i

B.876/S1/STKIP/VI/2016

THE EFFECTIVENESS OF SNOWBALL THROWING

TO IMPROVE STUDENTS VOCABULARY:
(A Quasi Experimental Study in Fourth Grade students of SDN
Cimahi Mandiri 3)
A RESEARCH PAPER
Submitted to the English Education Study Program Language and Arts Department of
STKIP Siliwangi in Partial Fulfillment of the Requirements for the Sarjana
Pendidikan Degree

By:
Yanti Novi yanti
Reg.No: 12220283
ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

(STKIP) SILIWANGI BANDUNG
2016

STATEMENT
I hereby declare that this research paper entitled The effectiveness of Snowball
throwing to improve students vocabulary in fourth grade students of SDN Cimahi
Mandiri 3 is completely my own work. Except where due references are made in the
text and that contains no material which has been submitted for the awards of any
other Degree or Diploma in any University or Institution. I am fully aware that I have
cited some statements are ideas from many sources, and all of the citations are
properly acknowledged. If any claims related to this paper persist in the future, I will
be fully responsible for the clarification.

Cimahi, June2016

YantiNoviyanti

ii

iii

ABSTRACT
English as an International language is used all over the world. English has an
important role as a media of communication in creating relationship, exchanging
information and of course in interacting with other people.The objective of the
research entitled The effectiveness of Snowball throwing to improve students
vocabulary at Fourth Grade of SDN Cimahi Mandiri 3 is to find out the
effectiveness of using Snowball throwing in elementary school.The research method
used is quantitative research, or more specifically the quasi experimental designwith
randomized pretest and posttest control group design which consists of two classes
(60 students) fourth grade students of SDN CimahiMandiri 3 as the sample and test as
the instrument. The results of the data analysis shows that: the mean score pretest of
experimental class was 83.33 and the mean score of posttest of experimental class
was 97 while mean score pretest of control class was 86.33 and mean score posttest
of control class was 88.67, the t table with degree of freedom (df) 59 and level of
significance at 5 % (0.05) used Sig 2 tailed was 0.000. Based on the data analysis
above the alternative hypothesis was accepted because the tvalue was higher than
ttable(53.074 > 0.000). It also meant that Snowball throwing was effective to improve
students vocabulary.

Keywords: Vocabulary, Snowball throwing, Quasi experimental

iv

PREFACE
Bismillahirrohmanirrohim, in the name of Allah SWT, the most Gracious and the
most Merciful, the writer has been able to finish the paper entitled The effectiveness
of Snowball throwing to improve students vocabulary in fourth grades at SDN
CimahiMandiri 3.This paper is submitted to the English Education Program of
STKIP Siliwangi Bandung, in partial fulfillment of the requirements for the Sarjana
Pendidikan Degree.
In addition, this paper would not be is successful without the contribution and
guidance of supervisors who had spent their time to guide the writer. The people
around her that always gave spirit to the writer to finish her research paper, and also
people who cannot be mentioned one by one who have given her support an
encouragement.
The writer hopes this research will give benefits especially to the writer and to the
readers.
Cimahi,June 2016

The Writer

ACKNOWLEDGEMENT
Alhamdulilahi robbilalamin praise to be Allah SWT who has enabled the writer to
finish this research paper. Peace and salutation are always for Rosulullah SAW.
During completing the paper the writer obtained many help, suggestions and
motivation from many people. For that reason, the writer would like to express her
gratitude to:
1. Dr. H. Heris Handriana, M.Pd. as head of STKIP Siliwangi Bandung.
2. Dasep suprijadi, S.pd, M.Pd. as head of english Education Study Program.
3. Sri Supiah Cahyati, S.H, M.P. as the secretary of English Education Study
Program.
4. Anita Anggraeni S.Sos,M.Pd. as first supervisor, thanks for careful guidance
to accomplish the paper.
5. Ida Lisdawati S.Pd,M.Hum. as second supervisor, thanks for careful guidance
to accomplish the paper.
6. All lectures of English Education Study Program of STKIP Siliwangi
Bandung.
7. My beloved Parents (Dedi Kusnadi and Siti Rokayah), my beloved brother
(Sidiq Nugraha and M.Rizky Nurzaman) who always give their love, prays,
and motivation to finish her study.

vi

8. My beloved Friends (Indri Febriani, Hani Handayani, Desi Rimbayanti,

Merryani Iskandar, Mentari, Desthi, Diandra,etc) who always giving me
support in any condition, and also pray.
9. Teacher, when my research in SDN Cimahi Mandiri 3 (Lala S.Pd) who
always giving support and helping during research class.
10. All of her friend for Amazing class (A2 class and B1 class) thanks for support
and motivation.
11. All of my friends at STKIP Siliwangi Bandung, thanks for all.
12. And lastbut not least, all unspoken person who helping me thanks you.
Finally, thanks are due all people who have prayed and supported the writing who
cannot be mentioned one by one. May Allah bless you all.

Cimahi, June 2016

vii

Motto

Fainnamaalusriyusran, Inna ma al usriyusran.

After difficulties, there will be ease
(QS.Al Inssyirah:6-7)

Dedications

To my beloved parents
and my family

viii

TABLE OF CONTENTS
STATEMENT...................................................................................................... i
APPROVAL SHEET .......................................................................................... ii
ABSTRACT ......................................................................................................... iv
PREFACE ............................................................................................................ v
DEDICATION OF PAGE .................................................................................. vi
ACKNOWLEDGEMENT .................................................................................. vii
TABLE OF CONTENTS .................................................................................... ix
LIST OF TABLE ................................................................................................ xiii
CHAPTER I INTRODUCTION........................................................................ 1
A. Background of the research ......................................................................... 1
B. Research Question ....................................................................................... 3
C. Objectives of the Research .......................................................................... 3
D. Limitation of the Problem............................................................................ 3
E. Benefits of the study .................................................................................... 3
F. Definition of Key Terms .............................................................................. 4
1. Vocabulary .............................................................................................. 4
2. Games .................................................................................................... 4
ix

3. Snowball throwing .................................................................................. 4

G. Organization of the Research Paper ............................................................ 4
CHAPTER II LITERATURE REVIEW .......................................................... 7
A. Theoretical Framework .............................................................................. 7
1. Definition of Teaching ............................................................................ 7
2. Vocabulary .............................................................................................. 7
a. Definition of vocabulary .................................................................... 7
b. The importance of vocabulary............................................................ 8
3. Teaching vocabulary ............................................................................... 9
a. Teaching vocabulary to the fourth grades of elementary school ....... 10
4. Young Learner ........................................................................................ 12
5. Games ..................................................................................................... 13
a. Definition of games ............................................................................ 13
b. The types of game .............................................................................. 14
6. Snowball throwing .................................................................................. 14
a. Definition of snowball throwing ........................................................ 14
b. The role of teaching vocabulary through snowball throwing ............ 15
c. Techniques and application in using snowball throwing ................... 16
d. The advantages of snowball throwing in teaching learning ............... 17
B. Previous Studies ......................................................................................... 18

CHAPTER III RESEARCH METHODOLOGY ............................................ 19

A. Research Design...................................................................................... 19
B. Research Method .................................................................................... 21
C. Population and Sample(s) ....................................................................... 23
a. Population........................................................................................... 23
b. Sample(s)............................................................................................ 23
D. Instrument(s) ........................................................................................... 24
E. Hypothesis............................................................................................... 24
F. Data collection technique ........................................................................ 25
a. Pre-test ................................................................................................ 25
b. Post-test .............................................................................................. 25
G. Data analysis ........................................................................................... 25
CHAPTER IV RESULT AND DISCUSSION.................................................. 29
A. Result ...................................................................................................... 29
The analysis of the data ............................................................................... 32
a. Result of experimental class and control class ................................... 32
b. Normality test.................................................................................... 33
c. Homogeneity test .............................................................................. 34
d. Hypothesis test using t-test ............................................................... 35
B. Discussion ............................................................................................... 36

xi

CHAPTER V CONCLUSIONS AND SUGGESTIONS.................................. 38

A. Conclusions ............................................................................................. 38
B. Suggestions ............................................................................................. 38
BIBLIOGRAPHY ............................................................................................... 39
APPENDICES ..................................................................................................... 43
AUTOBIOGRAPH

xii

LIST OF TABLE

3.1

Table grade level of competency ................................................................. 23

4.1

Table pretest-posttest of experimental class ................................................ 27

4.2

Table pretest-posttest of control class.......................................................... 29

4.3

Table of data pretest-posttest experimental class ........................................ 30

4.4

Table of data pretest-posttest control class .................................................. 31

4.5

Table of normality test one sample test ....................................................... 32

4.6

Table of homogeneity of variance ............................................................... 33

4.7

Table of homogeneity using one way ANOVA .......................................... 33

4.8

T-test result of posttest control class and experimental class ...................... 34

xiii

CHAPTER I
INTRODUCTION

This chapter discusses background of the research, research question, and objective of
the research, limitation of the problem, benefits, definitions of key term, organization
of the research paper.
A.

Background of the research

English as an International language is used all over the world. English has an
important role as a media of communication in creating relationship, exchanging
information and of course in interacting with other people.
In English teaching, vocabulary is very essential thing to learn. With a good
vocabulary, students can understand well that teacher says during the learning
process. As a result student can receive the material delivered better. Beside this,
good vocabulary makes possible to the students to make conversation and can apply
it daily live.
Vocabulary becomes important part when someone tries to learn English
language, According to Linse, (2005:121) cited in (Fakhziar: 2015) Vocabulary is
the collection of words that an individual knows.It means that if someone wants to
explain how to say something, of course they have to master vocabulary.
The more vocabulary the people have the more they can do whether in
speaking, reading, writing and listening.

There are several theories relating to vocabulary learning using a flash card,
picture and snowball throwing.
According to Buttner (2013:1) Flash card is containing vocabulary and
important questions to be included in the teachers toolbox, you could use it to review
the culture in the target language, subject matter, and the questions. If possible, find
an image of the vocabulary in order to recognize the word in the target language by
pictures. It means that flashcard one of tool for teaching vocabulary using picture
method or other matter.
According to Wright (1989:29) stated: Picture is not just an aspect of method
but through its representation of place, object and people. It is essential part of the
overall experiences. Cited in (Nurasiyah: 2014).It means that the picture not just
method but picture can give many thing to good experiences.
According

to

Mohib

Asrori

of active learning model (activelearning)

(2010)
which in

snowball throwing is

one

practice involves a

lot

of students. The role of the teachers here just as the giver of the initial landing on the
topic of learning and further action against the course of learning. It means that this
learning model can help the teacher in order to students more fun to act and more
interest for study.
According to Rasmusen (2001) Games can be described formally at various
levels of detail. A coalitional (or cooperative) game is a high-level description,
specifying only what payoffs each potential group, or coalition, can obtain by the

cooperation of its members. So, these games more giving benefit for small group or
other to make games into the class for make students have fun.
The writer uses a snowball throwing for research because the technique can
make students is very pleased with the game. So, snowball is part of good games for
make students more interesting for make students fun learning.
Based on the background above, the research entitled: The effectiveness of
snowball throwing to improve students vocabulary will be conducted to see if this
technique can improve the students vocabulary.
B. Research Question
Is snowball throwing effective in improving students vocabulary in SDN Cimahi
Mandiri 3?
C. Objective of the Research
The objective of the research is to investigate the effectiveness of snowball throwing
improve students vocabulary.
D. Limitation of the Problem
The limitation of the study is focused on the implementation of snowball throwing to
improve students vocabulary which influences the students mastery of vocabulary.
E. Benefits of the study
This study is expected to:
1.

For students
Increase the knowledge about vocabulary for primary students.

2.

For teacher
Help the teachers improve the students mastery of vocabulary for the student
to motivate students to increase their vocabulary.

3.

For researcher
To be a source of information that will be using the snowball throwing.

F.

Definition of Key Terms

Based on the title, there are three terms need to be defined: Vocabulary, Games,
Snowball throwing.
1.

Vocabulary is an important role for improving our skill in English. It becomes

one of aspects for improving communication skill. The writer chooses some experts
that are important to describe about vocabulary.
2.

According to Rasmusen (2001) Games can be described formally at various

levels of detail. A coalitional (or cooperative) game is a high-level description,

specifying only what payoffs each potential group, or coalition, can obtain by the
cooperation of its members.
3.

According

to

Mohib

Asrori

of active learning model (active learning)

(2010)

snowball throwing is

one

practice involves a

lot

which in

of students. The role of the teachers here just as the giver of the initial landing on the
topic of learning and further action against the course of learning.
G. Organization of the Research Paper
This chapter consists of five chapters. Those chapters are:

Chapter I

: Introduction

This chapter consists of background of the Research, Research questions, Objectives

of the research, limitation of the problem, Benefits, hypotheses, research design,and
researchmethod, definition of the keys term and organization of the research and
Reference(s).

Chapter II

: Theoretical Foundation

This chapter will discuss literature reviews theories relevant to the topic including
theory about vocabulary and Snowball Throwing.
Chapter III

: Research Methodology

In this chapter explains the research methodology that was applied in this research
including research method, population, sampling technique, technique for data
collection and technique of data analysis.
Chapter IV

: Research Finding and Discussion

In this chapter the writer explains and elaborates findings and discussions that use
Snowball Throwing.
Chapter V

: Conclusion and Suggestion

This last chapter claims the interpretation toward the research in a form of conclusion
and the implication or suggestion in accordance with this research.

CHAPTER II
LITERATURE REVIEW

A.

Theoretical Framework

This chapter reviews the relevant theories as the background knowledge to investigate
the research question of this research. Therefore, the descriptions of concepts are
presented as follows: definition of teaching, definition of vocabulary, teaching
vocabulary, teaching vocabulary to the fourth graders of elementary school, definition
of young learner, game, and definition of snowball throwing.
1.

Teaching

Teaching is defined as guiding and facilitating learning, enabling, the learner to

learn, setting the conditions for learning. (Brown, 2000:7) according to Tomlinson
(1998:3), teaching used to refer to anything done by materials developers or teacher
to facilitate the learning of the language. This could include the teacher standing at
the front of the classroom explaining the conventions of the direct in English; it could
include textbook providing samples of language use and guiding learners to make
discoveries from them. Teaching is an activity in which teachers convey knowledge
and experience to their students. The goal is for the knowledge presented to students
that can be understood by learners.
2.

Vocabulary

a. Definition of Vocabulary

Vocabulary is one of the language system components that is important to be learned.

Itplayed an important role in the four language skills are listening, speaking, reading
and writing. By mastering vocabulary, students will be able to produce many
sentences either in spoken or written text. Without knowing vocabulary, students are
not being able to speak, write, read, and listening comprehensively.
Davis (in Allen 2006:5), vocabulary knowledge is related to effect
comprehension. The relationship between word knowledge and comprehension is
unequivocal. It means that vocabulary has big effect of understanding on four
language skills are listening, speaking, reading and writing.
Michele, Anne and Steve (2010:14) say Vocabulary is all about words. When
we use language we use words all the time, thousands of them. If we know a
language well, we will know how to write its words and to say its words. However, it
may surprise you to know that it is not easy to say exactly what a word is. It
showed that vocabulary could be formed from the words that we may know how we
write andsay the word in every time.
b.

The importance of Vocabulary

The importance of vocabulary can extend the students mastery in vocabulary. If the
reader cannot make out a word, he will either skip it or stop reading. The quality of
someones language skill is clearly depending on her/his quantity of vocabulary.

(Tarigan: 1991). Many vocabularies that we have will give bigger possibility to us to
master the language.
According to Pikulski and Templeton (2004:1), vocabulary as the sum of word
used by, understood by, or the command of a particular person or group.In this paper,
we are concerned with extending the sum of words that are used by and understood
by students. However, it seems important to point out that in almost all cases there
are some differences in the number of words that an individual understands and uses.
Rivers in Nunan (1991:117) has also argued that the acquisition of an adequate
vocabulary is essential for successful second language use because without an
extensive vocabulary, we will be unable to use the structures and functions we may
have learned for comprehensible communication.
From the definitions above, the writer tried to conclude that vocabulary is one
of the basic units of language, and one of the components of language which has the
most important role in mastering four language skills.
c.

Teaching Vocabulary

In teaching vocabulary, teacher can use game to help their students practice more
their skills of communication. According to Uberman (1998) affirms the helpful role
of game in vocabulary teaching after quoting and analyzing different opinions of
experts. From her own teaching experiences she observed the enthusiasm of her
students in learning through games. She realized that by using the games will help
students in addition to feel pleased and entertainment but in a way that will make
them quickly understand what is being taught.
8

According to Thornbury in Joklova (2009:11) To be able to teach as

effectively as possible, it is important to know, how words are remembered and
stored in students minds and how long term memory is organized. It means that to
teach vocabulary in need a way for the application to know slowly understanding the
material to be conveyed so that can be absorbed and remembered easily.
From explained above, the writer suggests as a useful and effective tools that
should be applied in teaching vocabulary. The use of vocabulary is a way to make
lesson more effective, interesting and enjoyable. For more effective in vocabulary
learning of students and make learning atmosphere is more comfortable in the use of
games in the classroom. We want to know how students learn by using the games and
learning process in using game are more fun and more effective in learning
vocabulary.
d.

Teaching Vocabulary to the Fourth Graders of Elementary School

Teaching English to elementary school students as a local content has a goal that the
students are expected to have skills of the language in simple language with emphasis
on listening, writing, reading and speaking skill using selected topics related to their
environmental needs.
Related to the purposes above, materials for class four have a central topic of
interest often encountered in their lives. Topics include things in the classroom

and around the school, so it's easier for them to conduct and absorb the words
provided are about things in the classroom and around the school.
There are no ground rules on how many words must be given to elementary
school fourth grade students. Ten children aged eleven years, four grades should not
be given too many words. It's better to give them about seven or eight new words at a
time. That means in order not to make them do not enjoy it, so, as to make them are
not interested in learning the English language.
To help the learners in learning foreign language Slaterry and Willis(2003: 4)
suggest some ways to teach them. There are (a) make learning English enjoyable and
fun, (b) dont worry about mistake, be encouraging; make sure children feel
comfortable and not afraid to take part, (c) use a lot of gestures, action, pictures to
demonstrate what you mean, (d) talk a lot to them use English, especially about
things they can see, (e) play game, sing a song, and say rhymes and chants together,
(f) tell simple stories in English, using pictures and acting with different voices, (g)
dont worry when they use their mother tongue. You can answer a mother tongue
question in English and sometimes recast in English what they say in their mother
tongue, (h) Consistently recycle new language but dont be afraid to add new things
or to use words they wont to know, (j) plan lesson with varied activities, some quite,
some noisy, some sitting, some standing and moving.

10

From

the

explanation

above,

the

writer

concludes

that in

teaching vocabulary fourth grade, the teacher should not give students too many new
words in the lesson. He or she can neither give them new words about seven or
eight than to give them a lot of words or practice the words given to reach an
understanding. A

few

words will

help

them memorize words quickly

and to

internalize them.

3.

Young Learner

Young learners can be put in those aged 7-11 or in the operational phase of the
concert,

in

which they

learn best

from concrete things around

them. Young

learners will learn best if those who engage in the practice of teaching. According to
Piaget in Pinter (2006:5) describes that children developed through specific stages,
they are:
a.

Sensory Motor Stage (from 0 2 years) in which children seemed to learn

through physical interaction with the world around them.

b.

Pre Operational Stage (from 2 7 years) when children need concrete

situation to process ideas.

c.

Concrete Operational Stage (from 7 11) in which children begin to

conceptualize and do some abstract problem solving thought they would learn best by
doing.

11

d.

Formal Operational Stage (from 1 5 years) in which children are able to use

abstract thinking.
Children also learn about their world in a different way, using their choice of
learning style. They can be classified as visual, auditory learners need to hear
feedback. While a kinesthetic learners, will learn best if learning involving physical
movement. It is also supported by research conducted by Smeetsin Switzerland in
2004,

which explained

the young

learners and

the VAK

(visual,

auditory,

kinesthetic) learning styles and he found that students that seem to be able to learn
more words using their choice of learning style (visual, auditory, or kinesthetic).
4.

Games

a.

Definition of Game

What expected by every language teacher in the whole world is making the transfer
of knowledge become easier and more comfortable for the students by using any
kinds of teaching aids, including games.
Hadfield (2004: v) states game is an activity with rules, a goal and an element
of fun. Hornby (2007: 528) also states that game is an activity or a sport with rules
in which people or teams compete against each other. It can be assumed that game is
an activity has rules, goal, and it is a way to break routine in the classroom, so that it
gives fun and relax, and enjoy for the student in teaching learning process, and it is
also an element which student can get have fun when they are leaning.

12

In addition, game is an activity entertaining and engaging, often challenging,

and activity in which learners play and usually interact with others. (Wright,
Betteridge and Buckby, 2006:1).so, activities that use the game will make learning
will be fun and make the atmosphere became more relaxed.
From some of the explanations above, it can conclude that the game is part of
the fun activities that can be done in the classroom as a secret plan or trick, so it can
be

part of

entertainment for

students,

and game make

process

of teaching

and learning become more fun, especially for teachers or students.

b.

The types of game

According to Hadfield (2004: v) game is divided into two kinds, they are:
a.

Competitive game, in which players or teams race to be the first to reach a goal.

b.

Co-operative game, in which players or team work together toward a common

goal.
From the explanation above, it can be assumed that game can be played by one

person or more the player who they to be winner or reach the goals as quick as well.
Then, game also can be played by team, group work, individual and pair works so
that they have to competitive each other.
They also have to know the rules of the game, before they play. Then, form
the explanation above, it can be stated that the various types of games can be
played and required by students based, function and the context and conditions.

13

5.

Snowball Throwing

a.

Definition of Snowball throwing

Snowball throwing is one of vocabulary making students enjoy and decrease worry in
learning vocabulary. Snowball throwing encourages the students to be fun in
speaking participation in the classroom because this method contains a rich
communication where students must be enjoyed. Snowball throwing has positive
effect on the students memory development. In addition, the purpose of this
technique is appropriate in reviewing the vocabulary for the students. So, in teaching
learning process, snowball throwing technique can be a good media in developing
students vocabulary.
According to Firdaus (2010:3), Snowball throwing also has capability to
increase self-confidence of hesitant students because in snowball throwing activities.
The students will have different role and have to speak, which means they do not
have to take the same responsibilities.
Widodo (2008) recommends that snowball throwing method could train
students to think more to received messages from others, and gave that message to
friends in one group. These questions used by paper than press it be a paper ball and
throw the ball to other students. Students, who get the paper ball, will open it and
answer the questions.

14

From the definitions above, the writer conclude that snow ball throwing is very
appropriate for using in improving students ' vocabulary and snowball throwing can
increase the confidence of students learning English.
b.

The role of teaching vocabulary through Snowball Throwing

Asmani (2011: 47) gives the procedures in using snowball throwing. They are:
1.

The teacher gives the materials based on the basic competence.

2.

The teacher makes some groups and gives the explanation about the materials to

the moderator.
3.

The each moderator back to their groups, then they explain again what teacher

explained before to their friends based on their each group.

4. Each student has given a work paper to write one question involve the material
that moderator of each group had explain it.
5.

A question paper then made it like a ball and throws it from a student to another

for 15 minutes.
6.

After that, each student will get a snowball paper then the student is given an

opportunity to answer the question from the question paper as by turns.

7.

Teacher makes evaluation about the materials.

8.

Teacher closes the teaching and learning process.

15

Techniques and Application in Using Snowball Throwing

Farrel and Jacobs (2010) described that snowball throwing is a useful cooperative
learning method because each member works alone first and then presents to the
group, thus students are discouraged from either doing nothing or, the opposite,
attempting to dominate the group.
Whereas, Kearney (1993) in Farrell and Jacobs (2010) gave that snowball is
actually two techniques in one: forward snowball and reverse snowball. Forward
snowball involves students in working together to generate ideas, and in reverse
snowball, students choose from among the ideas their group has generated. Forward
snowball is used for brainstorming and highlights the benefit of heterogeneity
because it is good for gathering as many ideas or as much information as possible.
Snowball ahead is also useful for team building (creating the bond between
members of the Group) because it gives dramatic evidence that the head of two (or
more) really are better than one. Within second language teaching such as English as
Second Language (ESL) class.
Based on the above statement, the writer can conclude that snowball
throwing can enhance student vocabulary because it makes students enjoyed by
throwing a snowball question. These methods also provide high motivation for the
students to talk through give and answer their questions to each other.

16

c.

The Advantages of Snowball Throwing in teaching learning

Snowball throwing can provide an opportunity to students in groups to make

the inquiries systematically. In addition, it can increase the students who dare to
give questions to other students or teachers. He also teaches students to answer
questions from other students. Snowball throwing method can stimulate students
to give questions by topic subject when the subject is ongoing. Then, it could be at
least students fear when they ask for something to their friends and teach the
students to practice their mental. Lastly, by using this technique, students can provide
information to each other.
B. Previous Studies
This research has been conducted by several researchers. The first researchers Rima
RamadhaniS.Pd (2015) with her studies entitled Improving students competence in
speaking using snowball throwing technique at Muhammadiyah of Purwokerto
2015.
The writer concluded that the improvement of the students activities during
the research using Snowball Throwing technique as the method and picture as the
media was good enough. The most significant improvement was in asking questions
and making sentence. It increased up to 13, 34% as asking question and 46, 67 as the
making sentence.The fair result occurred in their activities in speaking some difficult
words that was 86, 67% increased. For all, it could be seen that the average

17

improvement of students activeness was 58, 34%. It could be categorized a good

improvement. From the data above, it could be assumed that by using Snowball
Throwing technique as the technique could improve the students speaking
competence, in every component of speaking score. In general, we can conclude that
the students who fulfilled score passing grade improved from 33,33% to 86,67% or
from 5 students to 13 students. And the increase of the mean in students speaking
result was 3,20 or 31,39% from pre- test to post- test.
Based on the seven questions that had been given, all students gave positive
responses. The highest percentage of all questions showed that the use of Snowball
Throwing technique could increase the students speaking. By Snowball Throwing
technique they could share the many vocabularies each other. In addition, if their
vocabularies increased so their speaking activity and competence increased too.
The second researcher Ira Pane M.Pd(2014) with the studies entitled
Improving the students speaking achievement in narrative text through snowball
throwing model at University of Medan 2014.
The writer found out that the students scores increased during the cycles. It can
be seen from the improvement of the mean in test I was 64.44, the mean of test II was
68.92, and the mean of test III was 74.15. Moreover, the qualitative data showed that
the students were more interested and enjoyable in speaking narrative through
Snowball Throwing Model.

18

Therefore, it can be concluded that the application of Snowball Throwing

Model can improve the students speaking achievement in narrative text.
From the previous study above, the writer take similarity in the use of snowball
throwing to improve students vocabulary. Using this technique, the results obtained
are better than not using this technique. Therefore the writer will take the technique to
be used in this research in terms of vocabulary.

19

20

CHAPTER III
RESEARCH METHODOLOGY

In this chapter the writer discusses the method that used in this research paper. They
are divided into five parts. Those parts are research design, research method,
population and sample, instrument, hypothesis and the last part is data collection
technique and data analysis.
A. Research Design
The type of the study is quantitative research. According to Burns (1994:125)
Research design is essentially or strategy aimed at enabling answer to be obtained to
research question. In line with Burns (1994:125), Tavakoli (2012:546) state that A
research design is the arrangement of conditions for combine relevance to the
research purpose.
Quantitative research is used for analyzing the statistic data that is students
pretest and Posttest score. By that score, the writer could analyze whether Snowball
throwing effectiveness students; vocabulary. This method used quasi experimental
research. Experimental is the best of the quantitative designs which is used to decide
probable cause and effect. Experimental research is the way to find a causal
relationship (relationship clause) in determining cause and effect. (Creswell,
2012:295).

In fact, the research design in the conceptual structure within which research is
conducted: it constitutes the blueprint for the collection, measurement, and analysis
data.
B. Research Method
Method is a style of conducting a research work which is determined by the nature of
the problem (Singh, 2007:99). There are three experimental research designs: preexperimental design, quasi-experimental design and true experimental design
(Kaswan and Suprijadi, 2013:35).Quasi-experimental design, or sometimes called
naturally occurring group design, are similar to the true experimental design except
that the writer makes comparisons between the means of the scores of the two or
more groups that occur naturally. These groups into which subjects would not usually
randomly assigned because individuals naturally belong to one group or the other(s).
The essential ingredients of a true experimental design are that (1) there are at
least two groups included in the study, a control group and an experimental group; (2)
the subjects are randomly assigned to one of these groups (Larsen- Freeman and
Long, 1991:21). Cited in Kaswan and Suprijadi (2013:25).
In Quasi-Experiments, the investigator uses control and experimental groups
but does not randomly assign participants to groups (e.g they may be intact group
available to the writer). (Cresswell, 2009:158-159).
Experiment class was a class that was given treatment by using the game and
control class was a class was given treatment without using the game. One of the

21

Most commonly used quasi- experimental designs in educational research could be

represented as:

O1

O2

O2

O2

Where:
1. O1

pretest (before given treatment). It means pretest was held by the writer in

order to measure students vocabulary ability before giving snowball throwing

game.
2. X

= treatment, it means the writer would give treatment to the research subject

using snowball throwing game.

3. O2 = Posttest, (after given treatment), it means the writer would give Posttest to
the students in order to know the influences of giving snowball throwing game as a
treatment.
In experimental research, there were two variables that had correlation each
other. Variable was an object of study that became important points in research. In
this research there two variables:
1. Independent variable
In this research, the independent variable is Snowball throwing game.
2. Dependent variable
Dependent variable was observed or measured to determine whether a change or
variation in the independent variable causes of effects a change in the dependent

22

variable (Arikunto, 1998:339) cited in castle.eiu.edu/variable.pdf. In this research, the

dependent variable was to improve students vocabulary.
In this research the writer will use quasi experimental method.
C. Population and Sample(s)
1. Population
A population is the entire group of the entities or person to which the result of a
study is intended to apply. (Johnson, 1992:110) cited in Suprijadi et al. (2014:15).
The population of this study was at fourth grade of SDN CimahiMandiri 3. It
was divided into two classes (A, B classes), and there also differentiation of level).
Based on the English teacher A class and B class were students who had good
intelligence even though A class was the most intelligence class. Therefore a
researcher took sample by researching two classes that had good intelligence class.
The writer chose B class as an experimental class and A class as a control class.
2. Sample(s)
A sample is the smaller group which is a portion of a population. (Tavakoli,
2012:471) cited in Suprijadi et al. (2014:15).
For the sampling of this research, the writer took all the population of two
classes which consists of 60 students of the Fourth grade of SDN CimahiMandiri the
writer applied to improve students vocabulary in these 4th grade students by using
snowball throwing game. And this sample of this study was using cluster random

23

sampling (Ibid. 130). It means that students selection of fourth grade of SDN
CimahiMandiri 3 was by knowing the level and considering well.
D. Istrument(s)
The study was quasi experimental, pretest and Posttest will use a pre and post test
given to control and experimental groups. Score from pretest used to see that both
groups of similar ability early before doing the treatment. On the other hand, the
value of the Posttest used to whether the game implemented affect experimental
group or not. And the writer took multiple choice tests for research this point.
Table 3.1
Table grade level of competency
76-80
65-75

Excellent
Good

56-64

fair

46-55

Weak

<40

Very weak

E. Hypothesis
The hypothesis in this research it can be mastered alternative and null hypothesis as
follows:
H0

: There is not significant effect of student vocabulary using snowball throwing

game on students vocabulary at SDN CimahiMandiri 3.

24

H1

: There is significant effect of improve student vocabulary using snowball

throwing game on students vocabulary at SDN CimahiMandiri 3.

F. Data collection technique

a. Pretest
The data would be collected through pretest in both classes in order to know the
difference between the two classes that taught by snowball throwing. Pretest was
held in both classes to measure the students vocabulary mastery before treatment.
The pretest in this research this is one part. The writer gave 10 questions of multiple
choices. The test is about numbers. In this part, the students were asked to choose the
correct answer. Each number has a score is about 10 and if the students can answer all
the questions correctly then the students will receive a score of 100.
b. Posttest
After the writer applied the technique then the Posttest would be given. Then, the
result of the test was scored and calculated. In this research same with the pretest test.
The writer gave 10 questions where the questions just random questions without
change the questions.
G. Data Analysis
After collecting the data, pretest and Posttest from the experimental group and control
group, then the writer measured the score differences from pretest and Posttest of
experimental group and control group by the statistical calculation. In this study, the
writer used t- test formula to find out whether the mean differences between them

25

were significant or not and in this researcher used inferential statistic SPSS 19.0. Data
were analyzed using Statistic Product and Service Solutions (SPSS) 19.0, if the null
hypothesis is accepted or rejected.
Tavakoli (2012:613) stated that SPSS is an abbreviation for Statistical Product
and Service Solutions (formerly Statistical Package for the Social Sciences). SPSS
is one of the several widely used statistical packages for manipulating and analyzing
data. It is an integrated system of computer programs designed for the analysis of
social sciences data. It is one of the most popular of the many statistical packages
currently available for statistical analysis.
As it has stated in the procedure of analysing the data, the writer did as
following steps:
a. The first step was the writer put the scores of the pretest and Posttest of
experimental and control groups.
b. Second, the writer calculated the mean from overall each scores of Posttest of
both groups. To calculate the meanconcentration using SPPS program
c. Third, the writer calculatedstandard deviation evaluate used SPSSv19 program
to windows to find out whether difference of the scores between them.
d. Fourth, the writer would finding normality of data using SPSS program.
(Kologorov-Smirnov), Meanwhile Asyim Sig 2 tailed > 0.05 the data is come from the
normal population but if Asyim Sig 2 tailed < 0.05 the data is not come from the
normal population.

26

e. Fifth, the writer would use homogeneity of variances test in order to know
whether experimental and control group have same variants, with used one way
ANOVA. Analyze-Compare means-One way ANOVA.
f. after calculating all of the scores, the writer calculated the number of degree of
freedom by adding the individual of each group, then subtract of two. The writer
calculated using SPSS.
g. the last, the writer calculated hypothesis test, the writer uses t-test to find out
whether there is differences between two variables in this study. The writer uses
SPSSv.19 for windows to find the result after gaining the t-value, the writer compares
T-value and T-table. Testing hypothesis uses criteria with significance degree 0.05.The
conclusion its gained as follows:
If t-value < t-table, the H0 is accepted.
If t-value > t-table, the H0 is rejected or H1 is accepted.

27

28

CHAPTER IV
RESULT AND DISCUSSION
This chapter provides the data of the research about the effectiveness of snowball
throwing to improve students vocabulary to the fourth grade students of SDN
CimahiMandiri 3. The data that have been collected are used to answer the stated of
research question in chapter one.
A. Result
To collect the data this research used two groups pretest-posttest and different
classes. The pretest was conducted on 16th November 2015 at the fourth graders of
SDN Cimahi Mandiri 3. After giving pretest, the writer conducted treatment for just
one group during four times and the others group just common taught. Finally, the
writer was given posttest for two groups to know about differences result. It was
conducted on 16th December 2015. And the table 4.1 below showed the results of the
test which analyzes the students score of pre-test and post-test in experimental class
(variable X)
Table 4.1
Table pretest-posttest of experimental class
Name
student1
student2
student3
student4

pre-test post-test
70
100
100
100
60
90
100
100

student5
90
student6
100
student7
100
student8
100
student9
70
student10
100
student11
100
student12
30
student13
80
student14
80
student15
80
student16
100
student17
60
student18
60
student19
100
student20
80
student21
100
student22
60
student23
80
student24
80
student25
100
student26
70
student27
100
student28
100
student29
70
student30
80
Means
83.3333

100
100
100
100
90
100
100
50
100
100
100
100
100
100
100
100
100
100
100
100
100
100
90
100
90
100
97

Based on the table above, it could be seen the lowest and the highest score from 30
students in experimental class. The lowest score in the pre-test was 30 and the highest
score was 100. After the writer giving the treatment using snowball throwing game,

29

the writer gave the students post-test. The data showed in the post-test that the lowest
score was 50 and the highest score was 100.
The table 4.2 below has showed the result of the test which analyzes the
students score of pre-test and post-test in control class (variable Y).
Table 4.2
Table pretest-post-test of control class
Name
pre-test
post-test
student1
100
100
student2
90
80
student3
80
90
student4
100
100
student5
80
80
student6
100
100
student7
90
100
student8
100
100
student9
90
90
student10
100
100
student11
100
90
student12
70
90
student13
80
100
student14
100
100
student15
100
100
student16
80
70
student17
50
60
student18
40
60
student19
100
100
student20
80
100
student21
80
60
student22
70
100
student23
100
90
student24
60
80
student25
100
100
student26
100
100
student27
80
80

30

student28
80
50
student29
90
90
student30
100
100
Means
86.33333 88.66667

The table 4.2 showed the lowest and the highest score from 30students in the
control class. The lowest score in the pre-test was 40 and the highest was 100. The
data showed in post-test the lowest score 50 and the highest was 100.

The analysis of the data

a. Result of experimental class and control class.
The result of experimental class and control class based on SPPS v.19.0 for windows
program was gained from the steps as follows: Analyze-description statisticfrequencies statistic. Results gained from pre-test in class grades 4 CimahiMandiri 3
as an experimental class of this research is presented in a table below:
Table 4.3
Table of data pretest-posttest experimental class
Descriptive Statistics
Std.
N

Minimum

Maximum

Sum

Statistic

Statistic

Statistic

Statistic

Mean
Statistic

Deviation

Std. Error

Statistic

pretest_ex

30

30

100

2500

83.33

3.299

18.068

posttest_ex

30

50

100

2910

97.00

1.739

9.523

Valid N (listwise)

30

The table above showed that the data of the experimental class in 30 students.
The total of all data which is divided with the number of data determined as mean

31

score pre-test from the experimental class is 83.33 and post-test 97.00.the data of the
experimental class in the pre-test has minimum score 30 and maximum 100 and the
data of post-test has minimum score 50 and maximum score 100. The sum of pre-test
of experimental class is 2500and post-test is 2910. Standard deviation is quantity
calculated to indicate the extent of deviation for a group as a whole. (Rosalina,
2014:34). The standard deviation data of pre-test is 18.068and post-test 9.523 of
experimental class.
Table 4.4
Table of data pretest-posttest control class
Descriptive Statistics
Std.
N

Minimum

Maximum

Sum

Statistic

Statistic

Statistic

Statistic

Mean
Statistic

Deviation

Std. Error

Statistic

pretest_c

30

40

100

2590

86.33

2.935

16.078

Posttest_c

30

50

100

2660

88.67

2.743

15.025

Valid N (listwise)

30

The table above showed that the data of the control class in 30 students. The
data minimum of pre-test in control class 40 and post-test 50, the score maximum of
pre-test 100 and post-test 100. The sum of pre-test 2590 and post-test 2660 and the
table showed mean pre-test of control class is 86.33 and post-test 88.87.The standard
deviation of the pre-test data 16.078 and post-test 15.025 of the control class.
b. Normality Test

32

The normality test in this research use Kolmogov-smirnovmethod in SPPS v.19 for
Windows program with criteria >0.05. The results of normality test of the data are
presented as follows:

Table 4.5
Table of normality one sample test
One-Sample Kolmogorov-Smirnov Test
Unstandardize
d Residual
N
Normal Parametersa,b
Most Extreme
Differences

Mean
Std. Deviation
Absolute
Positive
Negative

Kolmogorov-Smirnov Z
Asymp. Sig. (2-tailed)

30
.0000000
11.76009719
.179
.177
-.179
.983
.289

a. Test distribution is Normal.

b. Calculated from data.

From table 4.5, it can be seen that the significant gain scores of experimental
and control is 0.289 > 0.05.So, the data are normally distributed because 0.289 >
0.05.
c. Homogeneity test
Based on the calculation of normality, the writer got the result that all gain score of
control class and experimental class have been distributed normally. The next step of
the calculation was finding homogeneity of gain scores control class and

33

experimental class by using SPSS v.19 for Windows program specifically by using
one way ANOVA method.
Table 4.6
Table of Homogeneity of variance

Levene
Statistic
2.333

df1

df2
3

23

Sig.
.101

Based on table 4.6 showed that the variance of gain scorescontrol class and
experiment class are 0.101 therefore, it can be concluded that there is same variance
between experimental class and control class because 0.101> 0.05.
Table 4.7
Table of Homogeneity using one way ANOVA

Sum of Squares

df

Mean Square

Between Groups

2316.667

386.111

Within Groups

3780.000

23

164.348

Total

6096.667

29

F
2.349

Sig.
.065

The table 4.7 showed that the significant of experimental class and control class
are 0.065. Therefore, it can be concluded that there is no a significant difference
between experimental and control because 0.065> 0.05.
d. Hypothesis test using t-test
The last calculation was testing the hypothesis. This was crucial calculation to answer
the problem formulation of this research that whether there is significant different

34

between

improve students vocabulary in experiment class which were given

snowball throwing game and improve students vocabulary in control class which
were not. The writer uses SPSS v.19for windows program which is Paired Sample
test.
The criteria for hypothesis test are as follow:
If significant of t-test > 0.05, the H0 is accepted.
If significant of t-test < 0.05, the H0 is rejected or H1 is accepted. (Rosalina, 2014:44).
Table 4.8
T-test result of posttest control class and experimental class
Paired Samples Test
Paired Differences
95% Confidence Interval

Posttest -

Std.

Std. Error

Mean

Deviation

Mean

91.333

13.330

1.721

of the Difference
Lower
87.890

Upper
94.777

Sig. (2t
53.074

df
59

tailed)
.000

groups

From the table 4.8, it presents that sig. (2-tailed) is 0.000. It can be seen from
the calculation of vocabulary test result between experiment class and control class, if
<0.05 the H0 is accepted and the H1 is accepted because 0.000 >0.05. Therefore, it
can be concluded that there is significance difference of students score between the
experimental class and control class. The result of t-test in paired sample 53.074,
degree of freedom 59.

35

B. Discussion
This research study about the effectiveness of Snowball throwing to improve
students vocabulary at SDN Cimahi Mandiri by using quasi experiment method was
used as a new method in the this school and the Snowball throwing is one nice
choice game to made students more fun and enjoy. Snowball throwing was effective
to uses the teachers or the writer took the game for tests the students ability about
English or others. The writer was got result the differences result between the control
class and the experiment class. The result of mean experiment class in posttest 96.56
and the posttest control class 88.67. So, mean of experiment class more high than
control class and the snowball throwing effective to improve students vocabulary at
fourth grades at Cimahi Mandiri 3. The students who are using snowball throwing
game to improve vocabulary skill was better that students who were without using
game. By this way hopefully it can change students interest in learning vocabulary.
Young learners usually are very interested in learning in learning new vocabularies.
And hopefully this game can giving motivation to students more fun and enjoy in the
class when studying process. This game can be used with the test of others skill such
as grammar, structure and other with the higher level.

36

37

CHAPTER V
CONCLUSIONS AND SUGGESTIONS

The writer explains the conclusion and suggestion based on the writer has been
presented in the paper.
A. Conclusions
Based on the research findings, it can be concluded that snowball throwing was
effective to improve students vocabulary at SDN CimahiMandiri 3. It is supported
by the results of in previous chapter that was mean results of posttest at class
experiment is higher than mean of post-test class control. Therefore, mean post-test
experiment class 96.56 and mean posttest control class 88.67. The T-test revealed that
the result was determined by < 0.05, = 0.0000. Thus, H1was accepted. The
snowball throwing gave improve in students vocabulary. It can be concluded that
snowball throwing can affect students vocabulary and working together in the
groups.
B. Suggestions
After conducting the research, the writer would like to propose suggestions as
follows:
1. For students, it is better for young students to have movement in the class. So
the teaching and learning process will not bore. They should be fun and
cooperative with their friend when the teachers instruction to work in a

groups. This technique can be used to test other skills such as grammar,
structure preposition or other with a higher level.
2. The teachers, it is part of technique for having fun to teach students and make
students more enjoy when their study in the class.The teacher can make it
easier to teach the English language in addition to use the technique teacher
centered.
3. The other researcher, there are still many aspect which can be analyzed about
vocabulary and other skills can analyze of English concerned with English
language. Finally, other researchers can analyze other aspects in vocabulary
and other skills in English language and the result of this study may be used
as early information to conduct further researchers. This can be used also in
other aspects besides vocabulary.

38

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43

44

45

46

47

48

49

50

QUESTIONS FOR PRETEST

Name :

CLASS FOUR GRADE

Class :

51

2015-2016
1. What is number Thirty.?
a. 23
b. 30

c. 10
d. 60

a. 100
b. 7

2. What is number Twenty four..?

a. 15
b. 4

9. What is number one Hundred?

c. 24
d. 50

10. What is number Nineteen.........?

a. 9
b. 19

3. What is number Twenty?

a. 2
b. 12

c. 20
d. 21

4. What is number Fifty..?

a. 5
b. 15

c. 25
d. 50

5. What is number Fifteen..?

a. 15
b. 5

c. 55
d. 25

6. What are Ninety....?

a. 19
b. 29

c.9
d. 90

7. What is Forty Four...?

a. 14
b. 44

c. 40
d. 4

8. What are Seventeen?

a. 11
b. 12

c. 11
d.10

c.19
d. 17

GOOD LUCK!!!!

c. 90
d. 99

QUESTIONS FOR POSTEST

Name :

CLASS FOUR GRADE

Class :

2015-2016
1. What are Thirty....?
9. What number is it..?
a. 20
b. 12

c. 30
d. 22

a. Four
b. Forty Four

c. Twenty Four
d. Forty

2. What are Twenty .?

10.
a. 22
b. 20

c. 30
d. 32

What number is it..?

a. Five
b. Fifty

3. What are Twenty Four .....?

a. 21
b. 24

c. 12
d. 2

4. What number is it ?
a. Fifty
b. five

c. fifteen
d. twenty five

5. What number is it ?
a. Nine
c. Nineteen
b. Twenty nine d. Ninety
6. What number is it .?
a. Seven
c. Seventy
b. Twenty Seven d. Seventeen
7. What are Nineteen.?
a. 9
b. 29

c. 19
d. 39

8. What is One Hundred ?

a. 1
b. 100

c. 11
d. 10

GOOD LUCK!!!!
52

c. Fifteen
d. Fifty five

ANSWER KEY PRE-TEST

ANSWER KEY POST-TEST

1. B
2. C
3. C
4. D
5. A
6. D
7. C
8. D
9. A
10. B

1. C
2. B
3. B
4. A
5. D
6. D
7. C
8. B
9. B
10. C

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DOCUMENTATION DURING RESEARCH

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AUTOBIOGRAPHY

The writer was born in Cimahi on January 08th 1993. Her name is Yanti Noviyanti.
Her father name is Dedi Kusnadi and her mother name is Siti Rokayah. She has two
brothers, the names are Sidiq Nugraha and M. Rizky Nurzaman. She graduated from
SDN Pasar Atas in 2005. Then she graduated from SMPN 5 CIMAHI in 2009. After
that she graduated from SMAN 5 CIMAHI in 2011. After graduated from Senior
High School, she took computer training of program for one year in LPKII and she
graduated in 2012. Finally in the middle 2012, she decided to continue her study at
STKIP Siliwangi Bandung majoring English Department.

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