IMPLEMENTING BACKWARD SPELLING QUIZ IN TEACHING ENGLISH VOCABULARY AT THE JUNIOR HIGH SCHOOL

The purpose of this study was to find differences in students' vocabulary before and after being taught using the reverse spelling game technique. This study shows that students taught by reverse spelling games give a more relaxed and interesting impression on vocabulary learning. The initial test score is 57.19 while the final test score is 79.30. The results of the assessment of the initial and final exams, it was found that there was a very important difference, the group assessment of the student's improvement was 22.10 after being taught. The total number of all students' correct answers for the 3 elements used (noun, verb, adjective) in the initial test was 570 while the final test was 874. So, the increase was 304.


I. INTRODUCTION
Vocabulary was chosen as a topic of this research because vocabulary is an important part in learning a language, mastery vocab supports the four skills: listening, speaking, reading and writing. Therefore, vocabulary is the knowledge of words, not only the meaning of the words but also the words from spelling and pronounciation and they way to use it in a sentence or daily conversation. Without mastering English vocabulary, it is difficult for learners to study and use the language.
It is teacher's responsibility to determine an appropriate technique which is easier and more useful for teaching vocabulary so that the students will be interested and enjoyable in learning English. In addition, an alternative way of teaching vocabulary is really needed.
The researcher realizes that an interesting way will encourage students to learn vocabulary more easily. According to Napa (1991), there are many ways which can be used to develop students' vocabulary achievement, such as flashcard, game, picture, text, translation, etc.
A suitable technique should be chosen to make the material interesting, challenging and enjoyable so that the teacher can motivate the students to study and help them to lessen their boredom and laziness.
Backward spelling quiz was used in this research. According to Watson and Sulaeman (2004), this is a new game in which students must answer the questions given per letter from backside by the teacher. The question will encourage the students to recall their knowledge about sports. The questions given deal with the characteristics of reacreational tool, the function, etc. This game includes competitive game since students must work in group and compete with other groups to get the score and to be the winner. Therefore, students will be interested in the learning process because there is a challenge for them to be involved in the activity.
Setyawati (2000) also conducted a research to find out whether game is an effective media to teach vocabulary. Her research also shows that game can help teacher to motivate students in learning vocabulary since it can help the teacher to create good atmosphere in the classroom. Considering these reasons, the researcher choose games to motivate students in increasing their vocabulary.
Based on the statement and explanation above, the researcher was interested to apply backward spelling quiz as a technique in teaching English vocabulary in order to know whether there was a significant difference of vocabulary achievement of students before and after being taught through backward spelling quiz at the second year of SMPN 1 Bandarlampung and how the process of teaching vocabulary of sports through backward spelling quiz at the second year students of SMPN 1 Bandarlampung.  given, it focused on "names of sports and its description". At that first chance, it was found that there were some students who made mistakes since they did not pay attention when the teacher explained the game and the rules.

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All students should make note to come to the answer. They shouted the answer loudly.
Some students even guessed before the teacher finished spelling the words. When all students had understood the principle of backward spelling quiz, the teacher started the game, each group was equipped with a marker which would be given in turn. Every students had to take note when the teacher read the questions. They could not make any noise since the teacher would not replay the spelling, students focused on the teacher's questions.
They discussed it together so that the students not only knew the meaning of the words but also the form. There were some difficult words to be guessed by the students. But, the representative of a group coming in front of the class tried to give another clue in order to make the students from other groups had the description of the word proposed. After three times conducting the treatments, the posttest was administered to know the vocabulary achievement after the treatments. The highest score was 100 and the lowest score was 56.7.
The mean score of the posttest was 79.300 and the mode score was 80.0. It was also found that the total number of items of the students' correct answer on the posttest for noun was 380, verb was 266 and adjective was 228. So, the total number of the students' correct answer for those three aspects was 874.

Pendidikan Bahasa dan Sastra Indonesia
There was a significant difference seen from the mean and the mode of the pretest and the posttest results. The students' scores in the posttest were higher than the students' scores in the pretest. The total number of items of the students' correct answer for the three aspects Meanwhile for adjective on the pretest was 152, the posttest was 228, the gain was 76. The result of the hypotheisis test shows that the hypothesis was accepted (p<0.05, p=0.000)