I M E J

Innovations in Multidisciplinary Education Journal

Vol. 1, No. 2, November 2024, page: 61-67

E-ISSN: 3064-0180

Selpi Nopiyanti et.al (The Effect of MIME Game Toward….)

The Effect of MIME Game Toward Students’ Vocabulary Mastery at the Eighth Grade of

SMPN 1 Malingping Lebak Banten in Academic Year 2023/2024

Selpi nopiyanti

a,1

, Ridzki Elang Gumelar

b,2

, Riandi

c,3

a,b,c

Universitas Mathla'ul Anwar,Lebak - Banten

selpinopiyanti01@admin.sd.belajar.id

INFO ARTIKEL

ABSTRAK

Sejarah Artikel:

Diterima: 2 September 2024

Direvisi: 23 September 2024

Disetujui: 27 Oktober 2024

Tersedia Daring: 1 November 2024

Penelitian ini bertujuan untuk mengetahui pengaruh signifikan permainan

pantomim terhadap penguasaan kosakata. Pendekatan yang digunakan

adalah pendekatan kuantitatif Pendekatan kuasi eksperimen dengan metode

tes dalam pengumpulan data. Penelitian dilakukan dengan beberapa tahap

dimulai dari validasi meliputi pre-test dan post-test setelah itu baru

diketahui hasil siswa kelas VIII. Hasil penelitian menunjukkan bahwa minat

belajar bahasa siswa di kelas VIII berada pada kategori sedang, populasi

penelitian ini berjumlah 258 siswa dan sampel yang diambil dalam

penelitian ini berjumlah 66 siswa yang terdiri dari dua kelas berbeda 33

siswa kelas eksperimen dan 33 siswa kelas eksperimen. siswa kelas kontrol.

Kelas eksperimen menggunakan permainan pantomim dan kelas kontrol

menggunakan permainan papan. Berdasarkan hasil analisis data diketahui

bahwa rata-rata pre-test dan post-test kelas eksperimen dan kelas kontrol

berbeda dan untuk hasil uji t diperoleh nilai signifikansi sebesar 0,000 < a =

0,05. Hasil ini menunjukkan bahwa hipotesis alternatif diterima dan

hipotesis nol ditolak. Berdasarkan hasil penelitian, terdapat pengaruh yang

signifikan permainan pantomim terhadap penguasaan kosakata siswa.

Kata Kunci:

Permainan pantomim

Kosakata

ABSTRACT

Keywords:

Mime game

Vocabulary

This research aimed to investigate the significant effect of Mime game

towards vocabulary mastery. This approach was quantitative approach

Quasi-experimental approach with the test method in collecting data. The

research was carried out in several stages starting from validation including

pre-test and post-test after that it would find the results of class VIII students.

The results showed that students' interest in learning language in class VIII

was in the medium category, the population of this study amounted to 258

students and the sample taken in this research amounted to 66 students

consisting of two different classes 33 experimental class students and 33

control class students. The experimental class used a Mime game and the

control class used a board game. Based on the results of data analysis, it was

found that the average pre-test and post-test of the experimental class and

control class were different and for the t-test results a significance value of

0.000 < a = 0.05 was obtained. This results indicate that the alternative

hypothesis is accepted and the null hypothesis is rejected. Based on the

results of this research, there is a significant effect of Mime game on students

vocabulary mastery.

This is an open access article under CC BY-SA license

I M E J

Innovations in Multidisciplinary Education Journal

Vol. 1, No. 2, November 2024, page: 61-67

E-ISSN: 3064-0180

Selpi Nopiyanti et.al (The Effect of MIME Game Toward….)

1. Introduction

English as an international language was used all over the word. Language is a set of symbols that

humans use to communicate and convey their ideas and thoughts. Language serves several tasks that are

employed according to a person's demands, such as self- expression, communication, organizing and

adapting to social integration in the environment or situations, and social control. The world has many

languages that are used to communicate, either locally, nationally, or internationally. One of the

languages used is English. Communication has an important role for humans. Through communication,

there is interaction or exchange of ideas, opinions, knowledge, experiences, and information, which will

have an impact on broadening insights. According to Kristiyana, at al (2014:169) stated: “English has

four skills, such as listening, speaking, reading and writing. Does skills always need a vocabulary”.

Vocabulary is a fundamental component of language proficiency. Vocabulary knowledge

is an essential element of language learning because a limited vocabulary in a second language

impede successful communication. According to Richard,in Ajisoko, (2020:149),stated that

“vocabulary is a core component of language proficiency and provides much of the basic

learners speak, listen, read and write”. According to Manda,S. (2022:4) “vocabulary is a

collection of meaningful words used in sentence construction”. One of the most fundamental

and significant components of learning English, according to Endarto & Subekti (2020:4)

“vocabulary is control. The four language abilities of speaking, reading, listening, and writing

in English must be mastered by students”.

Good vocabulary mastery could support students in mastering English. In communication,

vocabulary is needed to convey what a person wants to convey. Through vocabulary, a person can

express their feelings, ideas, emotions and desires. Vocabulary is the words that English learners must

learn to understand what is heard and read rather than the words used when speaking and writing.

Efendi,E. (2020:12). ‘’So, In particular, vocabulary is essential to learning any language, including

English’’. One of the components that connects the four abilities of speaking, listening, reading, and writing

is vocabulary.

According to Hardiyanti et.al (2021:1-9), stated that “vocabulary is an appreciation of the

meanings of terms and words”. Vocabulary is fundamental ability that students need to achieve.

Order to gain other skills, such us listening, speaking, reading and writing, students ought to have

sufficient vocabulary in order to communicate well. Based on the explanations of several expert, the

researcher concluded that vocabulary is a significant part of learning English. It is a significant part of

listening, writing, reading and speaking. Size is likewise a significant component that influences

language skills for the purpose of correspondence. This means that words can assist us with

sharing our thoughts and help us understand the thoughts of others. When tune in, talk, read and

compose with words. One might said that if the vocabulary is limited, it would be difficult for

students to master English skills. Without adequate vocabulary, individuals can’t convey or

communicate thoughts successfully we can say everything.

2. Method

In this method, the researcher uses a quasi-experimental method with pre- test and post-

test designs. The experimental design was divided into several designs. However, the

determination of the class that was utilized as the experimental class and the control class was

chosen randomly, the experimental class was treated using a Mime game while the control class

was board game. Then a test was given to both classes due to find out the results of the pre-test

I M E J

Innovations in Multidisciplinary Education Journal

Vol. 1, No. 2, November 2024, page: 61-67

E-ISSN: 3064-0180

Selpi Nopiyanti et.al (The Effect of MIME Game Toward….)

and post-test. The result of the two classes were then compared between the two. According to

Matthew (2018) “a quasi-experiment is a prospective or retrospective study in which patients or

clusters of patients self-select into (or their providers select on their behalf) one of several

different treatment groups for the purpose of comparing the real-word effectiveness and safety of

those randomized treatments”.

Based on the definition above researcher assumed quantitative because it will use numbers

or statistics. This quantitative approach was allowed researcher to find out the data or make it

easier for researcher to use a quasi-experimental design, experiments proposes to test the casual

relationship between Mime game and vocabulary mastery. Through a purposive sampling

strategy, therefore in the quasi-experimental design the researcher did randomize, applied pre-

test and post-test techniques to the experimental group and control group.

This research has two Variables they are one independent variable and one

dependent variable or X Variable and Y Variable.

X Variable effect Mime game at eighth grade SMP Negeri 1 Malingping

Year academic 2023/2024.

Y Variable towards students’ vocabulary mastery at eighth grade SMP

Negeri 1 Malingping year academic 2023/2024.

Table 1 Research Design of Quasi Experimental

Group

Pre-test

Treatment

Post-test

Experimental

(Mime Game)

Control

(Board game)

Abuhamdah (2021)

Note:

A : Pre- test given to the Experimental

class B : Pre- test given to the Control class

C : Post-test given to the Experimental

class D : Post-test given to the control class

Based on the explanation above, it can be seen that there are two variables in this study.

The variables referred to in this study are the independent variable. From the two variables, it

can be concluded that the independent variable is a mime game (X), while the dependent variable

is Vocabulary Mastery (Y).

3. Result and Discussion

In this research, the researcher used a quantitative approach because they wanted to

determine knowledge of numerical or statistical data. The researcher used a quasi – experimental

study where the researcher took two classes as in the sample study, namely from grade eighth

students of SMP Negeri 1 Malingping. The researcher used the experimental class and the

control class to be given a test question in the from pre-test and post-test, but before doing the

post-test, the researcher gave a treatment to the two classes but only had different strategies in

the study. The mime game strategy was given to the experimental class, while the board game

I M E J

Innovations in Multidisciplinary Education Journal

Vol. 1, No. 2, November 2024, page: 61-67

E-ISSN: 3064-0180

Selpi Nopiyanti et.al (The Effect of MIME Game Toward….)

was given to the control class from the two classes, only different from the strategy used in the

study. In this study the researcher took class VIII SMP Negeri 1 Malingping as population of

258 students with a sample of 33 students in class VIII F and class VIII G as many 33 students,

the total population in this study is 66 students. First the researcher give a pre-test to both classes,

the second researcher applied the treatment using a mime game in the experimental class and

board game in the control class, and finally the researcher wanted to compare the post-test the

control class and the experimental class after using the mime game and board game.

To find out result of the students tests that have been given by the researcher in the

implementation of the pre-test and post-test, the student’s scores are displayed in a table by the

researcher. The value is the value of both the experimental class and the control class. However

there are 20 questions on the test given to students. The question is a multiple choice question

where the score of 20 multiple choice questions is 100. The form of questions and answer keys

can be seen in the appendix.

Table 2 Description of data

Descriptive Statistics

Minimum

Maximum

Mean

Std. Deviation

pretest experiment

54.85

10.569

post test

experiment

76.67

9.157

pre test control

46.97

11.920

post test conrol

68.64

9.460

Valid N (listwise)

Based on the outcome of the above descriptive data statistics, from 33 students N pre-test

experimental class, the minimum score is 40, while the maximum score is 75, the mean of this

score is 54,85 and the standard deviation is 10.569. For the post-test of experimental class, the

minimum score is 60, while the maximum score is 90, so mean of post-test is 76.67 and

standard deviation is 9.157. meanwhile for control class from 33 students N the score of pre-test

gets the minimum score that is 30 and the maximum score is 70 so mean of this test is 46.97 and

the standard deviation is 11.920 and for the post-test of control class the minimum score is 50,

maximum score is 85, while the mean of this test is 68.64 and standard deviation is 9.460.

Table 3 Tests of Normality

Tests of Normality

Class

Kolmogorov-Smirnov

Shapiro-Wilk

Statistic

Sig.

Statisti

Sig.

the result of

student

learning

pre-test experiment

.142

.091

.932

.041

post-test experiment

.130

.168

.937

.057

pre test control

.146

.073

.935

.049

post test control

.135

.137

.958

.228

a. Lilliefors Significance Correction

I M E J

Innovations in Multidisciplinary Education Journal

Vol. 1, No. 2, November 2024, page: 61-67

E-ISSN: 3064-0180

Selpi Nopiyanti et.al (The Effect of MIME Game Toward….)

Based on the results from the table above showed that pre-test experimental sig

0,091>0,05 the data is distributed normally, post-test experimental sig 0,168>0,05 the data is

distributed normally, pre-test control sig 0,073>0,05 the data is distributed normally, and the last

is post-test control sig 0,137>0,05 the data is distributed normally. Therefore, the researcher

drawn the conclusion that the data in question are all normally distributed.

Table 4 Test of Homogeneity of pre-test Experimental class and pre-test control class

Test of Homogeneity of Variances

the result of student learning

Levene Statistic

df1

df2

Sig.

.500

.482

That data is homogeneous if the significance is higher than level significance 5%

>α=0.05). based on the table above, the data of pre-test both experimental class and control class

are homogeneous because the score of significance is higher than level significance, that the

score is 0.482>0.05 as the result pre-test of experimental class and control class have the

identical variants.

Table: Test of Homogeneity of post-test Experimental class and pre-test control class

In addition, the data of post-test is called homogeneous if the significance is higher than

level significance 5% >α=0.05) based on the test homogeneity above it is proven that the score

of significance id higher than level significance, where 0.994>0.05. as a result it is determined

that the data are homogeneous which mean that post-test both the experimental class and control

class have the identical variants as well.

4. Conclusion

Based on the result of data analysis and interpretation of the research, it is clear that there

is significant effect of mime game towards student’s vocabulary mastery at the eighth grade

students of SMPN 1 Malingping, Lebak Banten academic year 2023/2024. It can be concluded

that t-count = -9.702 and significant value p-value= 0.000<0.05it can be said that HI is accepted

and H0 is accepted. It means that teaching vocabulary by mime game towards student’s

vocabulary mastery at the eighth grade of SMPN 1 Malingping , Lebak Banten academic year

2023/2024 is effective. HI is accepted and H0 is accepted. In short, based on the results that the

mime game is an effect towards students; vocabulary mastery at the eighth-grade students of

SMPN 1 Malingping Lebak Banten, by using this game the students are fun to study English

especially in vocabulary.

I M E J

Innovations in Multidisciplinary Education Journal

Vol. 1, No. 2, November 2024, page: 61-67

E-ISSN: 3064-0180

Selpi Nopiyanti et.al (The Effect of MIME Game Toward….)

5. Acknowledgement

This paper is intended to complete a partial requirement for the award of undergraduate

degree in English Education Department Teacher Training and Education Faculty University of

Mathlaul anwar Banten. the researcher would like to say a big thank you.

1. Dr. Ika Meika,S.Si., M.Pd as Dean of Teacher and Education faculty University of

Mathla ul Anwar Banten.

2. Rizdki Elang Gumelar, M.Pd as chair of English Education Department University

Mathlaul Anwar Bnten.

3. Riandi,M.Pd as the first advisor who always patient and sincerely guided the researcher in

the process of completing this research.

4. Rizdki Elang Gumelar, M.Pd, as the second advisor who always patient and sincerely

guided the researcher in the process of completing this research.

5. The big Family of SMPN 1 Malingping. Thank you for always being a place for my

complaints good listeners and always motivating researcher.

6. All lectures and all activities’ academics of English Department teacher training and

education faculty Mathla’ul Anwar who provides inspiration an and assistance in

finishing research paper.

7. My beloved husband who always support and gives motivation to be able to complete this

research paper.

8. My beloved family who always support who never fails to offer prayers, advice, funding

and anything else the researcher need to complete this research paper.

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Innovations in Multidisciplinary Education Journal

Vol. 1, No. 2, November 2024, page: 61-67

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