Research Findings Discussions

B. Research Findings Discussions

1. The Common Response of the Problem

The focus of the problem of the research was “How does Guessing Game increase the students’ ability in mastering vocabulary at the eighth grade of SMP Negeri 2 Hiliserangkai in 2016/2017 ?”. The common response is Guessing Game increases the students’ ability in mastering vocabulary by teaching the students a material about descriptive text. Based on the text, the students identified unknown words. Then, the researcher chooses 10 unknown descriptive vocabularies and wrote it in cards. And then, the words that had been identified were taught to the students by drilling them to guessing the meaning until the words could be mastered by students. After the researcher applied the procedures to the students, the researcher asked the students’ difficulties during teaching and learning process by ordering them to pose some questions.

This research was done in two cycles. The average of the students’ value in Cycle I was 52.33 which was classified as “low” level and the average of the students

value in Cycle II was 90.33 which was classified as “very good” level. Based on the avera ge of the students’ ability in each cycle, the researcher found the increase of the students’ mastering vocabulary. Therefore, the researcher concluded that Guessing Game increases the students’ ability in mastering vocabulary at the eighth grade of SMP Negeri 2 Hiliserangkai in 2016/2017.

2. The Analysis and Interpretation of the Research Findings

Based on the result of observation and evaluation sheet, it showed that there was upgrading of the research result. It could be verified from the percentage of the students who had done the activities and the activities that were done by the researcher. Upgrading of the research result can be elaborated below.

In Cycle I especially in the second meeting, the researcher gave test to the students was extend to kno w the students’ ability. In fact, the students’ result showed that most of the students did not pass on Minimum Competence Criterion (MCC). The higher value that the students got in Cycle I was 90 and the lower value was 20. Moreover, the average of the st udents’ value was 53.33. Although in Cycle I there were students who got value classified in “Very Good” and “Good” level, the researcher was not satisfied because there were many students did not pass on MCC. Therefore, the researcher decided to continue in Cycle II, by implementing the improvements, there were: First, the researcher suggested the students to find out how to pronounce the words in dictionary. Second, the researcher explained more the generic structures and language features of descriptive text. Third, the researcher taught the students about descriptive text. Fourth, the researcher suggested the students to learn the new words from dictionary. And fifth, the researcher suggested the students to learn more how to followed the procedure of Guessing Game.

In Cycle II, the researcher taught the students about the improvements that had been designed in the previous meeting. In teaching the improvements to the students, had been brought a big influence of the students’ achievements in Cycle II. It showed from the result of observation sheet, most of the students had done the In Cycle II, the researcher taught the students about the improvements that had been designed in the previous meeting. In teaching the improvements to the students, had been brought a big influence of the students’ achievements in Cycle II. It showed from the result of observation sheet, most of the students had done the

got was 100 and the lowest value was 80 while the average of the students’ value was

90.33. Based on the result of the research, in cycle II there were some strength that had been identified such as: First, the students could pronounce vocabularies. Second, the students could identify generic structure and language features of descriptive text. Third, the students master expository vocabularies. Fourth, the students could get the meaning of new words. And fifth, the students could do the procedure of Guessing Game. Regard to the result above, it showed that the students were successful in implementing Guessing Game in writing descriptive text, in the steps of Guessing Game.

3. Research Findings versus the Latest Research

Sucipto (2009), searches about teaching vocabulary by using Guessing Game at the fourth grade of SD Negeri Kowang I Semanding. He used Classroom Action Research (CAR) design. He said that Guessing Game is one of appropriate game in teaching vocabulary in the classroom. In his research, implemented the Guessing Game, the students were stimulated to memorize the new vocabulary. From the activities, the students knew the meaning of new words from the characteristic of the new words itself. Therefore, he concluded that Guessing Game is an interesting and creative game to be implemented in the teaching vocabulary in the classroom.

Moreover, in applying Guessing Game there were distinction steps toward Sucipto. According Sucipto; the students guess the new words from the clues that has prepared by the teacher before. Clues were designed has close relation with the new words. For example; the teacher showed a picture to the students and asked them to mention what the picture is by choosing one of appropriate clues on the whiteboard. When the students could guess the words correctly, the teacher asked them to make a simple sentence from the word. Finally, teacher together with the students made the conclusion of the lesson.

Guessing Game was applied in Junior High School, especially in eighth grade of SMP Negeri 2 Hiliserangkai. While Sucipto applied Guessing Game in Elementary School, at the fourth grade of SD Negeri Kowang I Semanding.

Most contrast things towards Sucipto was, the students did not thing the extensive meaning o f the new words, they just focus and depend on the teacher’s clues. But the researcher made the students explored what the meaning of new words by using their comprehension of the new words itself.

Besides, the results of both the researches show the differences; whereas Sucipto’s research more focused to improve the students’ motivation in enriching their vocabulary and improve the students’ interest in learning English. While in the research, the researcher more focused to build the students’ fluency in mastering the unknown words to be known and increased the students’ ability mastering vocabulary especially descriptive text, which extend to reinforcing the students to comprehend the meaning of the text.

4. The Research Findings versus Theory

The findings of the research showed that the students’ mastering vocabulary at the eighth grade of SMP Negeri 2 Hiliserangkai in 2016/2017 was increased through Guessing Game.

According to Wilskfuyzi (2004: 17), “Guessing Game is a simple game that can b e applied in the classroom”. Furthermore, he says that the procedure in this game stimulate them to be more memorizing the new vocabulary. In practice, the students only guess the new word from the explanation or description of the word before. In addition, Elliot (2013: 86) says that Guessing Game is simple game that can be applied in the classroom in the limited time. From this activity the students guessed the meaning of new word from the description of the word itself.

It can be concluded Guessing Game is a simple game to help the students to get the meaning of new vocabulary. While in the research findings when taught the students in mastering vocabulary through Guessing Game in teaching and learning process, the students were difficult to describe the new word for others, they spent much time in the activity. Furthermore, when they guessed the words, they made class so busy and fun condition without focused on the topic, sometimes they used Indonesian language to guessed. It made an adversity for the researcher to control them so that the researcher must gave limited time and some clues when they guessed the word to make them easy and more focus to the material. While in theory said when guessed the new word, they should guessed word without clues and just focus to the explanation or description of the word.

On the other hand, the theories expected the researcher should achieve all the theory’s target in teaching vocabulary to students but in fact the students could not achieve it, but it does not mean that it is as a contradiction.

5. The Research Finding Implication

In the first chapter, it has been explained about the significance or implication of this research, such as: The result of this research can be useful for:

a. Guessing Game is appropriate in small class.

b. The researcher felt interested to use Guessing game to the students in teaching vocabulary mastery.

c. The students felt joyful to follow the steps of Guessing Game.

d. The students can use Guessing Game as stimulation to increase their vocabulary mastery.

e. The English teacher can use Guessing Game as a guideline in increasing students’ n mastering vocabulary.

f. The readers can use Guessing Game as additional knowledge to overcome the students’ problem in mastering vocabulary.

6. The Analysis of the Research Findings Limitation

The limitation is necessary to explain in order that the readers have the same insight with the researcher. The research findings limitations are:

a. The result of the research in applying the Guessing Game to the students’ ability in mastering vocabulary still in rough.

b. The students did not concentrate while teaching and learning process because some of the classes were repaired.

c. The way of the students’ learning was uncontrolled.

d. The limitation of media during teaching-learning process. The students did not have the student’s book to support their studying in English.