Conclusions CONCLUSIONS AND SUGGESTIONS

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the results of the quantitative data, it can be concluded that during teaching vocabulary by using guessing game can affect towards student’s vocabulary mastery. It was proved by the value of the students achievement in every test; in orientation test, cycle-I test, and cycle-II test. There were the differences of scores in each test. We can see for the students’ achievement that the mean score in cycle-II test M=82.65 was higher than in cycle-I test M=70.74, and it was higher that the mean scores in orientation test M= 57.06. From the students’ achievement it can be concluded that the students had an improvement in their ability in mastering vocabulary. These improvements support the quantitative data that students have motivated in learning English by using guessing game as technique. From the result of test in this research, the writer can find that the benefits of guessing game are able to make the atmosphere of the class be happy and fun. The guessing game can make the students’ enthusiasm be appeared. The students be more active and brave to say word by word in English. The students be more know about the things near them in English such as things in the classroom. Through playing the game, it can make the students be encouraged in learning English. during this research, the students seemed be more enjoy learning English. As we knew that, many of technique in the school is just focused for the material subject without care about the atmosphere of learning. Moreover if the students start to be low, lazy and bored in learning process. The teacher just give the material from English book, Universitas Sumatera Utara 40 doing exercise, homework, collecting the task, reading, etc, without pay attention to student’s mood. And one of solution from the problem is by using a game and learning at the same time. How we can combine the material subject with a game. It will be so fun. The writer wrote on the diary notes, during the teaching-learning process, the students gave good response as playing the game in the class. During teaching and learning in cycle II, the students participated and gave a good response. They looked so excited doing in every part of this phase.

5.2 Suggestions