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CHAPTER I

INTRODUCTION

This chapter consists of background of the research, problem statement,

objective, significance and scope of the research.

A. Background

Language learning is hard work. Effort is required at every moment and

must be maintained over a long period. In condition to help the learners in

learning process they need something interest. In this situation giving games can

help and encourage many learners to sustain their interest and work. ames also

help the teacher to create conte!ts in which the language is useful and meaningful.

The learners want to take part and in order to do so must understand what others

are saying or have written, and they must speak or write in order to e!press their

own point of view or give information.

The need for meaningfulness in language learning has been accepted for

some years. " useful interpretation of meaningfulness is that the learners respond

to the content in a definite way. If they are amused, angered, intrigued or surprised

the content is clearly meaningful to them. Thus, the meaning of the language they

listen to, read, speak and write will be more vividly e!perienced and, therefore,

better remembered.

There are many kinds of games which can be used in teaching English. #f

course, as a technique games need help from media. The media can be picture,

1



flash cards, object, puppet, cassette, projector and many others object surround

them. It is better if the games are familiar for children, because they learn in a

variety of ways, for e!ample$ by watching, by listening, by imitating and by doing

things. It means children learn their knowledge through what they see, heard in

their surrounding and then imitate it and imitating by doing things .%hildren can

generally imitate the sounds they hear quite accurately and copy the way adults

speak. It means they do imitation, memori&ation, practice and over learning, what

the people are said the most important tool for cognitive growth is how adults can

help the children to solve their problem.

In teaching a language, teacher might reali&e that he could not apply only

one or two strategies to all levels. In reverse, he was requires to be able to

recogni&e the characters of his students and to select an appropriate strategy to

them. It was not something different from teaching English in vocational high

school students especially. The teacher was supposed to know what that student

was closed with something fun and enjoyable but still had an educational value,

especially in improving English vocabulary of that student. The other hand

whenever he taught, he had to be selective in choosing a strategy to introduce a

learning material. " good teaching strategy would automatically facilitate him to

get students' interest in learning process. In this case the teacher could choose a

strategy like interest game to improve English vocabulary of students.

The other word, teaching vocabulary(using games as methodolgy in

learning teaching process and the teaching materials for adults less than five years

old which is related with their surround, it means the vocabulary which related

2



and introducing things surround them such as nouns, adjectives, things and the

other teaching material.

)ore students can not improve their vocabulary by their own way, it the

reason why the teachers have to help their student to increase their vocabulay, in

case the teachers have to give something interest like a game to improve them.

The other word the students have a problem in learning proses if there is no

something interest in.

*ased on the observation, there is a problem in learning process of the first

grade students of +) Latanro Enrekang. It can be known from the test that has

given to the students by their teacher. They order to write down vocabulary that

they have known. The result of this test is the students can not fulfill the standard

vocabulary that must be known by student, yet - words. It also didn't fulfill the

competence standart that is /-.

To solve this problem the writer would like to improve their lack

vocabulary through +earch games. ames can help the teachers to create conte!ts

in which the language is useful and meaningful. In the whole process of teaching

and learning by games, the students can take part widely and open(mindedly. To

win the games each student or group should competitively answer the questions

addressed by the teacher or other students or groups. In order to do so they must

understand what the teacher or others are saying or have written, and they must

speak or write in order to e!press their own point of view or give information.

3



*ased on the consideration, the writer intends to conduct a research

entitled 0Teaching vocabulary using search game to the first grade of SMK

Latanro Enrekang”.

B. Problem Statement

*ased on the background above the writer formulates a research problem as

follows1

0The first grade students of +) Latanro Enrekang lack of vocabulary

mastery.2

*ased on this problem statement, the writer formulates the research question

as follows1

%an the use of +earch ames improve the vocabulary to the first grade

students of +) Latanro Enrekang3

C. Object!e o" t#e re$earc#

The objective of the research is to prove whether or not the use of search

game improves vocabulary of the first grade students of +) Latanro Enrekang.

D. Sgn"cance o" t#e re$earc#

The result of the research will not give contribution to the theoretical

development, but it will give contribution for1

a. Teacher. It can be used as one media in teaching English especially in

teaching vocabulary.

4



b. +tudents. The results of the research are e!pected to be useful and helpful

to the students to improve vocabulary mastery of the students.

E. T#e Sco%e o" t#e re$earc#

The scope of the research is view from three different aspects. They are

discipline, content, and activity. *y discipline, this research is under study of

applied linguistics. *y content, this research is limited to the use of +earch ames

in teaching vocabulary especially in teaching noun, verb and adjective. *y

activity, this research will be conducted in eight meetings. The activity in this

research involves individual work and group work.

5



CHAPTER II

RE&IE' O( RE)ATED )ITERATURE

This chapter consists of previous related studies, some pertinent ideas,

resume, conceptual frame work, and hypothesis.

A. Pre!ou$ Related Stude$

*. Stude$ Related on +ame

( 45au&iah, 6778 reported in her research with the title2 Improving

+tudents' 9ocabulary )astery Through 0+crambled :ords2 ame1 "

%ase of The +eventh ;ear +tudent's of +mp <egeri 6 +emarang 677 =

6762. The result of her research is +crambled :ord ame

effectiveness to improve the student's vocabulary. The relation

between this research is the researcher use game in learning method,

but the difference is the researcher above gave board game method of

giving the game namely +crambled :ords, but the writer of this

research gives search method of giving the game namely search game.

,. Stude$ Related on &ocabular- a$ter-

/ 4<urmaya, 6778 reported in her research with the title2English

9ocabulary "chievement of +econd rade +tudent's of >unior ?igh

+chool 6@ )akassar in Identifying %lass of :ord in <arrative Te!t

through :ord "ttack Arogram2. The result of her research is word

attack program effectiveness to improve the student's vocabulary.

The similarity of <urmaya's research and this research is both of

them want to improve vocabulary mastery of the students. The

6



difference between <urmaya's research and this research is the way to

improve the vocabulary mastery of the students. +he used :ord

"ttack Arogram and this research will use English game in improve

the vocabulary mastery of the students.

( 4)uin, 6778 reported in his research with the title Improving the

voacbulary mastery of the first grade students of +)A< - Tuban

through >a&& %hants.

The similarity of )uin's research and this research is both of them

want to improve the vocabulary mastery of the students. The

difference between )uin's research and this research is the way to

improve vocabulary mastery of the students. ?e used >a&& %hants and

this research will use English game to improve the vocabulary

mastery of the students.

B. Some Pertnent Idea$

*. T#e Conce%t o" &ocabular-

a. De"nton o" &ocabular-

Learning language cannot be separated from learning vocabulary

because one of the language elements which is considered playing a

control role. 9ocabulary supports the speaker to e!press their opinions,

ideas, and feelings in communication.

To know what vocabulary is, the following are definitions about

vocabulary, by #!ford "dvanced Learner ‟s Bictionary #nline as follow2

*. "ll the words that a person knows or uses.

,. "ll the words in a particular language

0. The words that people use when they are talking about a particular

subject.

7



1. " list of words with their meanings, especially in a book for learning a

foreign language.

"ccording to 4amil and ?iebert, 6/8 vocabulary is knowledge

of words and word meanings. 4Cichard, 671 D8 says that vocabulary is

one of the components of language and one of the first things applied

linguists turned their attention to. )eanwhile, 4?ornby, #!ford "dvanced

Learner Bictionary, 7/D8 defines vocabulary as a total number of words

which make up a language with definitions or translations.

4%harter, 7F/8 said that vocabulary is the words having meaning

when hear or seen even though not produced by the individual himself to

communicate with others.

4:ebster, 7FG8 stated that vocabulary is1

a. " list of word and sometimes phrase usually arranged in alphabetical

order and defined a dictionary, glossary or le!icon.

b. "ll the words of language.

c. "ll the words used by particular person, class, profession and

sometimes although not necessary used by them.

*ased on the definitions above, we can conclude that vocabulary is all the

words belonging to a particular language, whether or not they are produced by a

person in communication, which have meanings.

b. Stud- &ocabular-

It is undeniable that vocabulary, like grammar and phonetics, plays

an important role in mastering a foreign language. Teaching vocabulary

8



plays important role in language acquisition because the mastery of

vocabulary will help students in mastery all the language skills$ listening,

speaking, reading, and writing. 9ocabulary will make the students practice

the structure more easily$ it is useful for the students in order to

communicate in daily life and will strengthen belief that English can be

used to e!press some ideas or feeling they e!press in their native language

45inocchiaro, 7/D1GF8.

The other reason is that a large vocabulary helps the English

learners in studying other English subjects such as +ociolinguistics,

Asycholinguistics, *usiness %orrespondence, etc. It will help them to

understand and define many concepts, ideas, e!pressions that they get in

such subjects. It is stated by 4*ellafiore, 7@F178 0The larger the

vocabulary you build up, the better able you are to define and refine the

e!pression of the images and ideas2. )oreover, she said 0The more words

you master richer become you thought process and the better you

distinguish between shades of word meanings, the subtler grows your

e!pression of ideas2. In conclusion, vocabulary learning is an unseparate

thing from language learning because whenever people think of it, they

usually think of vocabulary learning and vocabulary mastery. It is a key

for the English learners to get a success in their learning process.

c. 2nd$ o" &ocabular-

Teaching vocabulary is important in language acquisition.

9ocabulary is one element that links the four skills of listening, speaking,

9



reading, and writing all together. #ne of the requirements to communicate

well in a foreign language, students should have an adequate number of

words. "ccording 4)urcia()arianne, 61 /@8 there are two kinds of

vocabulary, as follows1

a. Aroductive versus Ceceptive 9ocabulary

Aroductive vocabulary is the le!ical terms which the students can

remember and use appropriately in speaking and writing. Ceceptive

vocabulary in the le!ical items which the students familiar and

understand when they meet them in the conte!t of reading and listening

materials.

Aroductive vocabulary is used to speaking and writing, the stage

of teaching and learning must end with vocabulary practice, where the

students get an opportunity to try to use the vocabulary in conte!t.

Bifferent from productive vocabulary, receptive vocabulary is only

presented until the students' know the meaning to understand the conte!t

of reading or listening.

b. %ontent :ords versus 5unction :ords

%ontent words and function words are a useful one in analy&ing

vocabulary. %ontent words are those vocabulary items that must to the large and

open words classes. %ontent words that are the words that are easy accept new

words and not use old ones but are not longer useful. 5or e!ample1 nouns, verbs,

adjectives, and some adverbs.

10



5unction words are those vocabulary items that must to closed words

classes. 5unction words that are the words do not easy new items or lose old ones.

5or e!ample1 pronouns, au!iliary verbs, prepositions, determiners, and many

adverbs. 5unction words should be taught as part of grammar and content words

as part of vocabulary.

d. Prnc%le$ o" Teac#ng and )earnng &ocabular-

There are many theories about vocabulary learning. Thus, there are

several general principles for successful teaching, which are valid for any

method. "ccording to :allace 47FF8, the principles are1

78 "im H what is to be taught, which words, how many$

68 <eed H target vocabulary should respond students' real needs and

interests$

G8 5requent H e!posure and repetition$

D8 )eaningful presentation H clear and unambiguous denotation or

reference should be assured.

Learning vocabulary is not a simple process. The students' aim to

be reached in learning vocabulary process is principally their ability to

recall the word at will and to recogni&e it in its spoken and written form.

enerally, knowing a word involves knowing its form and

meaning. In fact, there are some important things to be known if people

want to understand the word entirely.

e. T#e Stratege$ n Teac#ng &ocabular-

4?armer, 7F8 provided some strategies in teaching vocabulary,

they are1

78 Ceality

11



Teaching vocabulary through this strategy is that the teacher brings

object into the classroom and introduces to the students.

68 Aictures

Teaching vocabulary through this strategy is that the teacher familiarly

focus on the object or thing, which cannot be taken into the classroom

such as car, plane etc. picture can be board drawings, wall pictures, and

charts flashcards, etc.

G8 )ime, action, and gestures

" sometimes picture is impossible to be use to e!plain the meaning of

the words and grammar. "ctions, in particularly are probably better

e!plain by mime. estures are useful for e!plaining words or indicating

that past is being talked about.

D8 %ontrast

This strategy has close relevance to show the antonyms. The teacher

shows the students word and ask to find out the contrast of such words.

5or e!ample, the meaning empty by contrasting it will full , cold with

hot , etc.

-8 Enumeration

The teacher introduces word by enumeration then with their general and

specific meaning.

@8 E!planation

The teacher introduces a word by e!plaining the object and asks the

students to guess what object is.

12



/8 Translation

The teacher asks the students to translate the given words into their

mother tongue. This strategy is very useful for beginner.

,. T#e Conce%t$ o" Searc# +ame$

a. Teac#ng Engl$# !ocabular-/u$ng game$

Language learning is hard work. Effort is required at every moment

and must be maintained over a long period. ames help and encourage

many learners to sustain their interest and work.

ames also help the teacher to create conte!ts in which the

language is useful and meaningful. The learners want to take part and in

order to do so must understand what others are saying or have written, and

they must speak or write in order to e!press their own point of view or

give information.

The need for meaningfulness in language learning has been

accepted for some years. " useful interpretation of meaningfulness is that

the learners respond to the content in a definite way. If they are amused,

angered, intrigued or surprised the content is clearly meaningful to them.

Thus, the meaning of the language they listen to, read, speak and write will

be more vividly e!perienced and, therefore, better remembered.

There are many kinds of games which can be used in teaching

English. #f course, as a technique games need help from media. The

13



media can be picture, flash cards, object, puppet, cassette, projector and

many others object surround them. It is better if the games are familiar for

children, because they learn in a variety of ways, for e!ample$ by

watching, by listening, by imitating and by doing things. It means children

learn their knowledge through what they see, heard in their surrounding

and then imitate it and imitating by doing things 4children learn by doing8

%hildren can generally imitate the sounds they hear quite

accurately and copy the way adults speak. It means they do imitation,

memori&ation, practice and over learning, what the people are said. The

most important tool for cognitive growth and he also investigate how

adults can help the children to solve their problem. +caffolding is bruner's

theory, it means that scaffolding is e!plainig to students and interacting to

students to communicate, in scaffolding is holistic and must permeate all

aspects of scientific teaching, if we answer.

The other word teaching vocabulary(using games as methodolgy in

learning H teaching process and the teaching materials for children less

than five years old which is related with their surround, it means the

vocabulary which related and introducing things surround them such as

family names, naming of alphabet, name of number. "nd teaching material

Learn how to teach math vocabulary and specific words as you

demonstrate math activities and when you talk to your students about their

14



math e!periences. %hildren learn the language of math just like they learn

to talk about other topics.

In this variation, students break up into small groups and play a

board game following commands. "fter the students have completed the

game, they create their own board game using commands they have

created on their own.

Language learning is a hard task which can sometimes be

frustrating. %onstant effort is required to understand, produce and

manipulate the target language. :ell(chosen games are invaluable as they

give students a break and at the same time allow students to practise

language skills. ames are highly motivating since they are amusing and

at the same time challenging. 5urthermore, they employ meaningful and

useful language in real conte!ts. They also encourage and increase

cooperation.

ames encourage, entertain, teach, and promote fluency. If not for

any of these reasons, they should be used just because they help students

see beauty in a foreign language and not just problems that at times seem

overwhelming.

ames are often used as short warm(up activities or when there is

some time left at the end of a lesson. ;et, a game should not be regarded as

a marginal activity filling in odd moments when the teacher and class have

15



nothing better to do. ames ought to be at the heart of teaching foreign

languages. ames are used at all stages of the lesson, provided that they

are suitable and carefully chosen.

ames also lend themselves well to revision e!ercises helping

learners recall material in a pleasant, entertaining way. "ll authors referred

to in this article agree that even if games resulted only in noise and

entertained students, they are still worth paying attention to and

implementing in the classroom since they motivate learners, promote

communicative competence, and generate fluency.

There are many criteria games as educational media for teaching

English to children1

• " game must be more than just fun.

• " game should involve friendly competition.

• " game should keep all of the students involved and interested.

• " game should encourage students to focus on the use of language rather

than on the language itself.

• " game should give students a chance to learn, practice, or review specific

language material.

• " game should be familiar by children.

16



There are many advantages of using games in the classroom. ames are a

welcome break from the usual routine of the language class.

7. They are motivating and challenging.

6. Learning a language requires a great deal of effort.

G. ames help students to make and sustain the effort of learning.

D. ames provide language practice in the various skills( speaking, writing,

listening and reading.

-. They encourage students to interact and communicate.

@. They create a meaningful conte!t for language use.

/. 9ocabulary games bring real world conte!t into the classroom, and

increase students' use of English in a fle!ible, meaningful and

communicative way.

F. ames usually involve friendly competition and they keep students

interested in learning the language.

. ames can help them 4children8 learn and hang on to new words more

easily.

b. T-%e$ o" language game$

17



%lassifying games into categories can be difficult, because categories often

overlap. 4?adfield, 7F8 e!plains two ways of classifying language games. 5irst,

she divides language games into two types1 linguistic games and communicative

games. Linguistic games focus on accuracy, such as supplying the correct

antonym. #n the other hand, communicative games focus on successful e!change

of information and ideas, such as two people identifying the differences between

their two pictures which are similar to one another but not e!actly alike.

%orrect language usage, though still important, is secondary to achieving

the communicative goal. The second ta!onomy that ?adfield uses to classify

language games has many more categories. "s with the classification of games as

linguistic games or communicative games, some games will contain elements of

more than one type.

7. +orting, ordering, or arranging games. 5or e!ample, students have a set of

cards with different products on them, and they sort the cards into products

found at a grocery store and products found at a department store.

6. Information gap games. In such games, one or more people have

information that other people need to complete a task. 5or instance, one

person might have a drawing and their partner needs to create a similar

drawing by listening to the information given by the person with the

drawing. Information gap games can involve a one(way information gap,

such as the drawing game just described, or a two(way information gap, in

which each person has unique information, such as in a +pot(the(

18



Bifference task, where each person has a slightly different picture, and the

task is to identify the differences.

G. uessing games. These are a variation on information gap games. #ne of

the best known e!amples of a guessing game is 6 Juestions, in which

one person thinks of a famous person, place, or thing. The other

participants can ask 6 ;es=<o questions to find clues in order to guess

who or what the person is thinking of.

D. +earch games. These games are yet another variant on two(way

information gap games, with everyone giving and seeking information.

5ind +omeone :ho is a well known e!ample. +tudents are given a grid.

The task is to fill in all the cells in the grid with the name of a classmate

who fits that cell, e.g., someone who is a vegetarian. +tudents circulate,

asking and answering questions to complete their own grid and help

classmates complete theirs.

-. )atching games. "s the name implies, participants need to find a match

for a word, picture, or card. 5or e!ample, students place G word cards,

composed of 7- pairs, face down in random order. Each person turns over

two cards at a time, with the goal of turning over a matching pair, by using

their memory. This is also known as the Aelmanism principle, after

%hristopher Louis Aelman, a *ritish psychologist of the first half of the

6th century.

@. Labeling games. These are a form of matching, in that participants match

labels and pictures.

19



/. E!changing games. In these games, students barter cards, other objects, or

ideas. +imilar are e!changing and collecting games. )any card games fall

into this category, such as the children's card game.

F. *oard games. +crabble is one of the most popular board games that

specifically high lights language.

. Cole play games. The terms role play, drama, and simulation are

sometimes used interchangeably but can be differentiated 4odotchigova,

668. Cole play can involve students playing roles that they do not play in

real life, such as dentist, while simulations can involve students

performing roles that they already play in real life or might be likely to

play, such as customer at a restaurant. Bramas are normally scripted

performances, whereas in role plays and simulations, students come up

with their own words, although preparation is often useful.

"nother distinction among games is that between competitive

games and cooperative ones 4>acobs, in preparation8. Cesearch suggests

that learning, as well as affective variables, are enhanced by a cooperative

environment 4>ohnson K +tanne$ +lavin, 7-8. )illis 46-8 outlines a

number of advantages of cooperative games, such as appropriate an!iety

levels and more constructive feedback.

c. Searc# +ame

The definition of game is form of play or sport with rules

4?ornby, 6G1 7/-8. +earch game is one method to make students

interested to study. *ecause with search game students can also studying

20



and playing. +o the students do not feel bored. +earch game can be

e!tremely effective in teaching children skill and concepts.

7. Befinition of +earch game

+earch game is a name of such English vocabulary games. This is

a kind of educational media which is used to present the teaching

materials. The way of its presentation is easy. +earch game is method of

game which given to the students of the researcher by one variarion. The

search game is as method or type of games where everyone giving and

seeking information, like students given a grid and they have to fill all cells

in the grid with the classmates who fit that cell 4?adfield, 7F8. "nd from

this method the researcher try to used it but in different way game or

another variation.

In the search method the teacher needed as a helper to e!plain the

way to do the games to the students without join with the student's game.

"fter the teacher gives the information how to do the games, the students

then do based on the teacher's direction. The students are given a grid,

students circulate the mean1 e.g. part of body, then asking and answering

question to complete their own grid and help classmate to complete theirs.

+earch game also is done by groups and its generally used in search game.

Its almost known by all of the student. *ut in this research, the researcher

will try to give a different variation with the search game before. :here

not only the students active in playing game but the teacher also join on the

time when the game started.

21



The search game in this one variation, in gaming the teacher also

join as a participant to help the student find the meaning of word which is

found by the students on the last of the game. The teacher gives one word

on the grid, then the students try to find another word based on the letter o

the grid, with limiting only find the noun, adjective, or verb.

+earch game with different variation in this research is very interest

to helping students recogni&e words. In searching for words the students

seem to read and memori&e the word in a way that they enjoy and which

help them learn the spelling and vocabulary directly. The other hand this

22

Teacher: “Part of Body”

Students: !"" the #r!d

$ % & '

Teacher: “(nd 1 noun) 1 *er+) , 1 &d-ect!*e fro. the /ordof the #r!d”

T % & $ %

Students:

1

2

3

T % &

$ % &

%&



game can useful for student who want to improve their vocabulary, they

also can understand the meaning of the word and know how to pronunce it.

This game can be presented by using )icrosoft Aower point

and the teacher gives the paper with the blank grid, base on the word that

the teacher shows the students directly search the word that they have to

fiil on the grid of the paper which given by the teacher. 5or teacher, he can

create their own idea to make interest in every slide of the game's

presentation. +o, this is easy in making and in presenting.

6. "dvantages and Bisadvantages of +earch ame.

+earch game gives a student a chance to solve the challenge by the

teacher's help in translation the word that they have found and hard to

translate or to know it by their own idea. *ased on 45aerch in Aalmberg,

7F@8 stated that to 0know2 a word, the learners require to1

78 *e able to recogni&e it in its spoken and written form$

68 *e able to recall it at will$

G8 *e able to relate it to appropriate objects or concepts$

D8 se it in the appropriate grammatical forms$

-8 *e able to pronounce it in a recogni&able way$

@8 *e able to spell it correctly$

/8 now in what ways it can combine with other words$

F8 now the relations between the word and other words within a

le!ical set$

8 "ware of its connotations and associations$ and

78*e able to use it on the appropriate level of formality and in the

appropriate situations.

*ased on the requirements above can be found some advantages and

disadvantages of using search game. The advantages are1

7. +timulating student interest in spelling and writing.

6. Increasing understanding of word.

23



G. The student can memori&e it easily.

D. Teaching in skill effectively.

-. )aking easy to find answer.@. Every student can play it.

/. %ollaborate between teacher and students.

F. Aractice to be discipline.

Bisadvantages are1

7. +tudents cannot be critical.

6. %an be very frustrating.

G. Turning out student's creative thinking.

D. It just gives direct materials.

-. +tudents may be citting with their friends.

+earch game can be use to open or close a lesson in

stimulating way, to punctuate a lesson, to relieve session after a test

or concentrated practice session, or at the time that the teacher feels

it's appropriate. It is important that they use positively, to give

students enjoyment and useful practice. They can also be use as

palliatives in situation where the student's interest or motivating is

descending.

C. Re$ume

*ased on the definitions above, we can conclude that vocabulary is all

the words belonging to a particular language, whether or not they are

produced by a person in communication, which have meanings. ame is form

of play or sport with rules.

24



D. T#eoretcal (rame3ork The theoretical framework underlying this research shows as the

following diagram.

E. H-%ot#e$$

The hypothesis of this research as follows1

”Search Games can improve the vocabulary to the first grade students of

SMK Latanro Enrekang”

CHAPTER III

RESEARCH ETHOD

This chapter consists of research design, variables and operational

definition, population and sample, instrument of the research, procedure of

collecting data, and technique of data analysis.

25

Teaching and

learning

through

The students'

vocabularyProce$$



A. Re$earc# De$gn

This research will use pre e!perimental designs control for nearly all

sources of internal and e!ternal invalidity. The research design of this reseach is

one group pretest(posttest design that can be seen in the following chat below1

The pretest(posttest control group design

<otification1O

1 1 Are(test

X 1 nusual treatmentO

2 1 Aost( test 4ay L.C, 6@8

B. &arable o" Re$earc# and O%eratonal De"nton

*. &arable o" Re$earc#

The following are the variables of the research are as follow1

a. Independent variable1 +earch ames

b. Bependent variable1 the student's vocabulary achievement.

,. O%eratonal De"nton

+earch game in this game is same as another search game but in

this way how to play game is different. In +earch game the word that

the student's result is unlimited actually but in this variation of search

game student's result is limited.

C. Po%ulaton and Sam%le

*. Po%ulaton

26

#7 M #6



The population of the research is the first grade students of +) Latanro

Enrekang. It consists of G classes and each class consists of G students, so

the total of population in this research is students.

,. Sam%le

The research will use cluster random sampling to take the sample. The

sample of this research is M class as e!perimental group.

D. In$trument o" t#e re$earc#

The improvement of the vocabulary mastery of the students with using

English game is measured by given the test to the students. There are two kinds of

the test that will be given in this research, they are pretest and posttest. The kind

of the test that will be used is multiple choice tests that consist of 6- items.

E. Procedure o" Collectng Data

The procedures of collecting data consist of three steps. They are pretest,

treatment and posttest.

*. Prete$t

In this step, the students will be given present. The test is multiple choice tests

that consist of 7 items. The purpose of the test is to know the ability of the

vocabulary mastery of the students before giving the treatment.

,. Treatment

a. E4%ermental +rou%

"t the first meeting, the researcher gives pretest to the students.

"t the second meeting, the researcher use +earch ame in teaching

vocabulary. The activity that will be done are1

i. The researcher provides a word that becomes the main word in the

game.

27



ii. The students try to find out another word from the main word.

iii. The researcher e!plains the meaning of some words that the students

find.

iv. The students choose two or three word that they have found and then

the teacher helps them to translate it.

v. The students have to memorise the word that they found with make it

in a sentence for each words.

"t the third meeting seven meeting, the activity that will be done by the

students are same with the second meeting but the different is the word

that use in the learning process.

0. Po$tte$t

In this step the students will be given the test that the same test in the

pretest. The purpose of this test is to know the improvement of the

vocabulary mastery of the students after giving or implement the

treatment.

(. Tec#n5ue "or Data Anal-$$

The data will be analysed by using the following formulas as

follows1

7. +coring the students answer 1

+core1 the correct answer M 7

Total number of item

4+udjana in <urlaela, 678

6. %lassifying the score of the students into the following criteria1

<o

.

%lassification +core

7. E!cellent @ H 7

28



6. 9ery ood F@ H -

G. ood /@ H F-

D. 5airly ood @@ H /-

-. 5air -@ H @-

@. Aoor G@ H --

/. 9ery Aoor 7 H G-

4Birektorat Aendidikan in ?erlis, 6778

G. %alculating the mean score of the students' answer by using formula$´ X N OM

<

<otification1 M N )ean score

OM N the raw of all score

< N the number of subjects

4ay L.C, 6@8

D. %alculating the standard deviation of the students' pre(test and post(test

by applying

+BN

√∑ X 1

2−(∑ X

1

2

N ) N −1

<otification1

+B N +tandard Beviation

O X 12

N Total raw score

< N number of students

4ay L.C, 6@8

-. %alculating the mean differences score by using the formula1

´ D N∑D

N

<otification1´ D N the mean of the differences score

∑ B Nthe sum of the differences score

< N the total number of students

4ay L.C, 6@8

@. 5inding out the significant differences between t(test and post(test by

using +tatistical Aroduct and +ervice +olution 4+A++8 analysis.

29



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30



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!nocch!aro) B 1974 /nglish as * econd &anguage) 0rom Theory

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urc!a %"!te A"sta!n and ar!anne e"ca 2000 %iscourse and Conte2t

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31



of Word in #arrative Te2t through Word *ttack Program.kripsi

.$. aassar: n!*ers!tas e#er! aassar

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Sud-ana !n ur"ae"a >as!n 2010 Improving the tudents Reading

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"*kassar through &isten6 Read6 %isscuss 7&%R8 trategy. kripsi

.$. aassar: n!*ers!tas uha..ad!yah aassar

Ce+ster 1983 Vocabulary &earning. e/ >or: Aford n!*ers!ty

Press

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