The Effect of Students’ Vocabulary Mastery through Dictation Games :

Mislawiyadi Mislawiyadi; M. Faidlul Anwar Karim

doi:10.35316/joey.2024.v3i2.65-74

Mislawiyadi Mislawiyadi UNIVERSITAS IBRAHIMY
M. Faidlul Anwar Karim Student's English Department Universitas of Ibrahimy

10.35316/joey.2024.v3i2.65-74

Keywords: Vocabulary Mastery , Dictation Games

Abstract

Game was an activity or form of entertainment that involved players in specific rules with the aim of creating a fun or challenging experience. Many students experienced difficulty in mastering English vocabulary, and for this reason, The purpose of this study was to use the dictation games method for assisting students in learning vocabulary in English. The research design employed was a quasi-experimental method, conducted at SMPN 1 Asembagus. The sample method employed was basic random sampling, and there were a total of 74 respondents divided into 37 respondents for the control group and 37 respondents for the experimental group. Subsequently, data processing and data analysis were conducted using a quantitative method. This research employed a questionnaire as the instrument for the pre- and post-tests. According to the study's findings, student's understanding of English vocabulary can be significantly impacted by the dictation games approach. The average score from the pre- and post-tests shows this. Pre-test mean score is 68.11; post-test mean score is 92.70. The result of the hypothesis test with the paired sample t-test is a t-score (+) 21.170 since the t-score > 1.729. The fact that the alternative hypothesis, or H1, is accepted and the null hypothesis, or H0, is rejected, it can be said that dictation game gives a positive effect on students’ vocabulary mastery.

References

Abidin, Z., Permata, P., & Ariyani, F. (2021). Translation of the Lampung Language Text Dialect of Nyo into the Indonesian Language with DMT and SMT Approach. INTENSIF: Jurnal Ilmiah Penelitian Dan Penerapan Teknologi Sistem Informasi, 5(1), 58–71.

Arcon, N., Klein, P. D., & Dombroski, J. D. (2017). Effects of dictation, speech to text, and handwriting on the written composition of elementary school English language learners. Reading & Writing Quarterly, 33(6), 533–548.

Ariastuti, M. D., & Wahyudin, A. Y. (2022). Exploring academic performance and learning style of undergraduate students in English Education program. Journal of English Language Teaching and Learning, 3(1), 67–73.

Arikunto, S. (2021). Penelitian tindakan kelas: Edisi revisi. Bumi Aksara.

Belcher, D. (2009). What ESP is and can be: An introduction. English for Specific Purposes in Theory and Practice, 1–20.

Blagojević, S. (2013). Original texts as authentic ESP teaching material–the case of philosophy. ESP Today, 1(1), 113–126.

Dewi, R. S., Kultsum, U., & Armadi, A. (2017). Using Communicative Games in Improving Students’ Speaking Skills. English Language Teaching, 10(1), 63–71.

Ekayati, R., Manurung, I. D., & Yenni, E. (2020). Need analysis of esp for non-English study program. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 4(2), 322–332.

Enesi, M., Vrapi, F., & Trifoni, A. (2021). Challenges of teaching and learning English language for ESP courses. Journal of Educational and Social Research, 11(4), 213–226.

Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-ROYAL (Research on Youth and Language), 1(2), 84–91.

Gönülal, T. (2020). Improving listening skills with extensive listening using podcasts and vodcasts. International Journal of Contemporary Educational Research, 7(1), 311–320.

Hashemi, M. (2011). Language stress and anxiety among the English language learners. Procedia-Social and Behavioral Sciences, 30, 1811–1816. https://www.sciencedirect.com/science/article/pii/S1877042811021744

Heck, R. H., Thomas, S. L., & Tabata, L. N. (2013). Multilevel and longitudinal modeling with IBM SPSS. Routledge.

Jeremy, H. (1983). The practice of English language teaching.

Kaur, D., & Aziz, A. A. (2020). The use of language game in enhancing students’ speaking skills. International Journal of Academic Research in Business and Social Sciences, 10(12), 687–706.

Kuiper, K., & Allan, W. S. (2017). An introduction to English language. Bloomsbury Publishing.

Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1(1), 25–30.

Maryam, S. (2020). Utilizing communicative language games to improve students’ speaking ability. Journal of Languages and Language Teaching, 8(3), 251–263.

McCrocklin, S. (2019). ASR-based dictation practice for second language pronunciation improvement. Journal of Second Language Pronunciation, 5(1), 98–118.

Muljono, P. (2002). Penyusunan dan pengembangan instrumen penelitian.

Nurdianingsih, F., & Rahmawati, O. I. (2018). Running dictation as an effective technique on the teaching writing skill. English Language And Literature International Conference (Ellic) Proceedings, 2, 127–131.

Pongsapan, N. P. (2015). Developing Instructional Materials for Nursing Students in Toraja South Sulawesi, Indonesia. Teaching English as a Foreign Language Overseas Journal, 1(1), 106–125.

Pranawengtias, W. (2022). UNDERGRADUATE STUDENTS’MOTIVATION ON ENGLISH LANGUAGE LEARNING AT UNIVERSITAS TEKNOKRAT INDONESIA. Journal of English Language Teaching and Learning, 3(2), 27–32.

Rohmatillah, R. (2014). A STUDY ON STUDENTS’DIFFICULTIES IN LEARNING VOCABULARY. English Education: Jurnal Tadris Bahasa Inggris, 6(1), 75–93. https://doi.org/http://dx.doi.org/10.24042/ee-jtbi.v6i1.520

Romeo, K., & Hubbard, P. (2011). Pervasive CALL Learner Training for Improving Listening Profi ciency. In WorldCALL (pp. 228–242). Routledge.

Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching. Cambridge university press.

Schreiber, J. B., & Asner-Self, K. (2011). The interrelationship of questions, sampling, design, and analysis. Southern Illinois University.

Sugiono, S. (2016). Metode penelitian kuantitatif, kualitatif, dan r & d. Bandung: Alfabeta, 288.

Syakur, A. (2015). Developing ESP Instructional Materials for Undergraduate Students of International Economic Departments in State Brawijaya University of Malang. Jurnal Edukasi, 1.

Thomas, L. (2023). Quasi-experimental design| Definition, types & examples. Scribbr. https://www. scribbr. com/methodology/quasi-experimental-design.

Vollmann, R. (2021). Standard language and dialect: sociophonological perspective. ÖSTERREICHISCHE AKADEMIE DER WISSENSCHAFTEN PHILOSOPHISCH-HISTORISCHE KLASSE SITZUNGSBERICHTE, 917. BAND, 33.

Wahyuni, S., & Yulianti, F. (2016). The use of guessing game to improve student’s speaking skill. Getsempena English Education Journal, 3(2), 12–22.

Widodo, H. P. (2016). Teaching English for specific purposes (ESP): English for vocational purposes (EVP). English Language Teaching Today: Linking Theory and Practice, 277–291.

Woodward-Kron, R. (2008). More than just jargon–the nature and role of specialist language in learning disciplinary knowledge. Journal of English for Academic Purposes, 7(4), 234–249.

Yusuf, A. M. (2005). Metodelogi penelitian. Padang. Padang: UNP Pers.