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TRANSCRIPT
Chapter 1
Introduction
Background
Mastering vocabulary is one of the most important components to achieve
proficiency in learning language. This is because it makes possible for students to
achieve the four major English skills. How well the students’ mastery in listening,
reading, writing, and speaking depends on how far they master vocabulary. According
to Hồng(2008) vocabulary is a crucial thing because it is a core part of language
proficiency for students in providing the four major skills as a foreign language
learners. Furthermore, in Webster Dictionary (2014) vocabulary is defined as a
collection of words, terms, or phrases that are used by individuals, groups, or science to
explain something or define something.
However, in this case the writer focuses on how to enrich students’ vocabulary.
This is because based on the observation at MTs Al-MaktabWonosari, there are many
obstacles faced by the writer in teaching vocabulary. Some of those obstacles are when
the teacher asked them to give an example of vocabulary in adjective form most of them
could not do what the teacher’s order. Besides, the writer found that they even did not
know the name of the things around them in English. On the other hand, some of those
students at class VIIMTs Al-Maktab, said that they have difficulty to distinguish
vocabulary among noun, adjective, and verb.It could be seen from the situation of the
class. Someof those were indigent in expressing their opinion, feelings, and no
response.
Moreover, another problem in teaching English at MTs Al-
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MaktabWonosariclassVIIwas that teaching English to students who just graduated from
the elementary school was not easy to do because they tend to get bored. This is because
they were hard to understand the materials. They only followed the class, re-wrote the
words of vocabulary from the board to their own book, but they got nothing until the
end of the class. In another case, the problem that was faced by the students appeared
when they could not do what the teacher instructed. They could not pronounce the
vocabulary words, they even could not remember when the teacher required their ability
to re-wrote few words of vocabularies that have been taught by the teacher. Otherwise,
they were just quiet and they were ashamed to expose their knowledge of vocabulary
words in front of their classmates. Besides, some of them were just more interested to
all of the things around them just than focus on the lesson that is taught by the teacher.
It may happen because of the weakness of the teacher’s way in teaching English.
Therefore, the writer considers that this is one of the issues that need to be studied.
The lack of students’ interest in learning vocabulary makes teacher think
creatively to create an interesting learning way as strategy to attract the students’
interest in learning vocabulary. In this case, the writer assumes that game is one of the
strategies that effective to be applied in teaching vocabulary such as “what do you
have?” game. It is part of activities based on five general goals of communicative games
which very useful for the students to learn English and strategy for the teacher in
teaching language (Nation & Thomas in Shameem&Tickoo, 1999).
“What do you have?” game has been selected as a treatment that will be applied
to the class VIIMTs Al-MaktabWonosari in this study because it can attract students’
attention to the lesson. Therefore, it motivates them in expanding their vocabulary.
Besides, this game is very helpful for shy students to be brave and explore their ability
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about vocabulary by a competitive game. Furthermore, the important one is this activity
teaches students to be competent and capable to solve problem in game by working in
group or team. In addition, the students are able to become more sociable getting
involved at each other in this activity that interested them.
In this game, the students are required to form small groups consisting of 5
students. They are asked to draw 15 letters from the bag and form the letters into verb,
adjective, noun related to the lesson topic. Then they must write the words on their work
sheet. However, they need to cooperate or get involved with their group members and
communicate in English. The winner of this game depends on how many words the
group finds because the more words they make, the more points they get. Further, by
doing this activity, the students train themselves to differentiate between verb, adjective,
and noun. Furthermore, particularly in this activity, the students are able to give
response and make clarification to their group members when they get involved in a
game and it also motivates students to enrich the vocabulary through communicative
cooperation. So that it can develop the quality of learning English and it supports the
teacher to achieve the learning goals.
By looking on the description above, the writer conduct a study entitled “The
use of “What do you have?” game as strategy in teaching vocabulary”
Research Question
Can “What do you have?” game enrich students’ vocabulary?
The Objective of Study
To find out whether “What do you have?” game can give a significant
enrichment of students’ vocabulary or not.
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The Significance of the Study
Theoretically, the result of this study will provide more information to all of the
readers that “what do you have?” game is a best part of communicative games in
teaching English and vocabulary in particular. In addition, the practical significance of
this study for the English teacher“What do you have?” game is expected to encourage
the ways of teacher in teaching vocabulary. The teacher can apply this game in the class
as an easy strategy to achieve the learning goal, because teacher make every students
get involved through this game. Furthermore, especially for the students “What do you
have?” game is intended to assist students to enrich their vocabulary because this
activity teaches students to solve problems together as a team work in playing the game.
The last, all of the things in this study can increase the knowledge about teaching field
to the other researcher.
Hypothesis
The hypothesis of this study is “there is a significant enrichment of students’
vocabulary by using “What do you have?” game.
Delimitation of the Study
This study is only focus on enrichment students’ ability in vocabulary at class
VII of MTs Al-MaktabWonosari. Besides, the writer is delimited this study on the
activities of “what do you have?” game to build students’ vocabulary mastering dealing
with materials about noun, adjective and verb.
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Chapter 2
Literature Review
The Importance of Vocabulary
Vocabulary has become one element that plays in important role in English
learning. According to Huyen and Nga (2003) who said that vocabulary is an important
role for the learners who learn English as a foreign language. It is one element that
supports the four skills of English such as: listening, speaking, reading, and writing.
Moreover, Seda (2010) argues that vocabulary plays in significant role in mastery of
listening, speaking, reading, and writing. Teaching vocabulary is purposed to the four
English skills. Teaching vocabulary is one of important aspect in English as a foreign
language. In teaching, vocabulary should be interactively to the English skills.
That statement is strengthened by Nilawati (2009) who states that vocabulary is
very important for second language learners. Learners can express their ideas
effectively. The learners should know how to expand their vocabulary that can increase
their interest in learning. Furthermore, the English teachers should have a skill of how
to manage their classroom so the students can gain success in vocabulary learning.
Vocabulary is a set of words that is owned by any language which consist of basic
vocabulary, common vocabulary, specialized vocabulary, concrete vocabulary, abstract
vocabulary, popular vocabulary, original vocabulary, absorbing vocabulary, standard
and non-standard vocabulary, local context vocabulary, vocabulary by field, and
vocabulary by word classes (Pateda: 1995, p.82-103)
Based on statement above, it can be concluded that vocabulary is one important
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aspect in English because it holds students’ ability to be competent in communication.
Vocabulary is a key for the learners who want to master English.
Teaching Vocabulary
Teaching vocabulary to the English learners is very important one. The
successful of students to mastering vocabulary depends on teacher strategies in
teaching. The best ways of teaching of vocabulary to be effective should be mastered by
the teacher. According to Michael Graves (2000), there are four components of an
effective vocabulary program:
Wide or extensive independent reading to expand word knowledge
Instruction in specific words to enhance comprehension of texts containing those
words.
Instruction in independent word-learning strategies, and
Word consciousness and word-play activities to motivate and enhance learning
On the other words, According to Pateda (1995, p.203) teaching vocabulary is
necessary and should be arranged, organized, and programmed as effectively as possible
in advance.
Therefore, by looking the explanation above, it can be stated that teaching
vocabulary is one that must be considered by the language teacher. This is because
students’ interest of learning vocabulary depend on how the teacher’s way in teaching
so that it takes a powerful strategy to make students more active and have desire to
develop their vocabulary skill and to achieve the goal of learning.
Word Classes
Essentially, In English, words can be classified into variouscategoriesaccording
to the grammaticalpurpose.They are often called word classes or parts of speech.
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According to Haspelmath (2001) as a technical term, word classes are divided into two
main types. They are content words (noun, adjective, verb, and adverb) and function
words (pronoun, preposition, conjunction, interjection, numeral and article). In addition,
according to Schachter&Wierzbicka (in Haspelmath, 2001) defines word classes on a
language-particular basis, the word that is called ‘noun’ is the word class that includes
most words for things and persons, the word that is called ‘verb’ is the word class that
includes most words for actions and processes, and ‘adjective’ is the word class that
includes most words for properties.Here, this research mainly focuseson the major word
classes noun, adjective, and verb.
Noun
Nounis the wordthatbelongs to thecategoryoflexicaland refers to the
person, things, and place.In English, there aredifferentformsofnounsuch as
concrete and abstract nouns. It was supported by Morley (2000) states that noun
is a word which denote ‘entities’. They are concrete and abstract noun. If
concrete,the entities referred two are made of materials. Physical substance and
‘animate’ (human and animal) or inanimate. If abstract, they are intangible.
The example of noun:
Concrete noun Abstract noun
Girl Beauty
Gorilla Depth
Chair Congratulation
Water Happiness
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Adjective
Adjective is wordthat denotes quality, features or property. It is a word
that describes a noun to give extra information about the noun. It is strengthened
by Morley (2000) who states that an adjective in traditional grammar is as a 'de-
scribing' word, the adjective has the role of describing an attribute or feature to a
noun. It may occur in two positions in a phrase either attributively or predica-
tively.
Example of adjective:
New Beautiful
Different Handsome
Simple Interesting
Black Important
Verb
According to Morley (2000) verbs may be said to express processes
which can be classified in one of three broad ways.Firstly,they can denoteac-
tion.Secondly, they can record event. And lastly, they can refer to states.
Example of verb:
Action verb Non-action verb
Cook Know
Work Love
Walk Hate
Draw Forget
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Therefore, based on the explanation above, it can be state that the vocabularies
such as noun, adjective, and verb are the most important parts that must be learned be-
cause all of these terms are the major word classes that indispensable for the practical
purpose.
The Advantages of Using Games in the Classroom
Games bring some advantages in learning and teaching. It support byMclellanon
(2011) who examined that games did not make students to monotonous with the lesson,
but games make students to think creative way, requires students to work
collaboratively or competitively, games also make students to learn about how to solve
problem, and be a good team work. Many students can happily engage in games. They
are as a vehicle for students to experience success or winning helps to engage them in
other classroom activities, helping shy students to express their feelings or their peers.
Moreover, Huyen and Nga (2003) reported in their study that apply games in any
classroom can be an effective and interesting way in learning English. In the conclusion,
they said that games have many advantages because it is not only for mere fun, but
more necessary, for improving learners' communicative competence by utilizing of
language lessons.
In addition, Diana (2010) has formulated the advantages of games as follows:
the first advantage of applying games in the leaning process was it made students more
interested in materials of learning. It got students attention to the lesson given. The
second advantage of applying games was teacher did not need to waste more time to
explain the materials. According to Schuna (2010) defines there are some advantages of
learning games for kids that made kids enjoy challenge and participating in games, and
made them smarter and capable. They are motor skills, social development, focus, self-
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esteem, memory, and creativity.
Games give students motivation. According to (Partisius, 2010) who said that
games help teachers create context. Games can motivate the learners to express thought
in the language learning by participating. When the learners in games, they will have a
motivation to participate and it also motivate them to win the game. So games can be
innovative approach for teaching English language. That statement is supported by
Seda(2001) confirms that teaching vocabulary by game can improve vocabulary
achievement. The students in experimental class had better score than in control class. It
means that teaching vocabulary through game as a treatment in English class is better
than class that is did not apply games as a treatment. There is a difference between
experimental class and control class in students’ vocabulary achievement. It is about the
score, the students’ score of post-test in experimental class is higher than control class.
Games are also the best way to introduce students of new words. According to
Muse (2011) points out that to teach the new words to the students, the teachers can use
the vocabulary games as a very effective way. By applying vocabulary games, student is
involved in learning vocabulary. Games will assist students to keep the words for a long
time, Even it will still persist in their memory. The students will active in learning
process when games are used in the class. They will concentrate to the words that is
often use in games. Besides, vocabulary games will bring students better than
monotonous. In other hand, Vossoughi (2009) argues that games are an effective
technique in learning. That can be evidenced by the word-puzzle games that give the
significant result between the students in a control group and experimental group. The
experimental group has a better performance because of the role of games. Learning
vocabulary becomes very pleasing because at the same time the students play games in
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a class. Games can change the atmosphere of the class, making students have passion of
learning vocabulary. The English students have a chance to use the language to convey
the meaning and use their knowledge in learning process by using games. Furthermore,
Huyen and Nga (2003) state that games have advantages, effectiveness, bring students
to the relaxation and fun situation, retain students interest, and motivate students to be
active in process of learning vocabulary. Besides, the role of games cannot be denied in
learning and teaching vocabulary.
Based on the statement above, it can be states that educational games are useful
for students to build their selves confident, courage, diligence, and motivation. Teaching
vocabulary by using games has been implemented by teachers in their class. Games also
help teachers to get students interest and attention to the learning process because games
can provide a lot of fun in learning.
What is Communicative Games?
Communication has become a necessary in teaching-learning process inthe class.
So that, the goal of teaching English is depends on how the teacher apply the
communicative game as strategy to make the students to be successfull in performing
English. Communicative games is a part of educational games that give the students a
chance to make social interaction at each other in performing English by in pairs or
teams. According to Nation and Thomas (in Shemeem and Tickoo, 1999) state that the
involve of challenges in teaching English makes the learning proccess to be effective.
The Goals of Communicative Games
Communicative games is one of strategies in teaching language which
has many activities of learning based on its goals. According to Nation and
Thomas (in Shameem and Tickoo, 1999) there are five general goals of
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communicative games which are really useful for the students in learning
English. They are Learning Communication Strategies, Learning Content
Matter, Learning From One Another, Developing Skill in Discource, and
Developing Fluency. Each of these classification, have different activities or
games in each part based on its key areas. One of those interesting games is
“What do you have?” game, is taken from one of five general goals of
communicative games or activities, it is Learning From One Another.
Communicative games will help people in language teaching and
learning. The primary goal of these communicative activities are to bring
students in a funny learning situation. Besides, communicative activities can
motivate studentsto be competitive to finish, even the difficult task in a limited
time and got the satisfactory outcome.
Learning communication strategies is a main part of the goals of
communicative games. Mastering communication strategies will truly help
students to explore their ability and to communicate at each other. Primarily, on
students who have a lack of language skills in a new environment. Moreover,
communicative activities change the shy people to make response and
relationships with other people. According to Kesler and Nunan (in Shameem
and Tickoo, 1999) language learning will be more effective when students work
in teams or groups, it help students in learning language by working with more
capable students.
Learning skill in discource, students are able to use gramatical form in
written and spoken English. These five goals of communicative activities are
strategies as guide in language teaching and learning. Furthermore, as the last
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section of the goals, in Developing fluency, self confident is one that learners of
English should have. These self motivating activities can encourage a self
confident to each students' selves. It allows students to develop their fluency by
talking about any topics without worrying about gramatical.
“What do you have?” Game
“What do you have?” game is one of the communicative activities that motivates
students to expand their ability in enriching vocabulary by creating a funny learning
situations.
The aims of “what do you have?” game are to enrich and internalize vocabulary
through communicative cooperation, discriminate between verbs, adjectives, and nouns.
Although this game is aimed at expanding students’ ability to manipulate effectivelly
adjective, verbs, and nouns, it also works as a beneficial tool for speaking in the target
language. The teacher asks students to communicate in English while working on the
production of words in a small groups. This activity motivate students to enrich their
vocabulaty in a communicative way and engages them in funny and competitive game
(Shameem&Tickoo: 1999).
Procedure of “What do you have?” Game
According to Shameem and Tickoo(1999) in their book New Ways in Using
Communicative Games in Language Teaching point out that this game is a part of
communivative games that encourage students to be competent or capable working in
groups or pairs like a teamwork and the important one is they have a powerful learning
resource also.There are seven steps in doing this activity are as follows:
Write each letter in the English alphabet on a card and put them into a bag.
Create groups of three students.
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Give each group a work sheet with assigned collumns for adjective, verbs, and
nouns.
Get one students from each group to draw 15 letters from the bag.
Ask students to form verbs, adjectives, and nouns from their letters; they must
write these words under the proper column of their work sheet. The more words
they make, the more points they earn. They need to cooperate with their group
members and communicate in English.
Set a time limit for the activity and write the finish time on the chalkboard or
whiteboard.
Write each groups’s words lists under the group names on the chalkboard or
whiteboard when time is up.
Caveats and Option
This game may be played as a follow-up activity after teaching nouns,
adjectives, and verbs, or you may focus on specific parts of speech.
When final lists of words are writen on the chalkboard, students can exchange
their words with classmates.
If the students’ communicative ability is not sufficient to carry on the game in
English, you may teach some words or structures that students might use in
group work.
This activity may be used to teach words for situational language use. For
instance, you may ask students to form adjective, nouns, and verbs, related to an
airport or library situation. When you have written the final lists on the
chalkboard or whiteboard, ask the class for any additional associated words.
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Relevance of Study
The writer found that there are several previous study that used game as strategy
in teaching English. One of the relevan of studies shows that games have some great
effectivenes: such as creating a relaxed and interesting atmosphere, stimulating
motivation and competition, creating more chances for shy students to express their
opinions in English and to learn new words from their classmates as well that can brings
students to the interesting technique for vocabulary acquiring. According to Hồng
(2008) He found in his questionnaire and observation that most of students of Lac Hong
were really eager, exited and felt good and could many words from games
technique, games is an healthy competition that can brings students in learning
process,and86% of students thought that shy students have more opportunity to explore
their feelings in english by using games.
That study has been good, because it has studied about the effectiveness of
games, and has dicovered whether games can provide motivation, interesing
atmosphere, and give the opportunity for all vietnemes students. Unfortunatly, that
study only set up an interview, questionnaire and observation to collecting those data.
Those are the weakness of that study. Therefore, in this study, thewriter applied the
communicative game. It is “what do you have?”game directly in the class as a treatment
to know the the effectiveness of communicative game and how far the game can
influence students in enriching vocabulary. It can be proved to the readers that game is a
real inovative way in learning vocabulary.
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Chapter 3
Methodology of Research
Method
In this study, the writer used the Quantitative approach. Quantitative research is
a formal, objective, systematic process in which numerical data are used to obtain
information about the world. The writer selected Quantitative aproach because it needs
sample and population in conducting this study. In this studythe writer usedQuasi-
experimental design. Quasi-experimental design involves selecting groups, upon which
a variable is tested, without any random pre-selection processes. Experimental methods
are commonly applied to determine causal relationships or to quantify the magnitude of
response of a variable. So one group pre-test post-test design was used in this study
because the writer want to know the outcome of students’ achievement of vocabulary
enrichment after given the treatment“What do you have?” game.
Setting
The seventh grades of MTs Al-MaktabWonosari was used as a setting for this
study. This school is located at Jl. MerdekaNo. 61, Desa Bongo 2.Kec.Wonosari. Kab.
Boalemo. This school was used as an object of the study because the writer have done
an observation in this school before.
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Population
The population is generalized form of the subject area or object to be studied
andresearched to draw the conclusion. The population of this study is all the seventh
gradestudents in the regular of MTs Al-MaktabWonosari.
Sample
The sample is part of the population. The sample is one part of the number and
characteristics possessed by the population. Sample can describe the state of a
population on the specific population units only. There are a variety of sampling
techniques. Purposive sampling was used as technique sampling in this study because
purposive sampling or judgmental sampling is usually used to determine specific
criteria for sample.
The sample of this study was17 students who still active as students in class VII.
The writer took class VII as an experimental group because the writer has analyzed that
the vocabulary enrichment of students in class VIIwere still weak. For instance, they
could not give a response if the teacher asksthem.Sothis class needs a fun learning
situation in learning vocabulary.
Variable of research
In this study, there are variable x and y. They are students’ ability in vocabulary
is the variable y which is dependent and “what do you have?” game as strategy in
teaching English is the variable x which is independent variable.
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Research Design
This study used one group pretest posttest design. The design of the study that
used in this study as follow:
01 X 02
(Sugiyono, 2012, p. 77)
Where:
O1 : Pre-test
X : Treatment
O2 : Post-test
a. Pre test
The first section, the writer gave a test to the students which related to the
materials or topics such as “A new school year”, “Going to school”, and “Around the
school”with the total items are 29 items and the students have 45 minutes to answer the
test. It is used to know how far the ability of students in mastering vocabulary before
gives the treatment.
b. Treatment
In this section, the writer set out “what do you have?” game in class VII as a
treatment to enrich their vocabulary. The writer taught the students with the different
material or topic based on that school such as “Around me, “A big clean school, and
“My favorite star” for the four meetings. The writer used them in practice:
Firstly, the teacher brought students to the pleasant situation and introduced the
students about vocabulary such as noun, verb, and adjective related to the materials that
have been taught by the teacher before in a briefly explanation. Then, the teacher
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motivates students with a game. It was “what do you have?” game to attract students’
attention and explain the game’s rules first. Secondly, teacher divided them into several
groups and asked each groups start to play the game. They work in group or team by
doing what the game instruct and discuss to solve the game at each other. Thirdly,
teacher checked the progressing and performance by looking at their responds and
answer during the game. After the game is over and the students already find the letter
and make the words, the teacher measured students’ understanding of words that they
already make. Next, at the end of the treatment the teacher corrected anything that have
been made by the students, in pronunciation and writing. The last one, teacher let them
to finish some exercises.
c. Post-test
In the last section, the writer gave students post-test in the class VII to
investigate the result of students’ vocabulary enrichment after given the application of
“what do you have?” game as a treatment in several times can enrich or not.
Technique of Collecting the Data
The data of this study are obtained from vocabulary test. The test was form in
multiple choices and related to the materials or topics that consisting of three indicators,
they are “A New School Year”, “Go to School” and “Around the School”. Therefore,
the score of this test are the highest score is 29 and the lowest score is 0. This is because
the each item of the test will get score 1 (one) for the correct answer and get 0 (zero) for
the incorrect answer.
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Table 1. Blue print of Try out test
Indicators of
Vocabulary
Number of Items Distribution of
Items
Score
Noun 10 6, 11, 13, 15, 16,
24, 25, 27,31, 40
0 – 1
Adjective 20 2, 3, 7, 8,10, 14,
18, 19, 20, 21, 23,
26, 32, 34, 37, 38,
42, 43, 46, 48
0 – 1
Verb 20 1, 4, 5, 9, 12, 17,
22, 28, 29, 30, 33,
35,36, 39, 41, 44,
45, 47, 49, 50
0 - 1
Total Items 50 50
After got the data of students’ result, the writer calculated the test validity by
using product moment correlation pearson formula. The writer calculated that there
were 29 items were valid. It means that there were 29 items of questions could be tested
to the students as a pretest and posttest. Here is the description of the pretest and
posttest items.
Table 2.Blue print of Pre-test and Post-test
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Indicators of
Vocabulary
Number of Items Distribution of
Items
Score
Noun 8 5, 9, 10, 11, 15, 16,
18, 23
0 – 1
Adjective 11 1, 2, 6, 7,12, 14, 17,
21, 25, 26, 29
0 – 1
Verb 10 3, 4, 8, 13, 19, 20,
22, 24, 27, 28
0 - 1
Total Items 29 29
Test Validity
Validity is a condition that describes the level of the relevant instrument capable
of measuring what will be measure (Arikunto:1995).The validity test of this study will
be used Product Moment Correlation formula. It is used as follows:
2222 YYnXXn
YXXYnrxy
rxy = correlation coefficient of an item
N = number of subjects
X = score of an item
Y = total score (Arikunto, 2005: 72)
Reliability
In book of “How to Design and Evaluate Research in Education” According to
Fraenkel, Wallen & Hyun (2012) ”Reliability refers to the consistency of scores or
answers from one administration of an instrument to another, and from one set of items
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to another”. in testing realibility, the test was used formula as follow:
(K-R 21) Kuder Richardson (Sugiyono, 2012, p. 186) :
ri=¿ k
(k−1)M (k−M)
kst2
¿
ri = Instrument Reliability
k = The number of items
M = The average of the score
st2
= Total Variants
Data Analysis
The data required in this study is the result of students learning in class VII of
Junior High school of MTs Al-MaktabWonosari. Data collection in this study is a result
of pre-test and post-test in class VII. The data obtained after the class was treated by the
instrument. Instrument of this study is a vocabulary test which is in multiple choices.
This data look whether game can enrich students’ vocabulary or not. Therefore, those
data have been analyzed by using the t-testformula:
t = Md
√∑ X 2 dn(n−1)
Md = ∑ dn
Where :
Md : The difference means score between pre test and post test
Xd : The deviation of each sample (d – Md)
∑ x2d : The total of square deviation
N : The number of samples
Dk : The degree of freedom (N-1)
(Arikunto, 2010, p. 350)
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Hypothesis Verification
H0 = Number head together strategy cannot raise the students’ reading comprehension
H1 = Number head together strategy can raise the students’ reading comprehension
H0 will be accepted if tobservation≤ ttable, α = 0,05
H1 will be accepted if tobservation≥ ttable, α = 0,05
Chapter IV
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Research Finding and Discussion
Research Finding
In this the research finding, the writer will discuss about the result of study
which is found by the writer during the study in the school. The result of studyconsists
of the data description of pre-test, the data description of post-test, and the description
result of analysis data to prove whereas the hypothesis is accepted or not.
The Data Description of Pre Test
This data description of pre-test aimed to show the students result of pre-test
before given the treatment. This study took class VII that consist of 17 students as the
sample of the study. Furthermore, the data description of the pre-test in this study shows
that the students’ lowest score was 10, the students’ highest score was 21, the range of
interval class was (R) was 11, the amount of interval class (K) was 5, and the wide of
interval class (P) was 2 (see appendix ).Here is the interval relative frequency of
students’ vocabulary in pre-test
Table 3. The Result of Students’ Score in Pre Test
Interval Class F absolute F relative
10-12 3 18 %
13-15 7 41 %
16-18 4 23 %
19-21 3 18 %
Total 17 100 %
By looking the table above, it showed that the results of students’ score in pre-
test were distributed into fourclasses of interval. The number of students that was also
distributed to the interval classes was explained in F absolute and the number of
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students in F absolute can be shown as percentage in F relative.
By looking the table above, it showed that the results of students’ score in pre-
test were distributed into four classes of interval. There are students who got the range
score10-12 were 3 students or 18%, the range score 13-15 were 7 students or 41%, the
range score 16-18 were 4 students or 23%, the range score 19-21 were 3 students or
18%.
The data in detail also can be seen in the following polygon graphic.
Students’ score in Pre Test
10-12 13-15 16-18 19-210
1
2
3
4
5
6
7
8
18 %
41%
23%
18%Students' score
Based on the polygon graphicabove, it can be seen that the highest score of
students vocabulary mastering is in the range score 13-15 or 41 %, and the lowest score
of students vocabulary mastering are available in the range score 10-12 and 19-21 or
18%. (The total number of the questions that could be answered by the students was
available in the range score 13-15 or 41%). On the other words, the students’
vocabulary mastering in pre-test is categorized in a low level. Thus, it can be conclude
that most of the students have difficulty to answer the test of vocabulary.
The Data Description of Post Test
25
In the last meeting, the writer gave the students post-test. It aimed to know the
students vocabulary enrichment after applied “What do you have?” game as a treatment.
Based on the result of post-test data, it was found that students’ lowest score was 15, the
students’ highest score was 26, the range of interval class was (R) was 11, the amount of
interval class (K) was 5, and the wide of interval class (P) was 2 (see appendix ). Here is
the interval frequency of students’ vocabulary in post-test.
Table 4. The Result of Students’ Score in Post Test
Interval Class F absolute F relative
15-17 3 18 %
18-20 4 23 %
21-23 9 53 %
24-26 1 6 %
Total 17 100 %
The table showed that the resultsof students’ score in post-test were also
distributed into four classes of interval. There are students who got the range score 15-
17 were 3 students or 18%, the range score 18-20 were 4 students or 23%, the range
score 21-23 were 9 students or 53%, the range score 24-26 were 1 student or 6%.
26
The data in detail also can be seen in the following polygon graphic.
Students’ score in Post Test
15-17 18-20 21-23 24-260
1
2
3
4
5
6
7
8
9
10
18 %
23%
53%
6%
Students' score
Based on the polygon graphic above, it can be described that the data finding in
post-test is categorized in a high level. It was seen the highest score of students
vocabulary mastering was available in the range score 21-23 or 53 %, and the lowest
score of students vocabulary mastering are available in the range score 24-26 or 6%.
(The total number of questions that could be answered by the students was available in
the range score 21-23 or 53%). On the other words, the students’ enrichment of
vocabulary in post-test was higher than the students’ enrichment of vocabulary in pre-
test.
Therefore, by comparing these both result of pre-test and post-test, it was
concluded that there was a difference score of students’ result after given the treatment.
On the other words, the students’ability of vocabulary had enriched by using “what do
you have?” game and it was very beneficial to apply in the class as a strategy in
enriching students’ vocabulary ability.
27
However, to get the accurate of the data this study did a hypothesis verification
to prove whereas “what do you have?” game can enrich the students’ vocabulary
significantly.
Hypothesis Verification
In this early chapter, it has been stated that the hypothesis of this study was
“there is a significant enrichment of students’ vocabulary by using “what do you have?”
game to verify the hypothesis was accepted or not, the writer used the level of
significance
Discussion
This study discussed about the use of “what do you have?” game as the strategy
in teaching vocabulary. In applying this game, the writer acted as the teacher for the
four meetings in the class. Moreover, in this study the writer took the students of class
VII in MTs Al Maktab Wonosari as the sample of this study.
However, to get the accurate of the data, the writer gave the students pre-test as
the evaluation of their basic ability of vocabulary before giving the treatment. The
question of the test consist of 29 item of multiple choices with the categories such as
noun (test items number 5, 9, 10, 11, 15, 16, 18, & 23), adjective (test items number 1,
2, 6, 7,12, 14, 17, 21, 25, 26, & 29), and verb (test items number 3, 4, 8, 13, 19, 20, 22,
24, 27, & 28). By the test, it was found that there are many students have difficulty to
answer the question correctly. The students score in pre test was categorized in low
level. It was proved by the students’ result in pre test indicates that students’ score (10-
12) were 3 students or 18%, the students’ score (13-15) were 7 students or 41%, the
students’ score (16-18) were 4 students or 23%, and students’ score 19-21 were 3
28
students or 18%. It means that the students’ mastering of vocabulary were still lack. It
could be seen from the situation of the class that some of them cheated at each other
during the class. They were hard to understand the vocabulary in the test. Many of them
could not distinguish the vocabularies about noun, adjective, and verb. By looking at
this case, it became something that should be noticed by the teacher considering the
vocabulary is the most important aspect for students to master the language target. In
solving this case, the teacher had to apply a good method such as “what do you have?”
game to expand their vocabulary. Therefore, after getting the students’ knowledge of
vocabulary in pre test, the writer gave treatments to the class in teaching vocabulary.
The treatment was conducted as many as four meetings by using “what do you
have” game as strategy in teaching vocabulary. The writer applied “what do you have”
game with the difference topics based on the material which is applicable in that school.
In the first meeting, the study was held on April 14, 2015. In this meeting, the
writer taught the students about the topic of “My favorite star”. In this topic, firstly the
writer explained about noun, gave the information, and also asked the students to be
able to give example of adjectives related to the topic that have been taught. In this
situation most of students felt bored, they even did not interest with the lesson. To solve
this problem, then, the writer brought the students to play the game which is called
“what do you have?” game. According to Shameem and Tickoo (1999) what do you
have game is a part of communicative games that encourage students to be competent or
capable working in groups or pairs like teamwork and the important one is the students
has a powerful learning resource. This statement was proved when the writer begun to
introduced the students about the game. The writer divided them into some groups or
team and starts to convey the instruction of how to play the games firstly. In this
29
situation, there are some students were fearful in playing the game, they were afraid in
exposing their capability, and they even could not express the vocabulary of adjectives
related to the topic. However, it did not take long time because in the middle of the
process the writer found that the students started so enjoy the game, they became
enthusiastic, and they were fun and happy. Besides, most of them wanted to get
involved in playing the game by form the alphabet into vocabulary of adjectives.
It the second meeting, the study was held on April 15, 2015 . In this meeting, the
writer taught the topic about “A big clean school”. The writer explained about and gave
example of adjective related to the topic of this meeting. In this meeting, every students
tried to give examples of adjective that they already know. They became enjoy the
lesson. When the explanation was done, then, the students played “what do you have”
game based on the rules of the game. In this second meeting, they became very
interested to play the game. Each of them joined and get involved during the game.
They finished the game by formed and expressed many vocabularies about adjective.
The third meeting was held on April 21, 2015. Verb with the topic of “A big
clean school” was being the lesson of this meeting. Such as the previous meetings, the
writer introduced the topic and vocabulary. In this lesson, firstly the writer asked the
students to make a simple dialog in pairs based on the topic by using verb as many as
possible in front of the class. It wanted to know how far the students’ vocabulary
enrichment of verb. Then, when the explanation of the topic was done the writer let the
students to play “what do you have” game by making some vocabularies from the letters
and wrote them in their worksheet. After the game was over, the writer measured the
students’ understanding of words that they already make. Next, at the end of the class,
the writer corrected to all of the words in their worksheet. It could be described that the
30
students could make the vocabularies of verb even if there was still a little mistake in
pronunciation and writing on their worksheet.
On the fourth meeting, the study was held on April 22, 2015. In this meeting, the
writer provided the topic of “Around me” in teaching vocabulary to the students. In the
beginning of the lesson, there was a brief explanation and some examples about noun
related to the topic. After the students understood, the writer asked the students to play
“what do you have” game. In this last meeting of the treatments, every students of the
group competed with other groups to form nouns as many as possible. Besides, they
worked together at each other to find many nouns from the letters they took related to
the topic and wrote those words on the group’s worksheet. This was because the more
words they made, the more points they gain. So, in this game, students learned noun
directly by making many words of noun. Additionally, they looked more active in the
class and also the atmosphere of the classroom became lively in playing the game.
Therefore, after evaluate the students’ understanding and work. It could be described
that most of students could form the various vocabulary of noun according to the topic.
Thus, the students’ vocabulary was enriched after passing some treatments because the
game was motivated every student in making vocabulary.
Based on the all of the treatments it was seen that treatments made all students
get involved in the learning process, and it changed the learning process to be more
effective. At the same time, this activity helped students who are less active had the
same opportunity as other students to get involved in playing this game. This is suitable
with the statement of Kesler and Nunan (in Shameem & Tickoo, 1999) language
learning will be more effective when students work in teams or groups. It helps students
in learning language by working with more capable students.
31
In addition, n applying “what do you have” game as many as for times in the
class gave many advantages for the students. They could develop their vocabulary by
making new words that could be taken to learned, memorized, and used in daily life.
The first advantages of applying games in learning process was it made students more
interested in materials. It got students attention to the lesson given. The second
advantage of applying games was teacher did not need to waste more time to explain the
materials (Diana: 2010). It was supported by Huyen and Nga in their study (2003)
reported that apply games in any classroom can be an effective and interesting way in
learning English. In the conclusion, they said that games have many advantages because
it is not only for mere fun, but more necessary, for improving learners' communicative
competence by utilizing of language lessons.
After the treatment was given, the writer gave the post test to know the students
vocabulary enrichment after getting the treatments. The post test was the similar test
with the pre test that consists of 29 items of questions. The result of students score in
post test was compared with the result of students’ score in pre test. As the result, it was
found that the students’ score in post test were higher than the students’ score in pre
test. It means that the students score’ in post test were increased after getting the
treatment “what do you have” game. This activity motivates students to enrich their
vocabulary in a communicative way and engages them in funny and competitive game
(Shameem and Tickoo: 1999)
In the same way, the students result was analyzed by using hypothesis test.
Based on the data of t-test formula (see appendix ), the hypothesis verification showed
that the hypothesis (H1) was received and the hypothesis (H0) was rejected. The result of
tcount was higher than tlist with the value 10.042 > 2,12 by using level significance α =
32
0.05. Therefore, the use of “what do you have?” game can enrich the students’ ability of
vocabulary in the grade VII of MTs Al Maktab Wonosari.
On the other words, the students are challenged and motivated to learn vocabulary in
this game.
Thus, it could be concluded that by challenging the students with “what do you have?”
game made their vocabulary were enriched.
Chapter V
33
Conclusion and Suggestion
Conclusion
Based on the result of the analysis about the use of “what do you have game as
strategy in teaching vocabulary that was conducted in the seventh grade students of
Madrasah Tsanawiyah Al-MaktabWonosari, the writer would like to take some
conclusions as follows:
Firstly, the appropriate technique or strategy was very helpful in teaching
English process and game is one of the best innovative way or strategy that could be
applied in the class because it could help teacher to make the class to be more active.
Secondly, by applying “what do you have? Gamecould help teacher to attract the
students’ interest in learning vocabulary because this activitycould bring students to the
fun learning situation. Besides, through apply “what do you have? gamein the class, the
students learn to solve the problem by a team work. They became more sociable getting
involved at each other in learning process. This is because this activity can give a
motivation and make the students to be brave to explore their ability of vocabulary. So,
the students could develop their vocabulary enrichment.
Thirdly, the result of students’ vocabulary enrichment could be seen from the
students, score of pretest and posttest. After applied “what do you have” game the
students’ score was high. The total students’ score in pre-test was about 262 and the
post-test was 349. Therefore, the students’ ability of vocabulary was increased.
The last one, the hypothesis of this study was the use of what do you have game
can enrich the students’ vocabulary significantly with the result of the calculation that is
iftcount≥tlistor10.042 ≥ 2.12. It means that the hypothesis was accepted. On the other
words, the students’ ability of vocabulary was enriched by using “what do you have”
34
game.
Suggestion
Based on the conclusion above, the writer suggested to all of the English
teachers who want to achieve the objectives of learning English should have the
appropriate strategy or method in teaching English in the class. This is because using
the right method in teaching English and vocabulary in particular can provide the good
results in the teaching learning process and game is one of the best strategies that could
be used by the teacher in the class.
Therefore, the game such as “what do you have” has been selected by the writer
because this game is one of the best activities in communicative game which is very
useful for the teacher in teaching English and vocabulary because this game teaches
students to be able to differentiate the vocabulary among noun, adjective, and verb. It
can expand the students’ vocabulary. Besides, this activity engages them in funny
learning situation and to be competitive. So, the function of this game is not only for
educating, but also for entertaining.
Thus, this what do you have game can be considered as a reference for the others
teacher who want to applythe game as a strategy or method in teaching English in the
classroom because what do you have game can be used to teach other skills of English.
35
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