indicators

1. Research Variables

This research consisted of two variables. There was one dependent

variable and one independent variable. The dependent variable was Vocabulary

Mastery and the independent variable was Grammar Dominos Game (GDG).

2. Research Indicator

The indicator of this research was the students’ vocabulary mastery with

prefixes and suffixes.

C. Research Place

This research took place in SMKN 1 Patallasssang, It was located in Jl.

Pendidikan No. 3 Desa Panaikang Kec. Patallassang Kab. Gowa.

D. Population and Sample

The entire set of objects or people which was focused of the research and

about which the researcher wanted to determine some characteristics was called

the population. And then, the subset of the whole population which was actually

investigated by a researcher and whose characteristics would be generalised to the

entire population was called the sample (Bless, 2006: 98).

23

1. Population

Population in this research was all of the students in the first year at

SMKN 1 Patallasssang in academic year of 2015/2016. Based on the interview

with the teacher at the school, there were 6 classes with 165 students as follows:

X TKJ (Teknik Komputer dan Jaringan) 1 : 30 Students (9 male, 21 female)



X TKR (Teknik Kendaraan Ringan) : 35 Students (male)

X TL (Teknik Ketenagalistrikan) : 27 Students (24 male, 3 female)

X TSM (Teknkik Sepeda Motor) : 12 Students (male)

2. Sample

In order to choose the sample, the researcher used purposive sampling

technique. The researcher took Class X TKJ 3 as research sample, the class was

recommended by a the teacher.

E. Research Instrument

To know the effectiveness of teaching vocabulary that focus on prefixes

and suffixes by using Grammar Dominos Game (GDG), the researcher had given

written test to the students. They matched the words with preffixes and suffixes in

their paper. For the first, Researcher gave pre-test, then treatment by using GDG,

and the last was posttest by using written test just like pretest.

F. Procedure of Data Collection

24

One of the important things in this research was to collect the data that can

determine the result of the research. The procedures of data collection used in this

research were:

1. The researcher gave the students a written test (post-test). They had to link

the word with the prefix and suffix in their paper. The function of this test

was to get the data about the students’ prior knowledge and prior ability in

vocabulary that focused in prefixes and suffixes.

2. When treatment had given, the Researcher gave post-test to the students. The

test was similar with the pre-test. The function of post-test was to know the

students’ mastery on vocabulary after use Grammar Dominos Game and to

know how effective this game in teaching grammar that focused in prefix and

suffix. It was the last procedure to get the data from the research.

G. Technique of Data Analyses

In this section, the Researcher analyzed the score of each student and the

mean score of the students based on the test result. The data from the test analyzed

quantitatively. It employed statistical calculation to the hypotheses. To determine

the score of each student, the researcher used the following formula:

1. Computing the frequency and the rate percentage of the students’ scores by

using the following formula:

𝑃 =𝑓

𝑁 𝑋 100%

Where:

P : Percentage

25

f : Number of correct answer/ frequency

N : The number of subjects (Sudijono, 2014: 43).

2. Classifying score into seven levels that were based on the Depdikbud (1986:

6) as follows:

1. 96 – 100 is classified as Excellent

2. 86 – 95 is classified as Very Good

3. 76 – 85 is classified as Good

4. 66 – 75 is classified as fairly good

5. 56 – 65 is classified as Fair

6. 46 – 55 is classified as Poor

7. 0 – 45 is classified as Very Poor

3. Finding out the students’ means score of the both pre-test and post-test by


�̅� =∑ 𝑋

𝑁

Where:

�̅� : Mean Score

∑ 𝑋 : The sum of all score

N : The number of subjects/sample (Gay, 2006: 320).

4. Finding out significant difference between mean score of the students’ by


26

t =D̅

√∑ D2−(∑ D)2

NN(N−1)

Where:

t : Test is significance

D : The difference between the matched pairs (X1 - X2)

�̅� : The mean of DS

∑D : The sum of D square

D2 : The square of the sum score for difference

N : The number of subject

1 : Constant Number (Gay, 2006: 355).

28

CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

After conducting the research, the Researcher obtained some results. The

results present the interpretation as follows:

1. Students’ Score in Pre-Test and Post-Test

The pre-test and post-test conducted to find out the data of the students’

score before and after the treatment given by written test. It presented in table 4.1

as follows:

Table 4.1: The Rate Percentage of Pre-Test and Post-Test Score

No. Classification

Pre-Test Post-Test

F % F %

1. Excellent (96-100) 0 0 % 0 0 %

2. Very Good (86-95) 0 0 % 5 19.23 %

3. Good (76-85) 0 0 % 1 3.85 %

4. Fairly Good (66-75) 0 0 % 11 42.31 %

5. Fair (56-65) 0 0 % 4 15.38 %

6. Poor (46-55) 0 0 % 3 11.54 %

7. Very Poor (0-45) 26 100 % 2 7.69 %

Total 26 100 % 26 100 %

28

29

It showed that in the pre-test which was done before treatment, from 26

students, all of them belonged to “Very Poor” category. In the post-test which was

done after the treatment, the students an increase their vocabulary whit all prefix

and suffix. It showed in chart 4.1 as follows:

Then, the Researcher analyzed the students’ test results on vocabulary. The

result showed that the students can improve their vocabulary with the entire prefix

and suffix as follows:

0

50

100

Excellent VeryGood

GoodFairlyGood

FairPoor

Very Poor

Chart 4.1: The Students' Classification Sore

Pre-Test Post-Test

Re Un Er Ment Ly Ness Full Less

Pre-Test 4 1.4 11.4 4 3.5 8.9 0.9 2.6

Post-Test 8.1 9.5 10.3 7.3 5.3 18.1 7.7 10.5

SC

OR

E

Chart 4.2 Students' Score in Vocabulary with

Prefix and Suffix (%)

30

It showed that in pre-test, there were 13.54% students answer correct

words with prefix re-, 4.78% with prefix un-, 3.85% with suffix -er, 13.54% with -

ment, 11.97% with suffix –ly, 26.72 with suffix –ness, 3.12% with suffix –ful, and

8.85% with suffix –less. After giving treatment, the students can increase their

mastery on vocabulary. In post-test, there were 27.6% students answer correct

words with prefix re-, 32.29% with prefix un-, 34.89% with suffix -er, 25% with -

ment, 18.22% with suffix –ly, 36.75 with suffix –ness, 26.04% with suffix –ful,

and 35.41% with suffix –less.

2. The Students’ Mean Score

The result of the test showed the students’ achievement in vocabulary after

the treatment was given. In pre-test, the mean score (�̅�) was 37.7%. It showed

that many students was not good in vocabulary with prefix and suffix.

When the treatment had given, they showed the significant difference

score. In post-test, mean score (�̅�) was 68.2%. Table 4.2 showed that there was

an improvement in the amount of 30.5% in students’ vocabulary as follows:

Table 4.2: The Students’ Mean Score

Variable Mean Score

Improvement

Pre-Test Post-Test

Vocabulary 37.7 68.2 30.5

In chart 4.3, it showed the result comparison of pre-test and post-test as

follows:

31

3. The Value of t-Test

In order to know whether or not the mastery on vocabulary is difference

between the pre-test and the post-test at the level of significance 0.05 with degrees

of freedom (df) = N – 1 (26-1=25), t-test for independent sample was employed.

Table 4.2: t-Test of the Students’ Test Result

Component t-Test Score t-Table Comparison Classification

Students’

Mastery on

Vocabulary

4.38 1.708

t-test > t-table

4.38 > 1.708

Significant

The difference showed that after getting the treatment, the students got

better mastery on vocabulary than before. It can be seen that there was a

significant of students’ vocabulary after the using GDG (Grammar Dominos

Game) applied in the class. It also can be conclude that using GDG (Grammar

0

10

20

30

40

50

60

70

VARIABLE : VOCABULARY

SC

OR

E

Variable : Vocabulary

Pre-Test 37.7

Post-Test 68.2

Improvement 30.5

Chart 4.3 : The Students' Mean Score (%)

32

Dominos Game) was effective in teaching English to help the students increase

their vocabulary.

B. Discussion

Relating to the data collected through the pre-test and post-test show that

the vocabulary mastery of the first year students of SMKN 1 Pattallassang

academic year 2015 / 2016 is good. It is supported by the rate percentage of the

result of the students’ pre-test and post-test. Students’ score after being taught by

using GDG (Grammar Dominos Game) is better than before the treatment given

to the students. The mean score of post-test was greater than the mean score of

pre-test. It means that the use of GDG (Grammar Dominos Game) in teaching

English is effective.

The Researcher was relatively fair to state that the use of GDG

(Grammar Dominos Game) in teaching English at the first students of Senior High

School was effective to increase the students’ mastery in vocabulary. The

Researcher found that from 26 students, the high score in pre-test was 48.5 and

the lowest was 21.2. When the treatment was given, the score of students

increased. Based on post-test result, the highest score was 91.7 and the lowest

score was 50. It was proven that the students enjoy the game and help them to

increase their vocabulary by playing the Dominos Card in each meeting.

For all the results of research, there was the difference between pre-test

and post-test. It showed the significantly different mean score of pre-test and post-

test. Before the treatment conducting (pre-test), the mean score was 37.7. After

33

the treatment, the mean score was 68.2. It means that the progress happened after

the Grammar Dominos Game (GDG) applied in teaching English.

Based on the test result, the classifying score for all the students in pre-

test, there were 100% students in very poor category. After treatment was given,

the Researcher found that there was significant difference of students score. It

showed that in the pre-test which was done before treatment, from 26 students, all

of them belonged to “Very Poor” category. In the post-test which was done after

the treatment, from 26 students, there were 2 students (7.69%) belonged to “Very

Poor” category, 3 students (11.54 %) belonged to “Poor” category, 4 students

(15.38 %) belonged to “Fair” category, 11 students (42.31 %) belonged to “Fairly

Good” category, a student (3.85%) belonged to “Good” category, and 5 students

(19.23%) belonged to “Very Good” category.

To know the development of student vocabulary by using Grammar

Dominos Game (GDG), the Researcher analyzed the student correct vocabulary.

The result of student test showed that after the students got treatment, the lowest

improvement score was vocabulary with suffix –ly. The improvement was 1.8.

The highest improvement score was vocabulary with suffix –ness. The

improvement score was 9.2. But, there was mines score too. The students got -1.1

in vocabulary with prefix -er. The result of pre-test score was 11.4, and in post-

test being 10.3.

To get the value of the data, t-test had found. The data showed that the t-

table value was smaller than t-test value. T-test sore was 4.38 and t-table was

1.708. It means that there was significant difference of students’ mastery on

34

vocabulary between before treatment and after treatment using GDG (Grammar

Dominos Game). Because of GDG was effective to increase students’ mastery on

vocabulary, so the null hypothesis (Ho) that stated that there is no significant

difference of students’ Vocabulary Mastery who are taught by using Grammar

Dominos Game was rejected and alternative hypothesis (Ha) that stated that there

is significant difference of students’ Vocabulary Mastery who are taught by using

Grammar Dominos Game was accepted.

It is proven that the students’ achievement in vocabulary taught by using

Grammar Dominos Game (GDG) is better. It can lead to better attention in

learning and stimulate the students to increase their mastery on vocabulary by

using that game, in the class or just as game when they are not in the class.

Based on all the data collected above, the Researcher can conclude that

most of the students needed to be motivated in increasing their vocabulary by

using the good method or media, in this case, the teacher can use Grammar

Dominos Game (GDG) to help the students to be master on vocabulary. From this

discussion, the Researcher found that the first year students of SMKN 1

Pattallassang in academic year 2015 / 2016 have good vocabulary in English after

being taught through Grammar Dominos Game.

35

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusion

Based on the research findings and discussion in the previous, the

Researcher draws conclusion in the following statement. The use of Grammar

Dominos Game is significantly developed the students’ mastery on vocabulary at

the first year students of SMKN 1 Pattallassang. The Researcher found the rate

percentage of students’ sore. In post-test, the mean score (�̅�) was 37.7, and in

post-test the mean score (�̅�) was 68.2. Then, t-test was 4.38 and t-table was

1.708. it showed that there were the significant difference in test result. So, the

Researcher can conclude as follows:

1. In the result of data analysis shows that the students score of vocabulary with

prefix in posttest improved after use Grammar Dominos Game especially for

re- and un-. Before treatment was given, these results showed the lowest

score. However, after gave treatment these scores are increase than before.

2. In the result of data analysis shows that the students score of vocabulary with

suffix in posttest improved after use Grammar Dominos Game especially for -

er, -ment, -ly, -ness, -ful, and -less. Before treatment was given, these results

are low. However, after giving treatment these scores is increase than before.

It means, after using Grammar Dominos Game, it gave the improvement to the

students’ mastery on vocabulary.

35

36

This means that the data of post-test as the final result gave significant

improvement. It was concluded that the use of Grammar Dominos Game was able

to give greater contribution in teaching English.

B. Suggestion

Based on the result of the data analysis and conclusion, the Researcher

proposes some suggestions as follows:

1. The English teachers are suggested that they apply Grammar Dominos

Game in teaching English.

2. The English teachers are suggested that they be creative in making game or

media that can help the students to increase their vocabulary.

3. This research puts emphasis on the students’ mastery on vocabulary.

Considering the positive outcome of the research, it is recommended that

similar research concerning the use of Grammar Dominos Game in

increasing the students’ vocabulary be carried out as well to complement the

findings of the research.

4. The suggested to the next Researcher to conduct related research with

different sample in order to widen its scope so that it can give input to the

previous as well as upcoming researches.

xiii

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xvi

CURRICULUM VITAE

KAMERIAH SARASWATI, was born on

November 19th, 1992 in Camba. She is the

third child from three sisters from the marriage

of her parents Arifin and Marawiayah. She

graduated her elementary school in 2005 at SD

No. 16 Inpres Ujung. She continued her study at

SMPN 1 Camba and graduated in 2008. Her

senior high school was at SMAN 1 Camba and

graduated in 2011. In 2011 year she continued her study at the Muhammadiyah

University of Makassar as the student of English Educational Department. And

she also together in UKM LKIM Pena (Unit Kegiatan Mahasiswa Lembaga

Kreativitas Ilmiah Mahassiswa Penelitian dan Penalaran) Unismuh Makassar and

in PIKOM IMM FKIP in 2012.

At the end of her study, she could finish her thesis with the title “The

Effectiveness of Grammar Dominos Game to Increase the Students’ Mastery on

Vocabulary at Senior High School (An Experimental Research in the First Year

Students of SMKN 1 Pattallassang)”.

Then, during a student, she had chalked several achievements in the field

of writing. She had been the fourth champion student writing competition held by

Kopertis Region IX in 2013, runner up 2 in scientific writing competition of al-

Qur’an at the national level at Airlangga University (Surabaya) in 2014, and

xvii

passed paper in the field of PKM-GT (Program Kreativitas Mahasiswa Gagasan

Tertulis) founded in 2015, which was held by Kemenristek Dikti RI. All cannot be

separated from the guidance and support of friends who call "Lkimers",

supervisor, assistance from the material of the campus, and of course prayers of

his parents.

Finally, before confirmed as S1 undergraduate English education, she

also became one of the authors was selected in writing short stories and poetry

contest that is held by the Ellunar Publisher at nasional level 2015. In the event,

she managed to get a short story then recorded and published by that publisher.

Gratitude to the Creator for any achievement she has obtained to date and it was

his greatest hope that someday she can achieve his goal to become a good writer.

Aamiin tsummma aamiin.

Alhamdulillahirabbil’aalamin, Billahi fii sabililhaq, fastabiqul khairat.

“Do Hard, Do Smart, Do Sincerely, Be Success…!”

xvii

APPENDIX A.1 (The Result of Students’ Pre-test)

No. Code

Name

Prefix Suffix Total

Score Re Un Er Ment Ly Ness Full Less

1. ABJ 4 4 12 4 4 8 0 0 36

2. AHA 0 0 12 4 0 8 4 0 28

3. ARS 4 4 12 4 4 8 0 0 36

4. ASM 4 4 12 0 0 8 0 12 40

5. EPS 4 0 12 4 4 12 0 4 40

6. FAF 4 0 8 4 4 12 4 0 36

7. HMZ 4 4 12 12 4 4 0 4 44

8. HSB 0 0 12 4 4 8 4 0 32

9. HSM 4 0 12 4 4 12 4 0 40

10. HAR 4 0 12 4 4 12 0 4 40

11. IRA 4 4 12 4 4 12 0 4 44

12. JUM 8 0 8 4 4 12 0 4 40

13. MEG 4 0 12 4 4 12 0 4 40

14. MHM 0 0 12 0 4 8 4 0 28

15. MUS 4 4 12 4 4 4 0 0 32

16. NEN 4 0 12 4 4 12 0 4 40

17. NUH 8 0 8 4 4 12 0 4 40

18. NUR 8 0 8 4 4 4 0 0 28

19. REA 4 4 12 4 4 12 0 4 44

20. SAE 4 4 12 8 4 4 0 8 44

21. SAF 4 4 12 4 4 8 0 0 36

22. SAR 0 0 12 4 4 12 0 4 36

23. SWM 8 0 12 4 4 12 0 4 44

24. SUN 8 0 12 0 0 0 0 0 20

25. SUR 4 0 12 4 4 12 0 4 40

26. ZUL 0 0 12 4 4 4 4 0 28

Total Score 104 36 296 104 92 232 24 68 956

Mean Score 4 1.4 11.4 4 3.5 8.9 0.9 2.6 36.8

xviii

APPENDIX A.2 (The Result of Students’ Post-test)

No. Code

Name

Prefix Suffix Total

Score Re Un Er Ment Ly Ness Full Less

1. ABJ 8 8 8 8 8 8 12 12 72

2. AHA 8 12 12 8 8 12 12 12 84

3. ARS 8 4 12 4 8 8 4 8 56

4. ASM 8 8 12 4 0 8 12 12 64

5. EPS 12 12 12 8 8 8 12 12 84

6. FAF 4 12 4 12 4 0 4 8 48

7. HMZ 8 12 8 8 8 8 8 12 72

8. HSB 8 12 12 4 0 0 8 12 56

9. HSM 8 8 8 8 4 8 4 4 52

10. HAR 12 8 12 12 12 8 8 12 84

11. IRA 8 8 12 12 8 12 12 12 84

12. JUM 8 12 12 8 4 8 8 12 72

13. MEG 8 12 12 12 4 0 4 12 64

14. MHM 4 12 4 4 0 4 12 12 52

15. MUS 8 12 4 4 8 8 12 8 64

16. NEN 12 8 12 8 8 8 8 8 72

17. NUH 8 8 8 4 0 4 4 12 48

18. NUR 8 12 12 8 4 8 4 12 68

19. REA 8 8 12 8 8 8 8 12 72

20. SAE 8 12 12 12 12 8 12 12 88

21. SAF 8 8 8 8 4 0 8 8 52

22. SAR 4 12 12 12 8 8 8 12 76

23. SWM 8 8 12 8 4 12 4 8 64

24. SUN 12 4 12 0 0 0 0 12 40

25. SUR 4 8 12 4 0 8 4 4 44

26. ZUL 12 8 12 4 8 8 8 12 72

Total Score 212 248 268 192 140 172 200 272 1704

Mean Score 8.1 9.5 10.3 7.3 5.3 18.1 7.7 10.5 65.5

xix

APPENDIX B (The Rate Precentage of Student Vocabulary with Prefix and

Suffix)

No. Prefix Suffix Pre-test

(%)

Post-tes

(%)

1. Re 13.54 27.60

2. Un 4.78 32.29

3. Er 3.85 34.89

4. Ment 13.54 25

5. Ly 11.97 18.22

6. Ness 26.72 36.75

7. Ful 3.12 26.04

8. Less 8.85 35.41

Total 86.37 236.2

Mean Score 10.79 29.52

xx

APPENDIX C (The Rate Percentage of Students’ Score)

No. Code

Name

Pre-test

(%)

Classifying Post-test

(%)

Classifying

1. ABJ 37.5 Very Poor 75 Fairly Good

2. AHA 21.2 Very Poor 87.5 Very Good

3. ARS 37.5 Very Poor 58.3 Fair

4. ASM 41.7 Very Poor 66.7 Fairly Good

5. EPS 41.7 Very Poor 87.5 Very Good

6. FAF 37.5 Very Poor 50 Poor

7. HMZ 45.8 Very Poor 75 Fairly Good

8. HSB 33.3 Very Poor 58.3 Fair

9. HSM 41.7 Very Poor 54.2 Fair

10. HAR 41.7 Very Poor 87.5 Very Good

11. IRA 45.8 Very Poor 87.5 Very Good

12. JUM 41.7 Very Poor 75 Fairly Good

13. MEG 41.7 Very Poor 66.7 Fairly Good

14. MHM 29.2 Very Poor 54.2 Fair

15. MUS 33.3 Very Poor 66.7 Fairly Good

16. NEN 41.7 Very Poor 75 Fairly Good

17. NUH 41.7 Very Poor 50 Poor

18. NUR 21.2 Very Poor 70.8 Fairly Good

19. REA 45.8 Very Poor 75 Fairly Good

20. SAE 45.8 Very Poor 91.7 Very Good

21. SAF 37.5 Very Poor 54.2 Poor

22. SAR 37.5 Very Poor 76.7 Good

23. SWM 45.8 Very Poor 66.7 Fairly Good

24. SUN 20.8 Very Poor 41.7 Very Poor

25. SUR 41.7 Very Poor 45.8 Very Poor

26. ZUL 29.7 Very Poor 75 Fairly Good

Total Score 980.5 1772.7

Mean Score 37.7 68.2

Improvement 30.5

xxi

APPENDIX E (The Difference Between the Matched Pairs)

No. Code Name Pre-test Post-tes D

(x2-x1)

D2

(x2-x1)2

1. ABJ 36 72 36 1296

2. AHA 28 84 56 3136

3. ARS 36 56 20 400

4. ASM 40 64 24 576

5. EPS 40 84 44 1936

6. FAF 36 48 12 144

7. HMZ 44 72 28 784

8. HSB 32 56 24 576

9. HSM 40 52 12 144

10. HAR 40 84 44 1936

11. IRA 44 84 40 1600

12. JUM 40 72 32 1024

13. MEG 40 64 24 576

14. MHM 28 52 24 576

15. MUS 32 64 32 1024

16. NEN 40 72 32 1024

17. NUH 40 48 8 16

18. NUR 28 68 40 1600

19. REA 44 72 28 784

20. SAE 44 88 44 1936

21. SAF 36 52 16 256

22. SAR 36 76 40 1600

23. SWM 44 64 20 400

24. SUN 20 40 20 400

25. SUR 40 44 4 16

26. ZUL 28 72 44 1936

Total Score 956 1704 748 25696

Mean Score 37.8 65.5 28.8 988.3

xxii

APPENDIX F (The Rate Percentage of Pre-Test and Post-Test Score)

No. Classification Pre-Test Post-Test

F % F %

1. Excellent (96-100) 0 0 % 0 0 %

2. Very Good (86-95) 0 0 % 5 19.23 %

3. Good (76-85) 0 0 % 1 3.85 %

4. Fairly Good (66-75) 0 0 % 11 42.31 %

5. Fair (56-65) 0 0 % 4 15.38 %

6. Poor (46-55) 0 0 % 3 11.54 %

7. Very Poor (0-45) 26 100 % 2 7.69 %

Total 26 100 % 26 100 %

APPENDIX G (Improvement Percentage of Pre-test and Post-test Score)

Variabel Mean Score

Improvement Pre-test Post-test

Vocabulary 37.7 68.2 30.5

APPENDIX H (t-Test of the Students Result)

Data t-Test Score t-Table Comparison Classification

Students’

Mastery on

Vocabulary

4.38 1.708 t-test > t-table

4.38 > 1.708 Significant

xxiii

APPENDIX I (Finding Mean Score and t-test)

Finding Main Score:

�̅� =∑𝑋

𝑁

- Pre-test

�̅� =956

26

�̅� = 36.8

- Post-tes

�̅� =1704

26

�̅� = 65.5

Finding t-Test:

t =D̅

√∑D2 −(∑D)2

NN(N − 1)

t =𝟗𝟖𝟖. 𝟑

√660284416 −660284416

226(26 − 1)

t =988.3

√660284416 − 3301422086500

t =988.3

√3301422086500

t =988.3

225.3

t = 4.38

xxiv

APPENDIX J (t-Table (dk = 1 – 40))

Pr

df

0.25 0.10 0.05 0.025 0.01 0.005 0.001

0.50 0.20 0.10 0.050 0.02 0.010 0.002

1 1.00000 3.07768 6.31375 12.70620 31.82052 63.65674 318.30884

2 0.81650 1.88562 2.91999 4.30265 6.96456 9.92484 22.32712

3 0.76489 1.63774 2.35336 3.18245 4.54070 5.84091 10.21453

4 0.74070 1.53321 2.13185 2.77645 3.74695 4.60409 7.17318

5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214 5.89343

6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763

7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948 4.78529

8 0.70639 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079

9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984 4.29681

10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927 4.14370

11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470

12 0.69548 1.35622 1.78229 2.17881 2.68100 3.05454 3.92963

13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228 3.85198

14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684 3.78739

15 0.69120 1.34061 1.75305 2.13145 2.60248 2.94671 3.73283

16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078 3.68615

17 0.68920 1.33338 1.73961 2.10982 2.56693 2.89823 3.64577

18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844 3.61048

19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093 3.57940

20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534 3.55181

21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52715

22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876 3.50499

23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48496

24 0.68485 1.31784 1.71088 2.06390 2.49216 2.79694 3.46678

25 0.68443 1.31635 1.70814 2.05954 2.48511 2.78744 3.45019

26 0.68404 1.31497 1.70562 2.05553 2.47863 2.77871 3.43500

27 0.68368 1.31370 1.70329 2.05183 2.47266 2.77068 3.42103

28 0.68335 1.31253 1.70113 2.04841 2.46714 2.76326 3.40816

xxv

29 0.68304 1.31143 1.69913 2.04523 2.46202 2.75639 3.39624

30 0.68276 1.31042 1.69726 2.04227 2.45726 2.75000 3.38518

31 0.68249 1.30946 1.69552 2.03951 2.45282 2.74404 3.37490

32 0.68223 1.30857 1.69389 2.03693 2.44868 2.73848 3.36531

33 0.68200 1.30774 1.69236 2.03452 2.44479 2.73328 3.35634

34 0.68177 1.30695 1.69092 2.03224 2.44115 2.72839 3.34793

35 0.68156 1.30621 1.68957 2.03011 2.43772 2.72381 3.34005

36 0.68137 1.30551 1.68830 2.02809 2.43449 2.71948 3.33262

37 0.68118 1.30485 1.68709 2.02619 2.43145 2.71541 3.32563

38 0.68100 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903

39 0.68083 1.30364 1.68488 2.02269 2.42584 2.70791 3.31279

40 0.68067 1.30308 1.68385 2.02108 2.42326 2.70446 3.30688

xxvi

APPENDIX K (Students’ Attendance)

No. Code

Name Name Gender

Attendance

Pre-

test Treatment Post-

test

1. ABJ Abd. Jalil Male 1 2 3 4 5 6

2. AHA Ahmad Ali Male √ √ √ √ √ √

3. ARS Arneta Soniasyah Female √ √ √ √ √ √

4. ASM Asmawati Female √ √ √ √ √ √

5. EPS Endas Parmun Sam Female √ √ √ √ √ √

6. FAF Fadila Frischa Female √ a √ √ a √

7. HMZ Hamzah Male √ √ √ √ √ √

8. HSB Hasbullah Male √ √ √ √ √ √

9. HSM Hasmila Female √ √ √ √ √ √

10. HAR Hikma Anugerah Rani Female √ √ √ √ √ √

11. IRA Irawati Female √ √ √ √ √ √

12. JUM Jumaisa Female √ √ √ √ √ √

13. MEG Mega Female √ √ √ √ √ √

14. MHM Muh. Hamdan M. Male √ √ √ √ √ √

15. MUS Muhtar Sainuddin Male √ √ √ √ √ √

16. NEN Nengsih Female √ √ √ √ √ √

17. NUH Nur Hikma Female √ √ a √ √ √

18. NUR Nur Riska Female √ √ √ √ √ √

19. REA Reski Aldianti Female √ √ √ √ √ √

20. SAE Saenuddin Male √ √ √ √ √ √

21. SAF Safira Female √ √ √ √ a √

22. SAR Sarmila Female √ √ √ √ √ √

23. SWM Sri Wahyuni M. Female √ √ √ √ √ √

24. SUN Sumarni N. Female √ √ √ √ √ √

25. SUR Suriyani Female √ √ √ √ √ √

26. ZUL Zulkifli Has Male √ √ √ √ √ √

Pretest

Name :

No. :

1. Link the prefix in the left box with the word in the right box based on the meaning

given!

Meaning: Membangun Kembali Meaning: Mengingat, Menarik Kembali

Meaning: Bangkit kembali Meaning: Mengisi kembali

2. Link the word in the left box with the suffix in the right box based on the meaning

given!

Meaning: Guru Meaning: Pelari

Meaning: Peminum Meaning: Penyapu

Re

Un

Dis

Make

Build

Re

Un

Dis

Pul

Call

Take

Re

Un

Dis

Birth

Stand

Up

Re

Un

Dis

Volume

Star

Load

Stand

Teach

Write

Speak

es

er

Go

Walk

Run

es

er

ed

Thing

Drink

Mix

er

ed

es

Sweep

Sleep

Sweem Sweem

ed

es

er

ed


given!

Meaning: Kesenangan Meaning: Gerakan

Meaning: Penyajian Meaning: Keheranan


given!

Meaning: Dengan segar bugar Meaning: Dengan susah

Meaning: Pelan-pelan Meaning: Dengan hebat

Enjoy

Arrange

Agree

est

ment

Love

Move

Cook

ment

ing

est

Make

Present

Show

est

ing

ment

wonder

Shock

Surprise

ment

est

ing

ing

Healthy

Fresh

Strong

ing

ly

Card

Hard

Dark

ly

ic

ing

Bright

Shine

Attractive

ly

ic

ing

Soft

Late

Quick

ing

ly

ic

ic


given!

Meaning: Tidak takut Meaning: Tidak dituliskan

Meaning: Tak dapat, tak sanggup Meaning: Membuka


given!

Meaning: Kegelapan Meaning: Keadaan siap

Meaning: Kecerahan Meaning: Kebersihan

un

in

dis

bold

afraid

in

un

dis

write

written

wrote

dis

in

un

able

can

capable

un

dis

in

open

take

close

brave

Dark

Hard

Park

es

ness

Ready

Read

Red

ness

est

es

Sun

Shine

Bright

es

ness

est

Clear

Clean

Sharp

est

es

ness

est


given!

Meaning: Indah, cantik Meaning: Riang, gembira

Meaning: Bersemangat Meaning: Tenang, tentram, damai


given!

Meaning: Tanpa pengharapan Meaning: Yang tak ada habisnya

Meaning: Sembrono Meaning: Tak bernyawa

Beauty

Pretty

Handsome

y

ful

Cheer

Happy

Thin

ful

ly

y

Happy

Color

Strong

y

ly

ful

Quite

Calm

Peace

y

ful

ly

ly

Help

Hope

Holy

en

less

End

Finish

Complite

less

en

ness

Care

Mussy

Help

ness

less

en

Die

Live

Life

en

ness

less

ness

Posttest

Name :

No. :


given!

Meaning: Membayar Kembali Meaning: Mencetak Kembali

Meaning: Memikirkan kembali Meaning: Mengembalikan


given!

Meaning: Guru Meaning: Pemenang

Meaning: Pembaca Meaning: Pendengar

Re

Un

Dis

Give

Pay

Re

Un

Dis

Pul

Print

Take

Re

Un

Dis

Think

Stand

Up

Re

Un

Dis

Down

Back

Turn

Make

Drawer

Write

Speak

es

er

Go

Win

Run

es

er

ed

Read

Drink

Mix

er

ed

es

Ear

Listen

Sweem Speak

ed

es

er

ed


given!

Meaning: Perkembangan Meaning: Lantai Bawah Tanah

Meaning: Pengelolaan Meaning: Hukuman


given!

Meaning: Dengan Mudah Meaning: Sungguh-Sungguh

Meaning: Secara salah, Tidak tepat, Meaning: Dengan Lemah

Develop

Arrange

Agree

est

ment

Take

Base

Make

ment

ing

est

Arrange

Present

Manage

est

ing

ment

Punish

Shock

Surprise

ment

est

ing

ing

Easy

Fresh

Strong

ing

ly

Honest

True

Lie

ly

ic

ing

Right

Wrong

False

ly

ic

ing

Strong

Weak

Week

ing

ly

ic

ic


given!

Meaning: Tidak terang, belum jelas Meaning: Tidak dipotong

Meaning: Tidak Bahagia Meaning: Tidak dibaca


given!

Meaning: Kebaikan Meaning: Kebuta-an

Meaning: Kebaikan Meaning: Kepandaian, kepintaran

un

in

dis

clean

clear

in

un

dis

cute

cut

slice

dis

in

un

cheer

happy

color

un

dis

in

read

red

ready

close

Good

God

Goody

es

ness

Blind

Blood

Book

ness

est

es

Skin

Kid

Kind

es

ness

est

Clear

Cleaver

Cheer

est

es

ness

est


given!

Meaning: Berhasil Meaning: Sangat Kuat

Meaning: Pelupa Meaning: Berguna


given!

Meaning: Tak berguna Meaning: Tanpa nama

Meaning: Hambar, tak berasa Meaning: Tanpa warna

Success

Shock

Rich

y

ful

Bowl

Power

Thin

ful

ly

y

Call

Remember

Forget

y

ly

ful

Usury

User

Use

y

ful

ly

ly

Use

Hope

Holy

en

less

Make

Take

Name

less

en

ness

Take

Taste

Test

ness

less

en

Pink

Blue

Color

en

ness

less

ness

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : SMKN 1 Patallassang

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X. TKJ 3 / 1 (Satu)

Skill : Grammar-Vocabulary

Materi Ajar : Prefix and Suffix

Alokasi Waktu : 8 x 45 Menit (4 x Pertemuan)

Standar Kompetensi

Memahami makna dalam percakapan transaksional/ interpersonal resmi

dalam konteks kehidupan sehari-hari

Kompetensi Dasar

Menguasai kata-kata baru yang diperoleh melalui Grammar Dominos Game

dan merepresentasikannya dalam kalimat.

Indikator

1. Menyebutkan kosa kata yang berbentuk verbs (kata kerja), nouns (kata

benda), dan adjective (kata sifat) beserta dengan terjemahannya dalam

Bahasa Indonesia.

2. Mengembangkan kosa kata yang berbentuk verbs (kata kerja), nouns (kata

benda), dan adjective (kata sifat) beserta dengan terjemahannya dalam

Bahasa Indonesia melalui penambahana prefix dan suffix.

I. Tujuan Pembelajaran

1. Siswa dapat menyebutkan kosa kata yang berbentuk verbs (kata kerja),

nouns (kata benda), dan adjective (kata sifat) beserta dengan terjemahannya.

2. Siswa dapat mengembangkan kosa kata yang berbentuk verbs (kata kerja),

nouns (kata benda), dan adjective (kata sifat) beserta dengan terjemahannya

dalam Bahasa Indonesia melalui penambahana prefix dan suffix.

II. Metode Pembelajaran

Grammar Dominos Game

III. Langkah-langkah Kegiatan Pembelajaran

1. Kegiatan awal (10 menit)

a. Salam dan tegur sapa

b. Mengabsen siswa

c. Apresiasi

d. Review pelajaran sebelumnya

2. Kegiatan Inti (70 menit)

a. Memberikan penjelasan tentang prefix and suffix.

b. Memberikan penjelasan tentang penerapan Grammar Dominos Game.

c. Mengikuti langkah-langkah penerapan Grammar Dominos Game yang

telah dijelaskan oleh guru yaitu:

1) Guru Menyiapkan kartu domino berisi kosa kata, yang terbagi atas

verb, noun, dan adjective. Selain itu guru jga menyiapakan kartu

domino khusus prefix and suffix.

2) Guru membagi siswa dalam kelompok.

3) Setiap kelompok mendapatkan kartu dominos secara acak.

4) Setiap kelompok menyusun kartu-kartu tersebut menjadi kosakata

baru, yaitu menyusun kosakata dasar dengan prefix and suffix

yang ada pada masing-masing domino.

5) Setiap kelompok mencatat jumlah kosakata yang ditemukan dan

sesuai dengan pasangan kartu masing-masing.

6) Setiap kelompok wajib mengetahui terjemahan kosakata yang

disusun.

7) Setiap kelompok menyebutkan kata-kata yang mereka temukan

beserta terjemahannya.

3. Kegiatan Akhir (90)

Melakukan evaluasi guna memperkuat memori siswa terhadap kosakata

yang baru mereka pelajari.

III. Media dan Sumber Bahan Ajar

Media : Kartu Domino Prefix and Suffix

Sumber bahan ajar : Kamus dan bahan ajar lain yang relevan

IV. Penilaian

a. Tugas Kelompok

b. Kemampuan mengingat kosa kata individu

V. Pedoman Penilaian

Score ═ ∑𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝑁𝑢𝑚𝑏𝑒𝑟

𝑆𝑐𝑜𝑟𝑒× 100

Makassar, Oktober 2015

Diketahui,

Guru Bidang Studi

Hj. Surfyati, S.Pd

Mahasiswa Peneliti

Kameriah Saraswati

Mengetahui,

Kepala Sekolah

SMKN 1 Pattallassang

Drs. A. Abd. Aziz YD, M.Mpd.

TEACHING MATERIAL

1. First Meeting

Topics:

a. Prefixes (Re-), Often adds the meaning “back” or “again”

Rebuild Membangun kembali

Recall Mengingat, menarik kembali

Rebirth Lahir/ bangkit kembali

Reborn Dilahirkan kembali

Reload Mengisi lagi

Remake Membuat lagi

Remarry Kawin lagi

Remodel Membentuk lagi, mengubah bentuk

Reorganize Mengorganisir kembali

Repay Membayar kembali

Reprint Cetak ulang

Rerun Memutar kembali, pertunjukan ulang

Resign Menandatangani kembali

Rethink Memikirkan kembali

Return Mengembalikan

Review Memeriksa/ meninjau lagi

Retell Menceritakan kembali

b. Suffixes (Verb to Noun: -er ; -ment)

1) -er: often added to verbs indicate the person or thing that does the

action

Teacher Guru

Writer Penulis

Speaker Pembicara

Runner Pelari

Player Pemain

Maker pembuat

Burner Alat pembakar

Cooker Pamci pemasak makanan

Drinker Peminum

Sweeper Penyapu, alat penyapu

Sleeper Orang yang tidur

Swimmer Perenang

Walker Orang yang berjalan kaki

Eater Pemakan

Watcher Pengintai

Singer Penyanyi

Jumper Pelompat

Reader Pembaca

Listener Pendengar

Dreamer Penghayal, pemimpi

Drawer Ahli gambar

Catcher Penangkap bola

Cutter Tukang potong, pemotong

Digger Seorang penggali, alat penggali

Driver Supir, pengemudi

Fighter Pejuang

Grower Penanam

Hanger Gantungan

Keeper Pengawas

Loser Orang yang kalah

Teller Kasir

Winner Pemenang

2) -ment: commonly added to words and turns those words into nouns

Enjoyement Kesenangan

Arrangement Persiapan, pengaturan

Agreement Persetujuan

Achievement Prestasi

Agreement Perjanjian

Apartment Apartemen

Argument Argumen

Basement Lantai bawah tanah

Commitment Komitmen

Enjoyment Kenikmatan

Entertainment Hiburan

Management Pengelolaan

Movement Gerakan

Payment Pembayaran

Presentment Penyajian

Punishment Hukuman

Treatment Pengobatan

Wonderment Keheranan

Development Perkembangan

c. Suffixes (Adjective to Adverb: -ly), commonly added to words to change

them onto adverb

Healthily Dengan segar bugar

Hardly Dengan susah

Softly Pelan-pelan

Sadly Amat sayang, keliru sekali

Sickly Sakit-sakitan

Easily Dengan mudah

Brightly Dengan hebat

Bravely Dengan berani

Absently Dengan absen

Angrily Dengan marah

Attractively Dengan menarik

Calmly dengan santai

Clearly Dengan jelas

Darkly Dalam gelap

Honestly Terus terang

Hotly Dengan semangat

Kindly Dengan baik hati

Loudly Dengan nyaring

Quickly Dengan cepat

Slowly Pelan-pelan

Truly Sungguh-sungguh

surely Tentu saja, sungguh pasti

Warmly Dengan hangat

Usually Biasanya

Weakly Dengan lemah

Wrongly Keliru, salah

2. Second Meeting

Topics:

a. Prefixes (Re-), Often adds the meaning “back” or “again”

Rebuild Membangun kembali

Recall Mengingat, menarik kembali

Rebirth Lahir/ bangkit kembali

Reborn Dilahirkan kembali

Reload Mengisi lagi

Remake Membuat lagi

Remarry Kawin lagi

Remodel Membentuk lagi, mengubah bentuk

Reorganize Mengorganisir kembali

Repay Membayar kembali

Reprint Cetak ulang

Rerun Memutar kembali, pertunjukan ulang

Resign Menandatangani kembali

Rethink Memikirkan kembali

Return Mengembalikan

Review Memeriksa/ meninjau lagi

Retell Menceritakan kembali

b. Suffixes (Verb to Noun: -er ; -ment)

1) -er: often added to verbs indicate the person or thing that does the

action

Teacher Guru

Writer Penulis

Speaker Pembicara

Runner Pelari

Player Pemain

Maker pembuat

Burner Alat pembakar

Cooker Pamci pemasak makanan

Drinker Peminum

Sweeper Penyapu, alat penyapu

Sleeper Orang yang tidur

Swimmer Perenang

Walker Orang yang berjalan kaki

Eater Pemakan

Watcher Pengintai

Singer Penyanyi

Jumper Pelompat

Reader Pembaca

Listener Pendengar

Dreamer Penghayal, pemimpi

Drawer Ahli gambar

Catcher Penangkap bola

Cutter Tukang potong, pemotong

Digger Seorang penggali, alat penggali

Driver Supir, pengemudi

Fighter Pejuang

Grower Penanam

Hanger Gantungan

Keeper Pengawas

Loser Orang yang kalah

Teller Kasir

Winner Pemenang

2) -ment: commonly added to words and turns those words into nouns

Enjoyement Kesenangan

Arrangement Persiapan, pengaturan

Agreement Persetujuan

Achievement Prestasi

Agreement Perjanjian

Apartment Apartemen

Argument Argumen

Basement Lantai bawah tanah

Commitment Komitmen

Enjoyment Kenikmatan

Entertainment Hiburan

Management Pengelolaan

Movement Gerakan

Payment Pembayaran

Presentment Penyajian

Punishment Hukuman

Treatment Pengobatan

Wonderment Keheranan

Development Perkembangan

c. Suffixes (Adjective to Adverb: -ly), commonly added to words to change

them onto adverb

Healthily Dengan segar bugar

Hardly Dengan susah

Softly Pelan-pelan

Sadly Amat sayang, keliru sekali

Sickly Sakit-sakitan

Easily Dengan mudah

Brightly Dengan hebat

Bravely Dengan berani

Absently Dengan absen

Angrily Dengan marah

Attractively Dengan menarik

Calmly dengan santai

Clearly Dengan jelas

Darkly Dalam gelap

Honestly Terus terang

Hotly Dengan semangat

Kindly Dengan baik hati

Loudly Dengan nyaring

Quickly Dengan cepat

Slowly Pelan-pelan

Truly Sungguh-sungguh

surely Tentu saja, sungguh pasti

Warmly Dengan hangat

Usually Biasanya

Weakly Dengan lemah

Wrongly Keliru, salah

3. Third Meeting

Topic:

a. Prefix (Un-), Often adds the meaning “not” or changes the word into its

opposite

Unafraid Tidak takut

Unwritten Tidak dituliskan

Unable Tak dapat, tak sanggup

Unbalance Keadaan tidak seimbang

Unborn Belum lahir

Unclean Tak bersih, kotor

Unclear Tidak terang, belum jelas

Unalive Tidak bersemangat, patah semangat

Uncertain Tak menentu, tak pasti, ragu-ragu

Unclose Membuka

Uncut Tak dipotong

Unequal Tidak sama

Unfamiliar Tidak biasa, tak kenal

Unfair Tidak jujur

Unfaith Tidak jujur

Unhandsome Tidak tampan

Unhappy Tidak bahagia, malang

Unholy Tak suci

Unhuman Tak berperikemanusiaan

Unlucky Sial, celaka

Unmake Membatalkan

Unread Tak dibaca

Unroll Membuka gulungan

Unsay Tidak berkata

Unsure Tak pasti

Unwell Tak enak badan

b. Suffixes (Adjective to Noun: -ness;), change adjective into nouns. “y”

changes to “i” when “ness” is added.

Darkness Kegelapan

Readiness Keadaan siap

Happiness Kebahagiaan

Brightness Kecerahan

Cleanness Kebersihan

Bitterness Kepahitan

Goodness Kebaikan, kebijakan

Greatness Kebesaran, kejayaan

Kindness Kebaikan hati, jasa

Loneliness Kesepian

Sickness Penyakit

Thickness Ketebalan

Blindness Kebutaan

Cleverness Kepandaian, kepintaran

Calmness Ketenangan

c. Suffixes (Verb to Adjective: -ful; -less)

1) -ful: add positive meaning to words

Beautiful Indah, cantik

Helpful Suka menolong, bermanfaat, berguna

Meaningful Berarti, penuh dengan arti

Fruitful Berhasil, subur

Grateful Berterimakasih

Cheerful Riang, gembira

Colorful Bersemangat

Peaceful Tenang, tentram, damai

Skillful Mahir, cekatan, cakap

Successful Berhasil

Careful Berhati-hati

Forgetful Pelupa

Fearful Takut, menakutkan

Hopeful Penuh harapan

Powerful Sangat kuat

Thankful Bersyukur

Useful Berguna, bermanfaat

Wonderful Sangat bagus

2) -less: add negative meaning to words

Helpless Tanpa pengharapan

Meaningless Tak berarti

Doubtless Pasti, yakin

Colorless Tanpa warna

Endless Yang tak ada habis-habisnya, yang tidak

ada akhirnya

Fearless Tidak takut

Hopeless Tidak ada harapan, putus asa

Lifeless Tak bernyawa

Tasteless Hambar, tawar

Useless Tak berguna, tak bermanfaat

Nameless Tak dikenal, tanpa nama

Careless Tanpa tanggungjawab

Needless Tiada gunanya

Worthless Tidak berharga, tidak bernilai

Motionless Tak bergerak

4. Fourth Meeting

Topic:

a. Prefix (Un-), Often adds the meaning “not” or changes the word into its

opposite

Unafraid Tidak takut

Unwritten Tidak dituliskan

Unable Tak dapat, tak sanggup

Unbalance Keadaan tidak seimbang

Unborn Belum lahir

Unclean Tak bersih, kotor

Unclear Tidak terang, belum jelas

Unalive Tidak bersemangat, patah semangat

Uncertain Tak menentu, tak pasti, ragu-ragu

Unclose Membuka

Uncut Tak dipotong

Unequal Tidak sama

Unfamiliar Tidak biasa, tak kenal

Unfair Tidak jujur

Unfaith Tidak jujur

Unhandsome Tidak tampan

Unhappy Tidak bahagia, malang

Unholy Tak suci

Unhuman Tak berperikemanusiaan

Unlucky Sial, celaka

Unmake Membatalkan

Unread Tak dibaca

Unroll Membuka gulungan

Unsay Tidak berkata

Unsure Tak pasti

Unwell Tak enak badan

b. Suffixes (Adjective to Noun: -ness;), change adjective into nouns. “y”

changes to “i” when “ness” is added.

Darkness Kegelapan

Readiness Keadaan siap

Happiness Kebahagiaan

Brightness Kecerahan

Cleanness Kebersihan

Bitterness Kepahitan

Goodness Kebaikan, kebijakan

Greatness Kebesaran, kejayaan

Kindness Kebaikan hati, jasa

Loneliness Kesepian

Sickness Penyakit

Thickness Ketebalan

Blindness Kebutaan

Cleverness Kepandaian, kepintaran

Calmness Ketenangan

c. Suffixes (Verb to Adjective: -ful; -less)

1) -ful: add positive meaning to words

Beautiful Indah, cantik

Helpful Suka menolong, bermanfaat, berguna

Meaningful Berarti, penuh dengan arti

Fruitful Berhasil, subur

Grateful Berterimakasih

Cheerful Riang, gembira

Colorful Bersemangat

Peaceful Tenang, tentram, damai

Skillful Mahir, cekatan, cakap

Successful Berhasil

Careful Berhati-hati

Forgetful Pelupa

Fearful Takut, menakutkan

Hopeful Penuh harapan

Powerful Sangat kuat

Thankful Bersyukur

Useful Berguna, bermanfaat

Wonderful Sangat bagus

2) -less: add negative meaning to words

Helpless Tanpa pengharapan

Meaningless Tak berarti

Careless Sembrono, sembarangan

Colorless Tanpa warna

Endless Yang tak ada habis-habisnya, yang tidak

ada akhirnya

Fearless Tidak takut

Hopeless Tidak ada harapan, putus asa

Lifeless Tak bernyawa

Tasteless Hambar, tawar

Useless Tak berguna, tak bermanfaat

Nameless Tak dikenal, tanpa nama

Careless Tanpa tanggungjawab

Needless Tiada gunanya

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