A.

Background of the Study 

As we know, English Language is an international language That is definitely

needed in every corner. Language learning is a communication skill in various
communication contexts. Therefore it is very important to learn English, Learning
English is essentially learning communication. Therefore, language learning is
directed to improve the learner's ability to communicate, whether oral or written. The
most basic and most necessary language elements are vocabulary, pronunciation,
simple grammar, and simple conversation. In addition to the elements of the language,
one thing that should always be remembered by an English teacher is the importance
of creating a comfortable situation and generating interest and motivation to learn
English. When students learn English from the beginning, they should learn in a
pleasant situation by competent teachers, so that it can be a motivation and their
capital to learn English more advanced level. 

This research will focus more on learning English vocabulary because

Vocabulary is a component of a language that contains information about meaning
and understanding in a language, the wealth that a person has in speaking, writing,
and can also be a component that can be arranged into a sentence. So that a
conversation is formed that is correct and can be understood. Therefore, it is very
necessary to teach English vocabulary, especially to children who are still very
lacking in their language, especially English vocabulary. In learning English
vocabulary, a teacher needs to provide fun teaching and teaching that can invite
students to be motivated in participating in vocabulary learning. With the spirit in
students, it will really help a teacher in continuing learning smoothly and by following
under the plans that have been planned for the achievement of successful learning.
The success of students in mastering a material depends on how the teacher conveys
and hones the abilities of students. The enthusiasm of students will also affect the
spirit of a teacher, so both parties must work together in establishing effective
learning.

As the researcher has experienced the implementation of PPL (field

experience practice) which was carried out at the Madrasah of Junior high School, the
researcher found several phenomena that occurred to students of Junior high School.
In learning English vocabulary, most of the students complained that it was very

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difficult to memorize English vocabulary and students also stated that they felt bored
in learning English vocabulary which was always carried out in class which was
certainly not entertained by the way the teacher gave teaching without refreshing
outside the classroom.

In learning vocabulary, the researcher uses the game Simon says method,
which is a game that will really help the student motivation to continue the English
vocabulary learning. By playing games, students will feel enjoy and happy in learning
English vocabulary and also will not feel bored in continuing to learn vocabulary. In
the implementation of the game Simon Says the researcher chooses to study outside
the classroom, namely in the surrounding environment, but what the researcher means
here is in the environment around the school because by learning outside the
classroom students will feel happy and feel not bored anymore, especially if they are
decorated with games which are an activity that a child really likes in any case,
especially in learning. Students can learn vocabulary using the Simon says method so
that students can memorize vocabulary quickly, swiftly, and responsively. A person's
personal ability. The ability to use English as a means of oral and written
communication is determined by their mastery of the importance of English
vocabulary. When teachers and students act as human resources in the class of
teaching English mastery, namely having a low level of mastery of English
vocabulary, their ability to use English orally and in writing also experiences major
obstacles and is even unable to communicate well. This will have a big impact on
learning and teaching English later at various levels of education, especially in
English education.

So that the atmosphere is not too stressful, students can learn in the
surrounding environment, for example: studying in a school environment. Learning in
the school environment can also study in parks, in places where students like and can
enjoy the beauty of nature, why is it more fun in the surrounding environment?
Because learning in a place where you can watch will make students feel bored and
less enthusiastic, for example learning in class without refreshing the brain outside the
classroom, it should be avoided by teachers so that teaching vocabulary runs as
expected. Learning English vocabulary is very much expected where a vocabulary is
the main instrument in learning a language, including English.

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 There are three virtues in learning English vocabulary using the Simon Says
game method. First, students can create a learning community with classmates and
friends they just met through the Simon Says game, because then students will be able
to learn in a fun and not boring way. Second, teachers can easily provide material and
understanding to students, and students can think critically to find answers to
questions in the game. Third, learning vocabulary in the surrounding environment
with the Simon Says game method will be more effective than learning that is always
held in the classroom. The reason for choosing the Simon Says game method is only
students can learn freely outside the classroom by enjoying the beautiful natural
atmosphere.

Based on the researcher experience and an interview with one of the children
at Junior High School learning English vocabulary by using the surrounding
environment with the Simon Says game method makes them enthusiastic to learn
English vocabulary, find it easier to memorize vocabulary, and do not feel bored in
continuing to learn English vocabulary.

Based on the explanation above, the researcher is interested in researching

English vocabulary learning entitled 'The Effectiveness of Using the Surrounding
Environment in Teaching English Vocabulary by Using the Game Simon says.

B. Statement of Research Problem

Based on the background above, the researcher would like to formulate the
statement of the research problem as follows:

1. Does the effect of the use of Simon say game method by surrounding environment
in teaching English vocabulary fun way?
2. Do students be motivated to learn English vocabulary by playing games in the
surrounding environment?

C. Objective of the Study 

By identifying the problem above, the researcher can formulate the problem
formulation as follows:

1. To help students get easier in mastering English vocabulary fun way

2. Students much more get knew atmosphere and fun to learn English vocabulary

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D. Significance of the Study

This research is expected to provide additional scientific insight for

researchers and also for readers of this study regarding the 'Effectiveness of Utilizing
the Surrounding Environment in English Vocabulary Learning with the Simon Says
Game Method’

The result of the study can give students a piece of information and can create
a more conducive atmosphere so that it can provide additional scientific insight,
especially the development of English science, especially in learning vocabulary
related to the English language.

The results of this study are expected to provide references and input for
teachers who teach at Junior High School regarding 'Effectiveness of Utilizing the
Surrounding Environment in English Vocabulary Learning with the Simon Says Game
Method'

E. Theoretical Hypothesis

A hypothesis is a conjecture that may or may not be true, but this will be
accepted if the facts are justified and will be rejected if the facts are false.

1. Working hypothesis (H1): There is effective learning in the effectiveness of the use
of the surrounding environment in learning English vocabulary using the Simon
Says method.
2. The null hypothesis (H0): There is no effective learning in the effectiveness of the
use of the surrounding environment in learning English vocabulary using the Simon
Says method

F. Definition of Operational Key Term

a. Effectiveness

The word effectiveness taken from my research is a measure that states

how far the target (quantity, quality, and time) has been achieved in the application
of the Simon Says game method in learning English vocabulary. In this case, the

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 researcher took experimental quantitative research, so it is very important for the
researcher to assess the effectiveness of the achievement so that the researcher can
assess the effect that has been obtained in learning English vocabulary using the
Simon Says game method.

b. Vocabulary 

In this case, the researcher examine the learning of English vocabulary.

which vocabulary is the material in a language that is very important to learn.
Without vocabulary, people will be very difficult to communicate with other
people, especially with foreigners. The vocabulary words taken in my research are
experimental quantitative research, where the researchers get the results from this
research. This vocabulary research was designed using the game Simon says
method.

c. Simon Says Game

The Simon Says Method is a method or way of learning in which a student

acts like Simon and comes to the front of the class. Every time Simon said "Please
have a seat" the other students obeyed. But if Simon says "Simon" the other
students may not follow him. Accuracy in listening to Simon's words determines
the right or wrong reaction. The wrong student gets punished. Well, this game is a
very fun game that will later become support for students' interest in learning. in
vocabulary learning so that teachers and students can work together in realizing
the effectiveness of vocabulary learning. This game can be implemented in the
surrounding environment to make it more fun and challenging.

G. Previous Research

1. Journal of Teacher Study and Learning, Volume 2 Number 1, April 2018, written
by Dwi Asih and her friends with the title 'Increasing Student Interest in Learning
Using the Simon Say Method on the Theme of Sue Always Saving Energy for
Class IV Schools Basic State 11 Sandung'. The researcher found the results that
learning vocabulary using the Simon Says method had a positive impact on
students increasing student interest in learning, where students seemed to have
good enthusiasm in learning vocabulary. This journal examines how the results of

5
 learning vocabulary with the Simon Says method in achieving learning objectives.
The research that the researcher did was more focused on learning outcomes not
discussing the achievement of learning objectives, only the similarities in this
study were the effectiveness in learning vocabulary using the Simon Says method.

2. Journal of Community Service, Volume 2 Number 2, December 2018, written by

Sahrawi, and his friends entitled 'Teaching English Vocabulary Using Games to
Attract Students Interest in Learning Awaluddin Middle School’. The researcher
found the results that learning vocabulary using games had a positive teaching
impact where students would be more motivated to learn vocabulary, especially
for novice students. This journal examines how the results of learning vocabulary
using games are in achieving learning objectives. The similarities in this study are
that students can more easily understand and remember vocabulary during the
teaching and learning process, the effectiveness of teaching and learning activities
can be monitored by the teacher, students can participate in learning with high
enthusiasm, the material can be conveyed in an interesting way by the teacher, and
the topic in the material is also close to the daily life of students. These activities
make interaction and communication between teachers and students more active
so that students become more motivated during the learning process.

3. Tambusai Education Journal, Volume 3 Number 4, 2019, written by Asnimar, with

the title 'Improving English Speaking Skills Through Game Techniques for Class
VII.3 Students of SMPN 3 Pekan baru'. The researcher found the results that
learning to use the game's method had a very good impact on children who were
learning especially novice students. Especially if while learning in the surrounding
environment, because by learning in the surrounding environment, children will
not feel bored, especially if it is interspersed with game methods. The similarity
between the previous research and the one being researched is that they both
examine how students learn vocabulary using the game method, while the
difference is that the previous researchers researched on improving the game
method in learning English, while the researchers examined the effect of learning
English vocabulary with game method.

4. Journal of Community Service, Al-Maksum, Langkat, Stabat, Indonesia, 1, April

2021, written by Maitri Rahmadhani, SS, M.Hum1), and her friend, with the title

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 “Sharing for Caring: Sharing Knowledge and Benefits in Learning English
Through Games” The researcher found  that the use of games in learning English
can stimulate, entertain, teach and model communicative skills and language
fluency. The similarity between the previous research and the researched one is
that both of them examine how students learn English using the game method,
while the difference is that the previous researcher investigated the benefits of the
game method in learning English, while the researcher examined the effectiveness
of the game method. learn English vocabulary with the game method.

H. Review of Literature

The review of related literature is presented about the theories that support the
study then these theories become a guidence to do this study, and there are many
explanation of previous studies that become a basic of the research.

1. Effectiveness

According to Na’afi, (2020), Effectiveness is the relationship between the

output of a responsibility center and the target that must be achieved, the greater the
contribution than the resulting output against the achievement value, the target, it can
be said that the unit is also effective

Effectiveness can be carried out with operational capabilities in carrying out

work programs that are in accordance with predetermined objectives, comprehensive,
effectiveness can be defined as the level of ability of an institution or organization to
be able to carry out all the main tasks or to achieve the desired goals previously
determined.

According to Firman (Desyana, 2019:13), which is referred to by Kusuma,

(2020), the effectiveness of learning activities is marked by the presence of:

1. The success of delivering students to achieve the instructional goals that have been
set.
2. Providing an attractive learning experience, involving students actively so as to
support instructional achievement.
3. Having facilities that support the teaching and learning process.

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 The effectiveness indicator is Effectiveness initially looks very abstract so that
indicators can be formulated that can form it. When viewed from various sources, it is
not easy to find the most important variables or indicators in influencing effectiveness.
This is because, from the existing findings, effectiveness is found from different ways
and points of view so that effectiveness is not always appropriate for a condition, but
there are other indicators that can be adjusted according to type, condition, and so on.
Effectiveness means a measure of success in terms of whether or not the targets that
have been set have been achieved because of the activation process. Effectiveness is
related to the relationship between the expected results and the results actually
achieved.

2. Vocabulary

Vocabulary is one of the language aspects that are very important for
communicating English. Learning vocabulary is important because English students
speak, write, and listen nicely English students have to know vocabulary first. A
person said to know a word if they can recognize its meaning when they see it
(Cameron, 2001: 75). It means that in learning vocabulary English students have to
know the meaning of it and also understand and can use it in sentence context.
According to Latifah, (2019). If English students have less vocabulary, they will not
understand what people say. Vocabulary is also the basis and provision in language
learning. Hasani, (2019) said that mastery of vocabulary needs to be done to increase
students' ability to communicate in the future. In learning languages, both Indonesian
and foreign languages, there are several aspects that support the success of language
learning, one of which is vocabulary. Furthermore, learning a foreign language is not
easy, it is very different if we study the mother tongue and Indonesian. There are
several things that are serious problems when a student learns a foreign language, one
of which is the difficulties experienced by students when building vocabulary or
vocabulary. Thus it can be said that language is a tool that plays a very important role
in our daily lives, both in life in society and the environment in which we work.
Humans cannot live perfectly without the support of language.

Vocabulary plays an important role for language learners. Without sufficient

vocabulary, students cannot communicate effectively. In teaching and learning
activities that use textbooks, teachers must be selective in choosing books and be

8
creative in processing subject matter. Tirandicha, (2021). And Crow further adds that
the more vocabulary a learner has, the easier it is to speak. The easier it is to speak,
the faster you will get the fluency to mention vocabulary. Abdullah, (2021).

According to Ummulkhair, and his friend (2021) Vocabulary is central to the

learning and teaching of a second language as it affords learners access to all forms of
oral and written communication that includes literature, music, and content
knowledge. It will help students master the basic skills in English when they improve
their vocabulary. In other words, they will be more careful in speaking by using the
vocabulary they have mastered. There are some ways to learn vocabulary more easily.
One of the ways is using an application game. An application game is a game running
in an electronic application. This application is liked by many young people and can
be downloaded to their smartphones. Derakhsan & Khatir (2015: 40) said that
“Vocabulary games bring real-world context into the classroom, and enhance students'
use of English in a flexible, communicative way. The role of games in teaching and
learning vocabulary cannot be denied.” This is the one of solutions that can be used
by the teacher to teach the students to master vocabulary, at their age, such as in
Elementary School or Junior High School.

Even though students realize the importance of vocabulary when learning the
language, according to Huyen and Nga in their article most students learn vocabulary
passively due to several factors. Amri,and his friend(2020).

1. 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. 

2. Students only think of vocabulary learning as knowing the primary meaning of

new words. Therefore, they ignore all other functions of the words. 

3. Students usually only acquire new vocabulary through new words in their
textbooks or when given by teachers during classroom lessons. 

The Indonesian government has made various efforts to improve English

language skills (Hanifia, 2013). One of these efforts is that English language learning
in Indonesia has been introduced since elementary school to university.

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3. Simon Says game

According to Ridoi, (2018), the game comes from English which means the
game in each game there are different rules in starting the game so that the types of
games are more varied. Because one of the functions of games is to relieve stress and
boredom, everyone likes to play games, whether small children, teenagers, and adults,
maybe it's just different from the type of game they play. Astuti, (2018) said that
Games are one way of learning that is quite interesting for student because in the
process st udents are not required to receive lessons in full condition.

Kadoena, and his friends (2021), suggests that with the passage of time in the
game world there are several types of games. As follows:

1. Action Game: Action Game is categorized as gameplay with a match

model.
2. Adventure Game: This type of gameplay is where the player must solve
various puzzles through interaction with the environment in the game.
3. Simulation game Simulation: Game is a genre that aims to provide
experience through simulation. A construction and management
simulation game abbreviated as CMSs is a type of simulation game in
which the player must establish, expand, or manage a fictional community
or project. This game genre is divided into city-building games,
economic-simulation games, God games and Government simulation
games.
4. Strategy games: Strategy games focus on gameplay where proper
thinking is required in order to achieve victory.

Fatima, and her friends (2019) pressure, but students seem to be playing while
learning Game media is one of the effective language learning methods. The guidance
of learning English through the game method includes:

1. Increase students' enthusiasm in learning English

2. Improve basic English language skills through effective, creative, and fun
learning. This method prioritizes pronunciation which is trained by the teacher
by emphasizing listening, listening, and speaking skills.

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 Learning with games is very fun because participants will be very enthusiastic
in learning and can also hone the fitness of the minds of students and students can also
be refreshed outside the classroom by enjoying the beautiful scenery, so students will
always be motivated to learn because active teachers will grow creative learners.

According to Steven J. Molinsky and Bill Bliss, Simon says is the way of
teaching preposition and associated vocabulary is related to total physical Respond
and consists of a series of rapid commands which students follow only when the
command when the words Simon Says. Through “Simon says” game, the teacher
introduces the vocabulary needed, and the students carry out the action; in duo course
the students may take over the ordering role. They are reacting to the new vocabulary
with physical movements. They are doing something that will help them to remember.
Even in all variation of “Simon says” the students can be required to make active,
meaningful use of new vocabulary immediately. History of Simon Say game there are
two version of History of Simon says game, such as: the first version is based on the
background of “Simon’s character”. Simons name appears in the theme park show
“Lets” Have a “Ball”, in what Disney Worlds Magic Kingdom theme park. The show
officially opened October 1, 2006. During the show, guests are invited to play fun,
themed party games, as instructed by the hostess Lady Lucinda. Her assistant, Simon,
ultimately persuade his boss to let him teach the guests how to play his new game:
Simon 24 Says. The game is a success and is UNIVERSITAS SUMATERA UTARA
added to the official list of “Happily Ever After Party Games”19. The second version
is when Simon the Montfort captured King Henry III at the English town of Lewes.
For the next year, any order Henry III gave could have been countermanded by the
Montfort. The situation can to an end the following year when Henrys son Princes
Edward took Simons castle by force and used his flags as a means to surprise Simon
forces in 1265. When “Simon Says” is the name of a Swedish progressive-rock band
that released three albums. It also the name of Californian Metal band featured on the
beerfest and varsity Blues Soundtrack, for which they received a gold record. It is as
well the name of dance music Moroccan act that had a local smash hit entitled
“Karima”. Indriani, M. (2019).

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 The Simon Says Method is a method or way of learning in which a student
acts like Simon and comes to the front of the class. Every time Simon said "Please
have a seat" the other students obeyed. But if Simon says "Simon" the other students
may not follow him. Accuracy in listening to Simon's words determines the right or
wrong reaction. The wrong student gets punished. But the way I play the game
"Simon Says" is like this: If the leader says "Simon Says, touch your nose", it means
that the person given the order must touch his nose. And if he changed his instructions
to “Simon Says, jump in the air”, then everyone given the order had to jump. And, if
those who don't follow orders correctly, will definitely be in the spotlight in the sense
that they will be punished, the punishment is up to the student who plays the role of
Simon, either Simon will punish by memorizing vocabulary that he doesn't memorize
or it could be by writing poetry and reading it in the book. In the middle of the circle
or it could be by being told to sing. This game is done by forming a circle to be more
effective and more exciting in playing.

I. Research Method

1. Research Design
In conducting the research, the researcher uses quantitative method,
basically on experimental research. The primary data will be collected by
conducting tests (pre and post).

This study is aimed at identifying the effectiveness of using “Simon Says

games” in teaching English vocabulary at Junior High School to improve students’
vocabulary ability. Experimental research is a procedure carried out to verify,
refuse, or validate a hypothesis. Therefore the researcher did treatment in
experiment class, but not in control class. Pre test and post test were given to
know the different score of the two groups.

There are two research variables involve in this research, namely

dependent variable and independent variable. Independent variable is the use of
games. Dependent variable is the students’ ability in English vocabulary. Knowing
the variables, it is expected whether or not the independent variable influences the
dependent variables.

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2. Research Setting

The setting of this research was conducted at Junior High School. this
school to do the research because the students assumed that they feel difficult to
study and memorizing the vocabulary and the student also said that they feel
bored with learning English who always stay in class, and also the teacher rarely
gives and uses games for teaching and learning process.

3. Research Population and Sample

a. Research Population

According to Riyanto, and his friends (2020), the population is the

entirety of the subject that will be the target of research. The research
subject is the place or location of the variable data that will be used.
The population of this research was the students who have learned
English vocabulary. They are Junior High School Students, there are 48
students in this grade. In this research, they were chosen based on the
result of pre and post test that done to Junior High School. Those two
classes become experimental group (class A1) and control group (class
A2).

b. Research Sample

Sampel menurut Dr. Sandu and his friends (2015), “merupakan

sebagian dari jumlah dan karekteristik yang dimiliki oleh populasi tersebut.

Because the members of population were small (48 Students), no sample

was taken, but it was called the total sample as shown in the following table:

Table 3.1 : The Sample of the Research

Classes Number os students

Class A1 23 Students
Class A2 25 Students

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 Total 48 Students

4. Instrument Research

There were three instruments applied in this research: Test (pre test and
post test), observation and documentary. The test was used to collect the primary
data, observation for secondary data. The primary data as the main source were
used to see the effectiveness of using Simon says games, the secondary data were
used to support the research study.

There were two kinds of test, pre test and post test

a. Pre-test

Pre-test was held to know the subject’s vocabulary ability prior to

treatment of experiment. Besides, it also to make sure that the experimental
and control group have or no significant differences in their vocabulary ability.

In pre test, all of class A1 and A2 at Junior High School control class
and experiment class answered 12 questions about the meaning of Indonesian
vocabulary into English Vocabulary. The right answers were marked 8,3 points
and wrong answer would marked 0 point. If the students could answer all of
the items correctly they will get 100 points (the higher score). It means the
researcher wants to know their ability before the teacher uses Simon says
games in teaching and learning process. Their answers were classified into 5
categories as follows:

 Assessment Rubric

Table 3.2: The Category of Students’ Mastery in Vocabulary

Test Score Class Performance

80-100 Excellent
70-79 Good
60-69 Fair
50-59 Poor
0-49 Very Poor

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 To know the students’ mastery, the writer then used mean score as follows:
a. Mean Score
M = ∑x
N

M = Mean Score
∑x = Accumulative Score
N = Number of Respondents
b. Result Score

R = CA x M
R = Result Score
CA = Correct Answer
M = Mean Score

b. Post Test
Post-test was administered after the two groups have undergone the
teaching and learning process. The time allotment provided for the students
both experimental and control group was 70 minutes. Observation was also
used during treatment time. The primary and secondary data will be then
analyzed.
In post test, all of Class A1 and A2 of Junior High School in control
and experiment class would answer 16 questions about the meaning of
Indonesian vocabulary into English vocabulary. The right answer was marked
6,25 points and wrong answer was marked 0 point. If the students answered all
of the items correctly, they would get 100 points that is the higher score. It is
aimed to know the students’ mastery on vocabulary after the teacher used
games, and the effectiveness of teaching and learning process between two
classes.
5. Data Collection Procedure

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 Before analyzing the data, the researcher processed them by using some
techniques:
1. Technique of Data Processing
In processing the data, the researcher uses some technique such as:
a. Editing

Editing is an activity that is performed after investigator finished

collecting data or it can be called checking stage. This technique is used in the
purpose of examining all the collected data to make sure whether the data are
already completed or not.

b. Coding
After editing, the next step is coding, coding is process of identify the
data. The researcher makes certain code on all collecting data to classify them
into each certain category.
c. Scoring
This technique is used to compose and put the data into table and count
the right answer’s frequency. In scoring started ranging from very good
criteria until very poor criteria.
d. Tabulating
The researcher composes and puts the data into a table and then counts
its percentage by using the following formula:

P = F x 100

P = Percentage

F = The frequency of answer from respondents for each item

N = Number of respondents

e. Data Interpretation

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 The data are described by the researcher’s interpretation without changes
means of data. This technique can help the researcher to answer the research
problem systematically.

2. Data Analysis

To conduct an analysis of the first formulation of the problem, that is

the students’ English between students taught by using games and students
taught without using games, the research uses analytical techniques
comparative test “t” (students’ test) by the formula of Anas Sudijono (2009).

T = M1 – M2

SE M1-M2

Description:

T = Test are being sought

M1 = Mean students taught by using games

M2 = Mean students taught without using games

SE M1-M2 = Standard error difference in mean students who are taught by

using games and taught without using games.

The analysis technique from the results of field research uses the daily
absence of students to find out the activities or activities carried out every day
which are tested for validity. In the thesis being researched, using Product
Moment analysis techniques and using the help of the Statistical Package for
the Social Science (SPSS) application and Microsoft Office Excel.

 This technique is used to analyze right or wrong about hypothesis of the research. If
the result of the test (to) is same or higher than table (tt), then zero hypothesis (Ho) is
rejected, but if the result of test (to) less than ttabe (tt) then, zero hypothesis (Ho) is accepted.

The application way to use student “t” or test “t” or (t) code formula:

1. Looking for mean variable I by using the following formula

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 Mₓ or Mı = ∑×

Nı

Mı : Mean of the control class of Junior High School

∑× : Accumulative of the total score of the control class of Junior High School

Nı : Number of subject of the experiment class of Junior High School

2. Looking for mean variable II by using the following formula:

Mᵧ or M2 = ∑ʸ

N2

M2 : Mean of the experiment class of Junior High School

∑ʸ : Accumulative of the total score of the experiment class of Junior High School

N2 : Number of subject of the experiment class of Junior High School

3. Looking for standard deviation for variable I by using the following formula:

SDₓ or SDı = √∑ײ

Nı

SDı : Standard deviation for the control class of Junior High School
∑ײ : Accumulative of the quadrat deviation of the control class of Junior High School
4. Looking for standard deviation for variable II by using the following formula:

JHᵧ or JH2 = √∑ʸ²

N2

SDı : Standard deviation for the control class of Junior High School

∑ʸ² : Accumulative of the quadrat of deviation of experiment class of Junior High School

5. Looking for standard error for mean variable I by using the following formula:

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 JHмₓ or SE мı = JHı

√Nı – 1

SE мı : Standard error of the control class of Junior High School

1 : Value of constant

6. Looking for standard error for mean variable II by using following formula:

SDмᵧ or SEм2 = SD2

√N2 – 1

SEм2 : Standard error of experiment class of Junior High School

1 : Value of constant

7. Looking for standard error for comparative mean variable I and mean variable II by
using the following formula:

SE мı- м2 = √SEмı + SEм2

SE мı- м2 : Standard error for comparative mean of control class and experiment class of
Junior High School
SE мı² : Quadrat result of standard error of mean of the control class of Junior High
School
Kintap
SE м2² : Quadrat result standard error of mean of experiment class of Junior High School

8. Looking for t, by using the following formula:

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 T test = Mı – M2

SEмı-м2

T : Value of t observation

9. Giving interpretation for “t” with consulting (“t”table):

a. Looking for degree of freedom :

Df / db = (Nı + N2)

Nı = Number of subject of the control class of Junior High School

N2 = Number of subject of the experiment class of Junior High School

2= Value of degree of freedom for two variables

b. Consulting score of “df/db” with “t table”

Ttable = value of critic “t”

- In significant degrees t table 5% SE мı- м2 = √SEмı + SEм2 T test = Mı – M2 SEмı-

м2 Df / db = (Nı + N2)

- In significant degree t table 1%

c. Making hypothesis interpretation :

- Ho (Zero Hypothesis) : there is no significant difference

- Ha (Alternative Hypothesis) : there is a significant difference

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 - Consulting “to” with “t table”

If the value of “to” is higher than the value of ttable” Ho is rejected, Ha is accepted.

If the value of “to” is lower than the value of ttable” Ho is accepted, Ha is rejected.
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