The Improvement Of Student’s Ability In Mastering Vocabulary By Using A Guessing Game Technique In Sdn 067690 Medan

APPENDIX A

LESSON PLAN

 Lesson Plan I

School : SDN 067690 MEDAN

Subject : English

Class : V A

Topic : Things around environment, school tools, food, animals, and

vehicles.

Time : 2 x 35 minutes

A. Standard Competence

Comprehend and express simple instruction and information.

B. Basic Competence

Comprehend the meaning and the function of words in daily context.

C. Indicators

1. Pronounce the words correctly.

2. Spelling the words correctly.

3. Describe characteristic the name of things properly.

D. Objectives

1. The students are able to mean the word correctly. 2. The students are able to mention the word correctly.

3. The students are able to identify name of things by its characteristic properly.

E. Material

Flash Card about the things around environment, school tools, food, animals, and vehicles.

F. Source/Media

• Source :

-My apple course’s book – Work book

• Media : Flash card; pictures of the things around environment, school

tools, food, animals, and vehicles.

G. Method of Teaching

1. Lecturing

2. Demonstration

3. Discussion

4. Grouping

5. Questioning-Answering

Teacher’s Activities Student’s Activities • Opening

1. Teacher greeted the students.

2. Teacher checked the student’s

absence

1. The students responded the

teacher.

2. The students answered it. • Main Activities

1. The teacher asked students read about characteristic of things (ex: the things around

environment, school tools, food, animals, and vehicles) that she gave.

2. The teacher asked students to comprehend about meaning of words.

3. The teacher divided students in the classroom in some group.

4. The teacher asked some

students of group to mention about characteristic of a word to the other team.

5. The teacher gave exercises to

1. The students read about

characteristic of things together.

2. The students translate about the text through opening dictionary and asking. 3. The students tried to work

cooperatively.

4. The other students listen about their friend said and guess the word correctly.

5. The students answered the

do the students. • Closing

1. The teacher gave the conslusion

about the lesson.

2. The teacher closed the teaching learning process and greeted.

1. The students noticed the conclusion.

2. The students greeted the teacher.

Medan, January 2016

Headmaster of SDN 067690 MEDAN Researcher

 Lesson Plan II

School : SDN 067690 MEDAN

Subject : English

Class : V A

Topic : Things in Classroom

Time : 2 x 35 minutes

A. Standard Competence

Comprehend and express simple instruction and information.

B. Basic Competence

Comprehend the meaning and the function of words in daily context.

C. Indicators

1. Pronounce the words correctly.

2. Mention the name of things in the classroom.

3. Define the characteristic and function of things in the classroom.

D. Objectives

1. The students are able understanding about the meaning of word.

3. The students are able to identify the characteristic and function of the things in the classroom.

E. Material

Real Object;things in the classroom.

F. Source/Media

• Source :

-My apple course’s book – Work book

• Media : Real Object, picture of things in classroom.

G. Method of Teaching

1. Lecturing

2. Demonstration

3. Discussion

4. Grouping

H. Learning Activities

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES

• Opening

1. Teacher greeted the students.

2. Teacher checked the student’s

absence

1. The students responded the teacher.

2. The students answered it. • Main Activities

1. The teacher asked students to

look things in the classroom. 2. The teacher asked the students

to identify the characteristic and function of the things.

3. The teacher asked students to

make group as they did.

4. The teacher asked students to

describe to another team about their object in simple words.

5. The teacher gave exercises to

the students.

1. The students mention the

things in the classroom.

2. The students described about

the things.

3. The students work

cooperatively.

4. The other team tried to guess the correct answer.

5. The students answered the

exercises.

• Closing

1. The teacher gave the conslusion

about the lesson.

1. The students noticed the conclusion.

2. The teacher closed the teaching learning process and greeted.

2. The students greeted the teacher.

Medan, January 2016

Headmaster of SDN 067690 MEDAN Researcher

APPENDIX B

DIARY NOTES

- Meeting I

In the first meeting, the writer with the English teacher gave students an orientation test. During the test, many of them seemed very difficult to do the test because they did not have good preparation. Many of them did not know about meaning of words. Because in the situation, they did not allow to open dictionary. Because the test was just for measuring their vocabulary mastery. They were really surprised about that. Some student’s tend to ignore the test but the teacher try to persuade them to finish the test by giving a gift.

- Meeting II

In the second meeting, the students did not give a good response because they still imagine about the difficulties lesson in the last test. They were so noisy in the class. Then, the writer explained about the topic. Some of them seemed lazy and the others paid attention and listened her explaining in front of the class. In cycle I session, the writer gave them a pre-test before playing a guessing game. They were so confuse and tried to discuss with their friends and the English Teacher about the question and answer. After the test, the writer gave some instructions and information to prepare before playing a guessing game for next meeting.

In third meeting, here all of students started to play the guessing game. Firstly, the writer gave instructions in playing the game. The writer worked with the teacher divided the student in 4 groups and there was 7-8 students in each group. She gave them some flashcards in each team. The flashcard was about familiar object in environment, such as: animals, plants, tools, etc. One team had 5 words. The students were given time to discuss about their own word. After that, one team presented in front of the class and gave some clues about the things to another team. The other team got one point if they can guess the answer correctly. As playing the game, the students were so excited be participated in this session. In the last session in cycle-I, she gave them post-test vocabulary to see the differences their score before and after playing the game.

- Meeting IV

In this time, the student were so happy to discuss about the last activity they did. They were so curious about their scores in a test in last week. In cycle-II session, the students would play a guessing game more but in the different way. The differences were just in the vocabulary. In this session, the vocabulary just focused on the things in the classroom. The writer made a discussion with students about the things in the class and make a describing word in simply words. After discussing, the students wrote about the describing words that be read by the writer. Then, the writer divided the words into some groups. One group had 5 words as usual they did before. Each group should know and understand about their words. It was needed as preparation for playing the guessing game in next meeting.

- Meeting V

In this session, each team had some words to be described to the other teams. They played the game as they did in cycle-I session. The rules of game were same. During playing the game, the students were so enthusiastic. They were more interested to mention word by word in English about the things in the classroom to their friends. And the others were focus to listen what their friend said in English in front of the class. Even not all of them mastered the describing words in English but they tried to ask with their friends. All of the students seemed so enjoy playing in every part of this game. They paid more concentration and less of noisy than they were in first meeting. In this time, they played well and used the time effectively to guess the matched object and guess what object it was. And at the end of game, the writer gave them a test as a final test in cycle-II session. It was used to see a comparison with their tests that they did before and to know how about their improvement in mastering vocabulary. For this test, the students answered the test by themselves and did not make a noisy again.

Appendix C

OBSERVATION SHEET

Date : 16 November – 16 Desember 2016

Collaborator : Suci Dirma Ayu, S.Pd

Student’s Observed : Grade V A

School : SDN 067690 MEDAN

Subject : English

Focus Topics Cycle I Cycle II

Yes No Yes No

The researcher as teacher

1. The researcher came on the class on time.

2. The researcher greeted the students before

gave the lessons.

3. The researcher gave motivations to the students before starting teaching and learning vocabulary.

4. The researcher presented and explained about

the material well.

5. The researcher used a media to present the

material.

6. The researcher gave a chance to students to ask about the questions.

√ √ √ √ √ √ √ √ √ √ √ √ √ √

7. The researcher asked the students which one part that they don’t understand yet.

8. The researcher observed students’ activities and behavior while the class was running.

9. The researcher asked some of students to come

in front of class to do teachers’ instruction. 10. The researcher asked the students to do

exercise.

11. The researcher concluded the material during teaching and learning process.

12. The researcher using the time effectively. 13. The teacher close the class on time.

√ √ √ √ √ √ √ √ √ √ √ √ √ √ Students

1. Students listened/payed attention to the researcher’s and teacher’s explanation about the topic by using guessing game as media in front of the class.

2. The students asked to the researcher about the topic.

3. The students used dictionary to help them do their exercise.

4. The students was active in asking the question about the material.

5. The students was enthusiastic during learning

√ √ √ √ √ √ √ √ √ √ √ √

vocabulary using media.

6. The students cooperated in their group during doing guessing game.

60 What am I?

I am in the sky. I am small. I am bright. I am twinkle. I make the sky beautiful every night.

What am I?

Find me in the sky. I am big. You can sit inside me. I can fly and move. I can take you to a place.

What am I?

I am circular. I am full of air. I am always in your birthday party. Touch me with anything sharp. I sound “ Daaar “

What am I?

I am in the sky. I am hot. I am yellow. I am shine. I am bright. I am always in afternoon.

What am I? I am square. I am thick. Many papers in me. You always bring me to school. You write on me. Sometimes you read me.

What am I? I am round. I roll on the ground. Throw me. kick me. Kids like to play with me.

What am I?

I have branch. I have root. I have many leafs. I am green. I am lush. I am high. I make the air be fresh.

What am I?

I have four wheels. I can go everywhere. You can sit inside me. Please wear my belt when you want to go.

What am I? I have buttons. I have numbers. I beep and ring. I ring “ Kriiing. Kriiing “. You can talk to your friend by me. _{What am I?} I have a long tail. I am brown. I love banana. I love to climb the tree. I live in the jungle. I am animal but I am like a human.

What am I?

I am small. I have long ears. I love carrot. I play on the grass. My fur is soft.

What am I? I am made of brick or wood. I have a roof. I have rooms. I have doors. I have windows. You stay in me. I make you warm and cozy inside me.

What am I? What am I?

APPENDIX D

What am I? I am heavy. I have some pockets. I save your tools and books. You always carry me to school. You put me on your back and shoulder sometimes.

What am I? I am pointed. Sharpener is my partner. I can write anything on your papers. You always bring me to school. You put me in pencil box

What am I? I am sweet. I am soft and cold. I can be melted. I am in a cup, stick, or cone. I have some tastes, chocolate, vanilla, and strawberry. What am I?

I am black. I am a pair. You use me on your foot. You take me to school. You tie and untie me.

What am I? I am long. I am straight. I have numbers and centimeters. Using me to make a line.

What am I? I have four legs. I am brown. I am made from wood. You can sit on me. I am in your classroom.

Pencil

Ruler

REFERENCES

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Games For Kids

(Juli 2015)

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Using Real Objects. Medan: English and Literature Department of Faculty

CHAPTER III METHODOLOGY

3.1 Research Design

The writer used Classroom Action Research to conduct this research. Classroom

action research designed to solve practical problems in the process of teaching and learning especially in teaching vocabulary. The model of classroom action research used in this study is based on the model developed by Kemmis and Mc Taggart (1982). There are four steps in this model of action research in the following:

1. Planning

2. Action

3. Observation

4. Reflection

3.2 Population and Sample

The population of this research is the 2015/2016 Fifth Grade students in SDN 067690, Pangkalan Masyhur, Medan Johor. The writer takes one class V A as an sample for this research. It consists 34 students in the class. In this study, the writer used purposive sampling technique. This technique is done by taking the subject/sample which is not based on strata, random or area but it was based on the consideration of a certain purpose. Arikunto ( 2006 : 13 )

3.3 Instrument of Collecting Data

In this observation, the writer used some instruments in collecting the data, they are; vocabulary test, observation, and diary notes. Arikunto (1993:121) said that instrument is the equipment while the writer uses one or some methods during the observation.

3.3.1 Vocabulary Test

The vocabulary tests are used to assess student’s vocabulary. The vocabulary test consist of 20 items. All items of the topic has been discussed with the English teacher.

3.3.2 Observation Sheet

Observation sheet is used to observe the social phenomenon. It can be done to know conditions, situations, activity, process, performance and behavior of the research subject. In order to record what the writer see and observe, she just put checklist in the observation sheet.

3.3.3 Diary Notes

The writer can use diary note as feedback on particular teaching episode, or to gain an indication of the general class climate, or to assess the progress of an individual student. Hopkins ( 1993:122 ).

3.4 Procedure of Collecting Data

In this classroom action research, the action research was conducted collaboratively. The English teacher of Fifth Grade class was as a facilitator and observer, and the writer was as a researcher who implemented the action. In this

classroom action research consists of two cycles. In conducting the action research, there are four steps that are included such as : planning, action, observation, and reflection.

3.4.1 Cycle I

a. Planning

Planning means program of action that will be done. Plan is needed to arrange and prepared everything that will be need in action stage. The arrangement and preparation are included : (1) make a lesson plan which consists of the steps of the action, (2) prepare the teaching facilities, such as media in teaching, (3) prepare research instrument, such as observation format to observe the teaching and learning process, and (4) prepare the test to measure student’s vocabulary mastery.

b. Action

Action is an implementation of planning. The writer should be flexible and welcome to the situation changing in the school. Thus, the action should be dynamic, need immediately decision to be done , and completed simple evaluation. In this phase, the writer does everything that has be planned. The writer teach vocabulary by using a guessing game. The activities can be seen in table 3.1

Table 3.1 The activities teaching vocabulary by using guessing game

Action Output

a. Dividing the students in some

groups.

The students work cooperatively in their team.

b. Giving some flash card for each team to be guessed.

What am I?

I am hot. I am shine. I am bright. I am yellow. I am in the sky. I am always in afternoon.

The student see their card. The student translate word by word .

c. Students in a team standing in

front of the class and read the clue of picture/object one by one. And he/she speak clearly.

Another students listen what he/she said and discuss with their team about the answer.

d. If it is needed the student can

repeat about the clue for three twice.

Another students guess and say about the word their thinking.

e. Then, doing the same act for next

turn for another team.

Each team have chances to guess about word what they thinking.

technique

c.Observation

Observation is one of the instruments used in collecting the data to get informations of action in teaching learning process. Observation is done while the action has done. The writer observed the students’ behavior, motivation and attitude during the lesson and interviewed the teacher to know the situation of class and students’ interaction.

d.Reflection

Reflection is the feedback process of the action. It is used to help the teachers make decision because the reflection is done in order to analyze the situation and make conclusion what to do next. In this phase, the writer will reflect anything that has been done before. The reflecting process is based on the data, written test, and observation sheet. Then, based on the reflecting process, the second cycle will be done. The second cycle will be a revision of the first cycle.

3.4.2 Cycle II

The teacher did this cycle because the result of teaching process did not reach the goal determined. The purpose of the cycle II is to improve or prove the data in the cycle I. The cycle II also consists of the four steps such as: planning, action, observation, reflection. There are some activities will be done in the planning, action, observation and reflection. There are some activities will be done in the planning: (1) Identifying the new problems in the first cycle based on the result of evaluation and

reflection in the first cycle, (2) revising and improving the scenario of the teaching and learning process by applying guessing game, (3) revising the lesson plan, (4) selecting the suitable materials for the students, (5) preparing the student’s assignment, and (6) designing the observation sheet.

3.5 Technique of Collecting Data

In action research, the writer used qualitative and quantitative methods in collecting the data. In qualitative method is included an diary notes to describe the situation during the teaching process. Then the data were in the form of words taken form the result of observation. In quantitative method is included writting test that covers into orientation-test, cycle I-test and cycle II-test . It is used to analyze the score of student by computing the data.

3.6 Technique of Analyzing Data

To evaluate student’s improvement in vocabulary, the writer gives 20 items written tests for each cycles. It will be answered about 40 minutes. The test will be scored by using score rank from 0-100 by counting the correct answer and applying the following formula:

S = �

� x 100 Where :

R = Number of the correct answer N = Number of test items

To establish a criteria of success for students’ achievement, the certain criterion referring to reference standard assessment will be used as follows.

Table 3.2 Indicator of Success

Number Range of Score Category The Quality

4 85-100 Very High A

3 70-84 High B

2 60-69 Average C

1 50-59 Low D

0 0-49 Very Low E

To categorize the students’ percentage who will get up to 70% will calculated by applying the following formula :

P = �

� x 100% Where :

P = percentage of students who get the point 70

R = The number of the students who get point above 70 T = The total number of students who do the test.

The writer applied a formula to know the mean of the student’s score for each cycle, as following :

�� = ∑ �

� x 100%

Where :

�� = The mean of the students’ score

∑ � = The total score of the students

CHAPTER IV

ANALYSIS AND FINDINGS

4.1Data Analysis

This research was conducted with 2 cycles and 5 meetings. Before entering into cycle session. The teacher gave the vocabulary test to the students tough, namely, the orientation test. The orientation test is used to find out the problems of students’ vocabulary and their mastery vocabulary. The research’s analysis were taken from an observation and test of a result in cycle I and cycle II. This research was conducted only one class that it is V A which consisted of 34 students. The result were written in quantitative data and qualitative data. The students were given multiple choice tests. There were 20 questions in each test.

4.1.1 The Qualitative Data

The qualitative data were analyzed from observation sheet and diary notes. a. Diary Notes

This is one of way to describe about classroom situation, the teaching method, and the student’s behavior. In the diary notes, the guessing game was given in third meeting and fifth meeting. There were some tests that were given to students; orientation test, pre-test and post test in cycle-I session and one test in the last session in cycle-II. Firstly, they seemed difficult to answer questions in the orientation test. But after playing the guessing game in cycle-I session, they started to comprehend what should they did. They started to contribute in every part of the game. In cycle

I-session, the student has been able to answer the test although they still made a discussion with their friends. But in cycle-II sessions, the students could answer the test by themselves without making a noisy more in the classroom. From the diary notes although they were very noisy during doing a guessing game in the classroom, but the students seemed be encourage in learning vocabulary. Step by step in each meetings, there was an increasing during learning vocabulary. The complete information was shown in Appendix B.

b. Observation Sheet

This was an alternative to gather the information about teacher behaviors, students’ attitude, the class participation, and the teaching learning atmosphere while doing the research. The complete information about the observation sheet can be seen in Appendix C.

4.1.2 The Quantitative of Data

The quantitative data were taken from the result of orientation test and vocabulary tests in each cycles. There were 20 questions multiple choice test in each cycle; orientation test, cycle I test, and cycle II test. In each cycle, the test was given to the students before and after doing the actions. The result of the student’s score in each cycle can be seen in table, as following (See Table 4.1).

Table 4.1

No Name of Students Orientation Test

Cycle I Cycle II

1 FI 50 65 70

2 RT 65 75 90

3 AH 55 65 80

4 AM 50 65 85

5 AM 60 70 85

6 ATD 60 80 90

7 AN 50 70 80

8 APM 50 70 75

9 AF 50 65 100

10 AJAA 55 70 95

11 DDS 55 60 70

12 DA 40 55 70

13 DA 50 70 80

14 EPA 65 70 85

15 HZR 70 85 100

16 KKR 50 75 95

17 KL 55 70 70

18 LR 50 75 75

19 MNP 45 65 70

21 MRM 70 75 95

22 MI 65 70 90

23 NR 65 70 80

24 ONR 70 80 100

25 P 55 75 70

26 RI 50 60 65

27 RR 50 65 75

28 RS 55 60 70

29 SS 50 60 65

30 WA 60 80 90

31 MRH 60 85 90

32 MP 65 80 95

33 AM 60 75 80

34 MSA 70 70 80

∑X 1940 2405 2810

X 59.85 72.94 82.65

The data showed that in orientation test until cycle-II test, there was an improvement of the student’s vocabulary mastery. In orientation test, the students got lower scores than another tests. Because in the orientation test, the students just were asked to do the test without having preparation before doing the test. But after doing a guessing game the student’s scores become increasing significantly. The game was

done in cycle-I test and cycle-II test. The total score of the orientation-test is 1940, the total score in cycle I test is 2405 and at the cycle II-test is 2810.

The mean of the students’s score in the cycle I-test and the cycle II-test is higher than the orientation test, so it can be said that the students’ vocabulary mastery by using guessing game material increased from 59.85 to 82.65.

Based on the analysis, it could be concluded that of all the students’ got improvement on their score. There were a high improvement and also low improvement. The range of the improvement of student’s vocabulary mastery could be seen at the scoring of students on the table.

4.1.2.1 The Scoring of the Test

As we saw on the table, the students’ score had an increasing. From the result scores, it showed that through using a game in teaching and learning process can give an motivation in student’s learning. The formula to find out the mean of the student’s score is.

�� = ∑ �

� x 100%

Where :

�� = The mean of the students’ score

∑ � = The total score of the students

� = The number of the students

1. In orientation test, the total score of the students was 2200 and the number of the

students was 34, the mean is �� =

1940

34 x 100% = 57.06

2. In the cycle I test, the total score of the students was 2505 and the number of the

students was 34, the mean is �� =

2405

34 x 100% = 70.74

3. In the cycle II test, the total score of the students was 2810 and the number of the

students was 34, the mean is �� =

2835

34 x 100% = 82.65

And to find out the percentage of the students’ achievement, the writer

established the result in a table that referring to reference standard assessment in criterion of success, as follow:

Table 4.2

The Result of the Data in Orientation Test

Score interval Frequency Percentage The Quality Category

85-100 - - A Very High

70-84 5 Students 14.70 B High

60-69 10 Students 29.42 C Average

50-59 17 Students 50 D Low

0-49 2 Students 5.88 E Very Low

34 Students 100%

Table 4.3

Score interval Frequency Percentage The Quality Category

85-100 2 Students 5.88 A Very High

70-84 21 Students 61.76 B High

60-69 10 Students 29.41 C Average

50-59 1 Students 2.94 D Low

0-49 - - E Very Low

34 Students 100%

Table 4.4

The Result of the Data in Cycle II Test

Score interval Frequency Percentage The Quality Category

85-100 15 Students 44.11 A Very High

70-84 17 Students 50 B High

60-69 2 Students 5.88 C Average

50-59 - - D Low

0-49 - - E Very Low

34 Students 100%

The analyze the students who get the point above 70, the improvement of the scores was calculated using the formula, as follow:

P = �

Where :

P = Percentage of students R = The number of the students T = The total number of students

The percentage of the improvement student’s vocabulary that get score above 70 through guessing game could be seen as follows:

1. In orientation test, P =

5

34 x 100% = 14.71 %

2. In cycle-I test, P =

23

34 x 100% = 67.65 %

3. In cycle-II test, P =

32

34 x 100% = 94.12 %

Table 4.5

The Percentage of the Student’s Vocabulary Test

No. Session Percentage

Number of students who get point above 70

1. Orientation

Test 14.71 %

5

2. Cycle-I Test 67.65 % 23

The result showed that the percentage scores of students had an improvement. From the orientation-test to the cycle I-test, and cycle I-test to cycle II-test. There were an achievement significantly of student’s percentage. In the orientation or first test, the students got 14.71 % where there were 5 students who got point above 70. In cycle I, there were 67.65 % percentage of students where there were 23 students who got point above 70. And in the last test or cycle II test, there were 94.12 % percentage of students where there were 32 students who got point above 70. So, from the achievement scores of students above, It was be concluded that there were an improvement of student in learning vocabulary. So that, the use of a guessing game is to improve student’s vocabulary could be said worked well.

4.2Research Findings

Research findings were taken from the quantitative data and qualitative data. The quantitative were taken by applying of guessing game and it was taken from students’ score in Cycle I test and Cycle II test where was better than the orientation test. So, it can be conclude that the student’s vocabulary can be improved through guessing game.

The qualitative data was taken from a diary notes and an observation sheet which were shown in appendices. From the data, it can be conclude that the students felt interest and encourage to study vocabulary through guessing game.

Guessing game can be applied to improve the students’ vocabulary mastery. It is one of many techniques that can make the students easier to comprehend about the material especially in English. The benefit from this technique has proven that elementary students need a diversion during learning an teaching process. It seemed when they started playing a guessing game in the class. Through playing the game, it can make the situation be fun and cheerful but still in learning and teaching activity. It was shown in table 4.1, there are an improvement in students’ mastery vocabulary. The Student’s data in the last test or cycle II-test were better than those of cycle I test and both also better than the orientation test. In the last test of cycle 2 from 34

students, there were 32 students who got the score ≥ 70 point. While in the

orientation test, there were only 5 students who got the score ≥70 point.

Through the benefit of using guessing game, it can make students be more enjoy in learning English. And it can make students’ vocabulary mastery become increasing.

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,

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

In teaching and learning process, this study able to be useful for: a) Teacher

In accordance with the recommended minimum criteria of the standard passing score, English teachers are suggested to apply varieties of strategies in teaching of English to Primary School students. And of the strategies are using guessing game as a media, because based on Classroom Action Research, it has proved successful in improving students’ vocabulary mastery.

b) Students

English Subject is something new to elementary students. So, it is recommended that they should get the lesson in an enjoyable environment in the school, for example, by using a guessing game they can be fun and interested for them in learning English.

c) Other Researchers

Based on the result of the findings, the writer is encouraged to use a suitable technique or media to conduct a study especially to young learners.

CHAPTER II

REVIEW OF LITERATURE

2.1 Conceptual Framework 2.1.1 Definition of Vocabulary

Vocabulary is one aspect that has to be learned between others language skills. In language communication, we use many vocabularies to communicate with other. So, if someone has more vocabularies they will communicate with other people easily. “Vocabulary is one of the language aspects which should be learnt. Learning it is important because in order to be able to speak, write, and listen learners have to know vocabulary first. Someone must know the word if they can recognize its meaning when they see it,” (Cameron, 2001:75). It means that without mastery of vocabulary, it is impossible to make a good communication. In learning vocabulary, learners have to know the meaning and function of the word and also understand to use it in context.

2.1.2 Teaching Vocabulary

Teaching vocabulary plays an important role in language acquisition because with mastering vocabulary, it will be useful for students to master all the language skills; speaking, listening, writing, and reading. “The vocabulary will make the students practice life and will strengthen belief that English can be used to express the same ideas or feeling they express in their native language”, (Finochiaro, 1974:38).

Furthermore, in teaching vocabulary the teacher may introduce the list of vocabulary that is taken from the book, environment around them, things that they used, many more. The teacher uses and adds new vocabulary which is relevant to the students. Teacher needs a good knowledge on their teaching materials. When the teacher teaches the students about a new vocabulary, he/she should give a tool like a picture to describe the object. So that the students can comprehend word by word in English subject easily and finally they can remember the function of the word.

Wallace (1982:207) explained that teaching vocabulary should consider these following factors :

a. Aims

The aim of teaching vocabulary is to make the teacher easy to formulate the materials, which will be taught to the students.

b. Quantity

The teacher has to decide the number of vocabulary items to be learned. The learners will get confuse or discouraged if they get many new words. Therefore the teacher should select new words, which can easy to understand by learners.

c. Need

In teaching vocabulary, the teacher has to choose the words really needed by the students in communication.

d. Frequent exposure and repetition

Frequent exposure and repetition here means that the teacher should give much practice on repetition so that the students master the target words well. They also give opportunity to the students to use words in writing or speaking.

e. Meaningful presentation

In teaching vocabulary the teacher should present target words in such a way that the meaning of the target words are perfectly clear and unambiguous.

f. Situation and presentation

The teachers tell to the students that they have to use the words appropriately. The using of words depends on the situation in which they are used and depends on the person to whom they are speaking.

From the explanation the factors above, the writer concludes that the teachers should know and aware how the important roles of vocabulary in mastering English process.

2.1.3 Types of Vocabulary

Vocabulary refers to the words we must understand to communicate effectively. Educators often consider four types of vocabulary: listening, speaking, reading, and writing. Abdul ( 2012 : 2). To make it clear, the writer explained as follows :

a. Reading vocabulary

A person’s reading vocabulary is all the words he or she can recognize when reading. This is the largest type of vocabulary simple because it includes the other three.

A person’s listening vocabulary is all the words he or she can recognize. When listening to speech. This vocabulary is aided in size by context and tone of voice.

c. Writing vocabulary

A person’s writing vocabulary is all the words he or she can employ in writing. Contrary to the previous two vocabulary types, the writing vocabulary is stimulated by its user.

d. Speaking vocabulary

A person’s speaking vocabulary is all the words he or she can use in speech. Due to the spontaneous nature of the speaking vocabulary, words are often missing issued. This misused-through slight and unintentional-may be compensated by facial expressions, tone of voice, or hand gestures.

2.1.4 The Kinds of Teaching Vocabulary

Basically, there are two kinds of vocabulary in teaching. It includes active and passive vocabulary. Active vocabulary refers to the word that’s mostly used in dictionary, conversation, and writing. Otherwise passive vocabulary understood to mean that they will be understood and remembered when we read. These explanations above can be explained clearly by Harmer (1991: 109) in the language test, there are two kinds of vocabularies, active vocabulary. To make clear, the writer explains both of them as follows :

Active vocabulary means the stock of word that a person actually uses in his own speech or writing. It is used in oral or written expression by the student.

b. Passive vocabulary

Passive vocabulary means the words that the students recognize and understand them when they occur in a context or students need someone to say something that help them recall the word meanings. The students usually find passive vocabulary in listening or reading materials. They will find the meaning of the word when they real the words in a text and will know the meaning of the unknown word, on the text.

2.1.5 Definition of Games

Then Wright ( 1989 : 34 ) stated that “Games with rules capture some of the essential spirit of children engaged in scientific activity”. It means that games can bring influences emotional, spirit and encourage of children in natural environment. Through challenges of the game, they are not only just playing but also learning unconsciously.

Language game is exactly same but it is governed with clear linguistics rules in which all participants in the activities must conform. Dealing with the explanation above, Rodges in Sri Muliani (2003 : 10) divides that there are some characteristics of game as well as follow:

• Gaming are competitive. ‘Compe titive’ may be:

Against another direct participant Against time

Against your own best performance Against a special goal

• Gaming is a governed rule. There are a limited number of specific and well

defined rule that all participants know about and understand. There rules cover every possibleplay ; define play acceptability or non-acceptability and grade plays in terms of some game value.

• Gaming is goal defined. There are a limited number of specific and well

defined activities for gaming which participants recognize and agree upon.

• Gaming has closure. There is some pre-determined point at which a game is

said to be finished. Whether players have achieved the goals of game or not.

• Gaming is engaging. Games engages and challenges participants. Sometimes

a game is fun, sometimes it is motivating, sometimes it is merely attention focusing. But like an automotive transmission, a game requires players to engage their mental and physical gears.

2.1.6 Games for Teaching Vocabulary

Games are activities that become institutionalized. They are in fact of play with rules. The rules which govern a game give it a form with a definite beginning an ending. The rules ensure that the play takes more or less the same from each time. Language games have become more widely used. They are probably used for two reasons, those are : ‘to building students’ motivation in learning foreign language in the classroom and ‘to practice their memorizing word’ in classroom.

There are so many games that can be used in connection with language teaching and learning, but not all are applicable for all levels. Some are suitable for the beginner and some are for the others. This is relevant with the ability of the students of each level.

There are some of games that can be applied in elementary level in building their vocabulary:

In this research, the writer chooses one kind of the game “ guessing game” as a technique for this research. The technique of game is considered suitable for elementary students by the writer. It can improve their memorizing, capability in communicating, bravery, competition, and cooperation. And in this game, the writer will provide the procedures of playing the game into a team work. And the procedure has been considered by the writer particularly for the students .

2.1.7 Principles of Game Selection

In determining the role of games in developing students’ vocabulary, the teacher needs to have their purpose clearly in mind to make learning English vocabulary effectively and successfully. According to Andrew Wright, David

1. Information Gap

2. Guessing Games

3. Matching Games

4. Search Games

5. Exchanging and Collecting Games

Betterridge and Michael Buckby (2006:1) , “It is important to make sure that the games which are want to played is familiar with the students to reduce the difficulties in playing the games.” In using games in the class, the English teacher not only responsible in selecting game that want to use in the class but also in creating conditions in the class, in term conditioning students and the material. According to Allen (1983:52) “Language teachers are responsible for creating conditions which encourage vocabulary expansion, and a well-chosen game can help the students acquire English words.”

There are some principles of using games in the class:

1. Specify the purpose

The teacher should know what the purpose of the games that he or she plays in the class.

2. Explain the rules clearly before you begin

It is important to make sure the students understand how to play the games. The purpose of the game cannot be reached if the students do not understand how to play the game. It is fine if the teacher explain the rule in native’s language.

3. Be prepared for the “extra students”

The teacher has to make sure all of the students join to the games.

4. Avoid drifting off during the game

When the games is playing, watch for potential problems that can be remained. If you feel that is a student who is not understands the rules, stop the game and go for the rules again.

If the students look tired, the teacher should stop the game before the students lost their attention.

6. Choose games carefully to save money and time.

Try to use a game that can be prepared easily.

7. Find new sources

Try to use a new game that never be used before.

8. Recycle

If there is an old game that success applied in the class before. It is ok to use it again in another class.

9. Make a file

Make a file that consists of games. It can make you easy if you want to use games in another time.

10. Share

If you have a favorite game that you use to play with your best friend. You can use that game to your class.

11. Do not do overdo it

Game is joyful and interesting play in the class, but if you do it too much, it can waste the time and make another important thing do not have time to teach in the class.

2.2 Definition of Guessing Game

According to Klippel (1994:5), “The basic rule of guessing game is eminently simple; one person knows something that another one wants to find out”. It means

that in rules of guessing game technique, one person give a clue to another player to guess a word that he/she has correctly.

In addition, according to Merriem Webster (1986:20 ), “Guessing Game in which the participates compete individually or team in the identification of something indicate obscurely”. Based on the definition, it can be conclude that the guessing game is a game in which a person or participant knows something and competes individually or in a team to identify or to find out it.

Guessing game is a combination between language practice and fun. They can express their ideas freely with doing activities with their friends. This game is also easy to be applied and flexible in terms of subject matter and design.

Through the guessing game, the students will follow rules of the game activities as follows : the students of the class are divided in some groups and each group will be given some objects of picture; in addition the member of team tell a clue to another team about describing the object such as household tools, clothes, vehicles, animals, foods, and any other stuffs. In finding the answer of what the object is, the team should imagine about the object and guess it. The team will get point if they can guess the answer correctly.

The most important thing in using the guessing game in the classroom is its instruction.

a. Socializing

• Teacher introduces the guessing games

• Teacher states the aims of the guessing games

• Teacher explains the concept of the guessing games • Teacher tells the rules of the guessing games

• Teacher checks student understanding

b. Grouping

• Teacher divides the students in some groups

• Teacher chooses one students to standing in front of the group as a

chair person.

c. Performing

• Teacher asks each group to play game

• Teacher gives score

2.2.1 Kinds of Guessing Game

Leo (2013:143) said that “ Games can be given as a starter in the opening part, as an additional activity in the main part, or as a closing in the closing part. They are also function as garnish of teaching learning activities.” It means that games is regarded as garnish in teaching learning activities. It is used to make the situation be fun and cheerful. And make the students be enjoy and encourage in learning process in the classroom.

Many variants of game, According Leo (2013 : 145), there is some type of guessing game which can build students’ vocabularies:

1. Miming Game

This game uses facial expressions and gestures to communicate a word or phrase given. The class is divided into two big groups. The teacher shows the

representative of each group a word or a phrase which has to be mimed. The representative of each group takes turns to go to the front of the class to mime the word or phrase. The rest of the group try to guess the word or phrase which is being mimed by the representative within a certain length of time ( two or three minutes). The winner is the group which can guess the most words or phrases. The words or phrases would be better related to teaching material which is going to be used for this particular teaching period.

2. Describing Game

The class is divided into two or three big groups. The teacher shows the representative of each group a word or a phrase which has to be described. The representative of each group takes turns to go to the front of the class to describe the word or phrase. The rest of the group tries to guess the word or phrase which is being described by the representative within a certain length of time ( two or three minutes). The winner is the group which can guess the most words or phrases. The words or phrases would be better related to the teaching material which is going to be used for this particular teaching period.

3. ‘Yes’ or ‘No’ Game

The class is divided into two big groups. The teacher gives the representative of each group a word or a phrase which has to guessed. In this game the student who holds the card is asked questions by the other group members until they are able to guess the word. Only 20 questions requiring ‘Yes’ or ‘No’ answer are allowed. The winner is the group which can guess the most words or phrases. The words or phrases are related to the teaching material going to be taught.

4. Draw Game

The class is divided into two groups. The teacher shows the group representative a word to be drawn on the board in two minutes by the representative. The group members try to guess the word being drawn. Three or four words per group should be enough. The words or phrases should be related to the teaching material which is going to be taught in a particular teaching period.

Here, the writer chooses describing game of guessing game technique. The writer is sure that through using games it will take simphatic of students in learning process. It can give a freedom and motivation to express their expression and emotion through learning and teaching process.

2.2.2 The Benefits by Using Guessing Games

The benefits by using guessing games in building vocabulary are :

a. The students might have a high interest in following the teaching learning

process. Most children in the elementary school are interested in some teaching aids, such as guessing game.

b. The students might be motivated to be active in the class, and it can be easier to ask students to give responses and opinion.

c. It is easy to understand, memorize, remember vocabulary and could avoid

misuderstanding, because the students see the object directly.

According to Richard-Amato in Dwiyanti (2009:16) that “Guessing games can be used to develop or reinforce concept, to add diversion to regular activities, or just to break the ice. However, their must important function is to give practice in

communication.” It means that the guessing game technique can give diversions to students and it makes them do not feel bored during learning process. Nevertheless, the most important thing is to give the students in practicing their English.

Another benefit of use the guessing game technique in teaching vocabulary is the technique can make the students be more pleasure in regular activities in the classroom. It creates a relaxed atmosphere in the classroom. And by using the guessing game technique the students can encourage to communicate in English because the game are combination between language and practice with fun and excitement.

2.3 Testing Vocabulary

Vocabulary means as a list of words in its form which is included as a basic

word or without suffixes and the words which is a compound from the same or different each word with its meaning. The vocabulary test is a test of vocabulary mastery which can be divided into passive receptive mastery and active productive mastery. The first kind of mastery is understand the meaning of word without ability to use it or only knowing the meaning of a word when it is used by other people. The second kind of mastery is not only someone’s understanding of the meaning of words which is heard or read but also able to use it in a literature to express their mind.

The material to be tested should, similarity, be a part a syllabus and teaching program you are familiar with : perhaps a section of a course book, or certain elements of a set curriculum.

a. Stage 1 : preparation

Prepare your test. It is good idea to list in writing all the material that you want your test to cover: you can then refer back to the list during and after the test writing to see if you have included all you intended.

b. Stage 2 : performance

If possible, administer your test to a class of learners; if not, ask colleagues to try doing it themselves.

c. Stage 3 : feedback

CHAPTER I INTRODUCTION

1.1 Background of the Study

As an International language, English has been an introductory language in many countries. Many people attempts to learn and master it to communicate with other people from different countries and cultures. So, they will not find any difficulties to communicate with others especially coming from abroad.

Indonesia is a developing country which has many international activities in each sector such as in commercial relation, tourism, technology, science, culture, and many more. It is based on Depdikbuds’ Policy (1995:1) which stated that “English as an international language needs to be taught for the development of science and technology, culture age, and also the relationship among countries in the world.” Therefore, in Indonesia’s curriculum English has become one of formal subjects which have to be taught in elementary school, high schools and university.

Nowadays, English is important to be taught for students since they are in elementary school because it can make the young learners be familiar with English as soon as possible. It is needed a process step by step in mastering English. In English, there are four components of language skills namely: listening, speaking, writing and reading. It is impossible to master one of them without mastering vocabulary firstly. According to Cameron (2001:75) which stated that “ Vocabulary is one of the language aspects which should be learnt. It is important because to be able to speak,

write, and listen learners have to know vocabulary firstly. Someone must know the word if they can recognize its meaning when they see it.”

In fact, many people who learn English especially for in elementary schools are often faced with the problem of vocabulary mastery. It is proved from the pre- research observation done by the writer to the fifth grade students in SDN 067690 Medan, where the writer is also the English teacher there. Based on the pre- research observation, the writer found that children as the learners face some obstacles in mastering vocabulary. After actively taking a part in the instructional process for several times, some problems come up dealing with vocabulary mastery. The indicators are: (1) they have limited number of vocabularies, (2) it is hard for them to memorize the meaning of words, (3) their scores of English tests are low.

In this case, the teacher should be able to apply a suitable method, approach, even technique. It can be understood by them easily because the way of teaching English in schools have an important role for supporting students’ interest. According to Allen (1983:52) which said that “Language teachers are responsible for creating conditions which encourage vocabulary expansion, and a well-chosen game can help the students acquire English words.” In this research the writer chose a game as the best technique for this research to make students be interested in learning English in classroom.

In fact, everybody likes to play games, no matter how old they are. The writer

is sure that by using games will take enthusiasm of students in learning process, and it can help the students in building their vocabulary exactly. They will remember and be usual in using vocabularies in their daily activities through communicating during

playing the game. According to Rixon (1992:82) said that “Games help students revise vocabulary and recalling something that happened in a game may help a student remember the language connected with it." Moreover, the author continues, Rixon (1992:80) said that “Vocabulary games provide a good chance for students to learn something from one another.”

There are many variants of game techniques, but the writer just focuses on one of games techniques, that is a guessing game technique. In this case, she chooses a guessing game technique because the technique has a lot of benefits in learning process in building vocabulary for elementary students. In this guessing game technique, it provides pictures and real objects as object and some texts/clues to describe it, and students will take a role to guess the picture through a describing text of the picture. By using picture and real object, it will encourage the students to be more attractive in teaching learning process. According to Klippel (1985:5) which stated that “ The students’ curiosity can be aroused by texts or pictures containing discrepancies or mistakes, or by missing or muddled information and this curiosity leads to the wish to find out, to put right or to complete.”

The guessing game can encourage students to talk and express their ideas or views about something freely with their friends. It can make the situation be fun and communicative in the classroom. With talking, it can bring effects personally in motivating students’ interest in learning process. Klippel (1985:5) said that “…talking about something which affects learners personally is eminently motivating for students.”

In the implementation, the students will be given about rules activities of guessing game as follows : the students of the class were divided in some groups and each group will be given some objects of picture ; in addition the member of team tell a clue to another team in describing about the object such as: part of body, household tools, vehicles, animals, foods. In finding the answer of what the object is, the team should imagine about the object and guess it. The team will get point if they can guess the answer correctly.

To sum up, this research will measure the student’s ability in improving their vocabulary mastery in using a guessing game as the media to build English vocabulary. In addition, this research also investigated the benefit in using of the guessing game in the class.

1.2 Problem of the Study

1. How is the students’ achievement in mastering English vocabulary by using a

guessing game technique?

2. What is the benefit of guessing game technique to build students’

vocabulary?

1.3 Objective of the Study

1. Finding out the students’ achievement in mastering English vocabulary by

using a guessing game technique.

2. Finding out the benefit of Guessing Game technique to build students’

1.4 Scope of the Study

Based on the background of the study above, this study is limited to find out to build students’ vocabulary through Guessing Game technique. The subject of the study is focused on the five grade of SDN 067690 at Medan Johor, Medan.

1.5 Significances of the Study

Hopefully this study will help both of teachers and students in teaching learning process for building the students’ vocabulary. For the teachers of English, this will be helpful to provide her students with cheerful and joyful atmosphere in studying English, especially in building their vocabulary.

ABSTRAK

Skripsi yang berjudul “ THE IMPROVEMENT OF STUDENT’S ABILITY IN MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN 067690 MEDAN” merupakan suatu penelitian untuk mengetahui tentang peningkatan kemampuan siswa dalam menguasai kosa kata Bahasa Inggris. Dalam penelitian ini, peneliti menggunakan sebuah teknik, yaitu teknik permainan tebak-tebakan. Dimana siswa mengambil peran di dalam permainan tersebut. Seperti yang kita tahu, bahwa siswa sekolah dasar sangat suka bermain. Sehingga peneliti menggabungkan teknik belajar dengan permainan. Melalui teknik ini, siswa dapat lebih termotivasi di dalam belajar bahasa Inggris. Dalam mengerjakan skripsi ini, peneliti menggunakan sebuah metode (Penelitian Tindakan Kelas), yang mengambil data dari hasil uji tes pada sesi I dan sesi 2. Dan dituliskan ke dalam bentuk data kualitatif dan kuantitatif. Peneliti mengambil satu kelas VA sebagai objek penelitian yang terdiri dari 34 siswa.

Hasil dari penelitian ini menunjukkan bahwa ada peningkatan penguasaan kosa kata bahasa Inggris pada siswa melalui penggunaan teknik permainan tebakan. Hal tersebut dapat dilihat melalui hasil nilai rata-rata siswa. Pada sesi I, 70.74 dan meningkat menjadi 82.65 pada sesi II.

Kata kunci: Peningkatan kemampuan siswa, Penguasaan kosa kata, Teknik Permainan Tebakan.

ABSTRACT

This thesis entitled “ THE IMPROVEMENT OF STUDENT’S ABILITY IN MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN 067690 MEDAN” is a research to know about the improvement of students’ ability in mastering vocabulary of English. In this research, the researcher use a technique, guessing game where the students take a role exactly in that game. As we know that elementary students love to play games. So that, the researcher combine between study method and games. Through this technique, students can be more motivated in learning English. In this thesis, the researcher uses a method (Classroom Action Research), that take the data from a result of test in Cycle I and Cycle II. And the results is written in qualitative and quantitative data form. The researcher took one class VA as an object of this research that consist of 34 students. The results of this research has shown that there are improvements in student’s vocabularies mastery by using guessing game. It shows by the result of mean score of students. In cycle I, 70.74 and be increase 82.65 in cycle II.

THE IMPROVEMENT OF STUDENT’S ABILITY IN MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN

067690 MEDAN

A THESIS

BY

FACHRUNI ADLIA Z REG. NO. 110705008

DEPARTMENT OF ENGLISH

FACULTY OF CULTURAL STUDIES

UNIVERSITY OF SUMATERA UTARA

MEDAN

2016

THE IMPROVEMENT OF STUDENT’S ABILITY IN MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN

067690 MEDAN

A THESIS BY

FACHRUNI ADLIA Z REG. NO. 110705008

SUPERVISOR CO-SUPERVISOR

Dr. Hj. Nilzami Raswief, M. Hum

DEPARTMENT OF ENGLISH FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA

Drs. Yulianus Harefa, MEd TESOL NIP. 195103131974122001 NIP. 196107031986011001

Submitted to Faculty of Cultural Studies University of Sumatra Utara Medan in partial fulfillment of the requirements for the degree of Sarjana Sastra from

Department of English

MEDAN 2016

Approved by the Department of English, Faculty of Cultural Studies University of Sumatra Utara (USU) Medan as thesis for the Sarjana Sastra Examination.

Head, Secretary,

Dr. H. Muhizar Muchtar, MS. Rahmadsyah Rangkuti, M.A., Ph.D. NIP. 19541117 198003 1 002 NIP. 19750209 200812 1 002

Accepted by the Board of Examiners in partial fulfillment of requirements for the degree of Sarjana Sastra from the Department of English, Faculty of Cultural Studies University of Sumatra Utara, Medan.

The examination is held in Department of English Faculty of Cultural Studies University of Sumatra Utara on Thursday February 18th, 2016

Dean of Faculty of Cultural Studies University of Sumatra Utara

Dr. H. Syahron Lubis, MA NIP. 19511013 197603 1 001

Board of Examiners

Dr. H. Muhizar Muchtar, M ... Rahmadsyah Rangkuti, M.A., Ph.D . ... Dr. Hj. Nilzami Raswief, M. Hum ... Dr. Hj. Deliana, M. Hum ... Dr. Hj. Masdiana Lubis, M. Hum ...

AUTHOR’S DECLARATION

I, FACHRUNI ADLIA Z, DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL. PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGEMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.

Signed :

COPYRIGHT DECLARATION

NAME : FACHRUNI ADLIA Z

TITLE OF THESIS : THE IMPROVEMENT OF STUDENT’S ABILITY IN MASTERING VOCABULARY BY USING A

GUESSING GAME TECHNIQUE IN SDN 067690 MEDAN

QUALIFICATION : S-1/SARJANA SASTRA

DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.

Signed :

ACKNOWLEDGEMENT

I am so grateful for all those who have contributed in completion of this thesis. Firstly, I want to express my greatest thanks to Allah SWT, for His loves, mercy, and blessings because of Him I can accomplish this thesis.

I am so grateful to Dr. Syahron Lubis, M. A., the Dean of Faculty of Cultural Studies, Dr. H. Muhizar Muchtar, M. S., the Head of Department of Englih, Rahmadsyah Rangkuti, M.A., Ph.D., as Secretary of Department of English, University of Sumatera Utara. Thanks for all facilities that has been given to me during my study period.

My sincere thanks also to my supervisor, Dr. Nilzami Raswief, M. Hum and my co-supervisor Drs. Yulianus Harefa, MEd TESOL who have devoted times to share their ideas, corrected the mistakes in my writing, and many others. I am so thankful to both of them in giving more their contribution in accomplishing my thesis.

Furthermore, my heartful thanks go to Hj. Deli Kesuma, S.Pd, M.Si as a Headmaster of SDN 067690 Medan who has allowed the writer to do a research in the school. And special appreciation to Suci Dirma Ayu, S.Pd as English teacher in the school who has given her time to share some ideas and help during the research.

The deepest gratitude to my parents, Zulfadli Harpin (alm) and Nuraida, you are always in my heart as my motivation. A big hug for my brother, Atma Pratama,

my cousins, Cutek, Kak Ayu and all of my family who always be my motivation. I love you so much guys. I am so proud to have you in my life.

Special thanks also go to my lovely friends, Mama Armen, Bunda Poniman, Mimi Kasem, Ima Korang Tanjung Bale, Nande Ayak, Verina, Anggi Purba, Buntel, Hafsah, Rissa, Afak, Prayog, Ridho Kuzunoha, Sinta, Habil, Elvi, Kitin, Emak Evi, Dewi, DJ, Maya S, Vivi, Hanna, Anna, Sola, Nova, Karina, Ririn, Febby, Aprizal, Ridwan, Maya A, Mahdi, Naldi, Mail, and much more. And all of my friends that I can’t mention one by one, thanks for spending our amazing times together and give a cheerfulness in my life..

Last but not least, there is no perfection in writing of this thesis, however, I would expect suggestions and comments from the readers for the betterment of this thesis. And I hope this research will be useful as a reference especially for classroom action research about English education.

Medan, February 18th, 2016

FACHRUNI ADLIA Z

ABSTRAK

Skripsi yang berjudul “ THE IMPROVEMENT OF STUDENT’S ABILITY IN MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN 067690 MEDAN” merupakan suatu penelitian untuk mengetahui tentang peningkatan kemampuan siswa dalam menguasai kosa kata Bahasa Inggris. Dalam penelitian ini, peneliti menggunakan sebuah teknik, yaitu teknik permainan tebak-tebakan. Dimana siswa mengambil peran di dalam permainan tersebut. Seperti yang kita tahu, bahwa siswa sekolah dasar sangat suka bermain. Sehingga peneliti menggabungkan teknik belajar dengan permainan. Melalui teknik ini, siswa dapat lebih termotivasi di dalam belajar bahasa Inggris. Dalam mengerjakan skripsi ini, peneliti menggunakan sebuah metode (Penelitian Tindakan Kelas), yang mengambil data dari hasil uji tes pada sesi I dan sesi 2. Dan dituliskan ke dalam bentuk data kualitatif dan kuantitatif. Peneliti mengambil satu kelas VA sebagai objek penelitian yang terdiri dari 34 siswa.

Hasil dari penelitian ini menunjukkan bahwa ada peningkatan penguasaan kosa kata bahasa Inggris pada siswa melalui penggunaan teknik permainan tebakan. Hal tersebut dapat dilihat melalui hasil nilai rata-rata siswa. Pada sesi I, 70.74 dan meningkat menjadi 82.65 pada sesi II.

Kata kunci: Peningkatan kemampuan siswa, Penguasaan kosa kata, Teknik Permainan Tebakan.

ABSTRACT

This thesis entitled “ THE IMPROVEMENT OF STUDENT’S ABILITY IN MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN 067690 MEDAN” is a research to know about the improvement of students’ ability in mastering vocabulary of English. In this research, the researcher use a technique, guessing game where the students take a role exactly in that game. As we know that elementary students love to play games. So that, the researcher combine between study method and games. Through this technique, students can be more motivated in learning English. In this thesis, the researcher uses a method (Classroom Action Research), that take the data from a result of test in Cycle I and Cycle II. And the results is written in qualitative and quantitative data form. The researcher took one class VA as an object of this research that consist of 34 students. The results of this research has shown that there are improvements in student’s vocabularies mastery by using guessing game. It shows by the result of mean score of students. In cycle I, 70.74 and be increase 82.65 in cycle II.

TABLE OF CONTENTS

AUTHOR’S DECLARATION ... v

COPYRIGHT DECLARATION ... vi

ACKNOWLEDGEMENT ... vii

ABSTRAK ... viii

ABSTRACT ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Problem of the Study ... 4

1.3 Objective of the Study ... 4

1.4 Scope of the Study ... 5

1.5 Significance of the Study ... 5

CHAPTER II REVIEW OF LITERATURE 2.1 Conceptual Framework ... 6

2.1.1 Definition of Vocabulary ... 6

2.1.2 Teaching Vocabulary ... 6

2.1.3 Types of Vocabulary ... 8

2.1.4 The Kinds of Teaching Vocabulary ... 9

2.1.6 Games for Teaching Vocabulary ... 11

2.1.7 Principles of Games Selection ... 12

2.2 Definition of Guessing Game ... 14

2.2.1 Kinds of Guessing Game ... 16

2.2.2 The Benefits of Use Guessing Game ... 18

2.3 Testing Vocabulary ... 19

CHAPTER III METHODOLOGY 3.1 Research Design ... 21

3.2 Population and Sample ... 21

3.3 Intruments of Collecting Data ... 22

3.3.1 Vocabulary Test ... 22

3.3.2 Observation Sheet ... 22

3.3.3 Diary Notes ... 22

3.4 Procedure of Collecting Data ... 22

3.4.1 Cycle I ... 23

3.4.2 Cycle II ... 25

3.5 Technique of Collecting Data ... 25

3.6 Technique of Analyzing Data ... 26

CHAPTER IV ANALYSIS AND FINDINGS 4.1 Data Analysis ... 29

4.1.1 The Qualitative Data ... 29

4.1.3 The Scoring of the Test ... 33 4.2 Research Findings ... 37 4.3 Discussions ... 37

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ... 39 5.2 Suggestions ... 39 REFERENCES ... 41 APPENDICES

APPENDIX A : Lesson Plan APPENDIX B : Diary Notes APPENDIX C : Observation Sheet

APPENDIX D : Materials of Guessing Game APPENDIX F : Test Lesson Cycle I

APPENDIX G : Test Lesson Cycle Ii

APPENDIX I : A Letter of Research Permission from the Dean

my cousins, Cutek, Kak Ayu and all of my family who always be my motivation. I

love you so much guys. I am so proud to have you in my life.

Special thanks also go to my lovely friends, Mama Armen, Bunda Poniman,

Mimi Kasem, Ima Korang Tanjung Bale, Nande Ayak, Verina, Anggi Purba, Buntel,

Hafsah, Rissa, Afak, Prayog, Ridho Kuzunoha, Sinta, Habil, Elvi, Kitin, Emak Evi,

Dewi, DJ, Maya S, Vivi, Hanna, Anna, Sola, Nova, Karina, Ririn, Febby, Aprizal,

Ridwan, Maya A, Mahdi, Naldi, Mail, and much more. And all of my friends that I

can’t mention one by one, thanks for spending our amazing times together and give a

cheerfulness in my life..

Last but not least, there is no perfection in writing of this thesis, however, I

would expect suggestions and comments from the readers for the betterment of this

thesis. And I hope this research will be useful as a reference especially for classroom

action research about English education.

Medan, February 18th, 2016

FACHRUNI ADLIA Z

Skripsi yang berjudul “ THE IMPROVEMENT OF STUDENT’S ABILITY IN MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN 067690 MEDAN” merupakan suatu penelitian untuk mengetahui tentang peningkatan kemampuan siswa dalam menguasai kosa kata Bahasa Inggris. Dalam penelitian ini, peneliti menggunakan sebuah teknik, yaitu teknik permainan tebak-tebakan. Dimana siswa mengambil peran di dalam permainan tersebut. Seperti yang kita tahu, bahwa siswa sekolah dasar sangat suka bermain. Sehingga peneliti menggabungkan teknik belajar dengan permainan. Melalui teknik ini, siswa dapat lebih termotivasi di dalam belajar bahasa Inggris. Dalam mengerjakan skripsi ini, peneliti menggunakan sebuah metode (Penelitian Tindakan Kelas), yang mengambil data dari hasil uji tes pada sesi I dan sesi 2. Dan dituliskan ke dalam bentuk data kualitatif dan kuantitatif. Peneliti mengambil satu kelas VA sebagai objek penelitian yang terdiri dari 34 siswa.

Hasil dari penelitian ini menunjukkan bahwa ada peningkatan penguasaan kosa kata bahasa Inggris pada siswa melalui penggunaan teknik permainan tebakan. Hal tersebut dapat dilihat melalui hasil nilai rata-rata siswa. Pada sesi I, 70.74 dan meningkat menjadi 82.65 pada sesi II.

Kata kunci: Peningkatan kemampuan siswa, Penguasaan kosa kata, Teknik Permainan Tebakan.

ABSTRACT

This thesis entitled “ THE IMPROVEMENT OF STUDENT’S ABILITY IN MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN 067690 MEDAN” is a research to know about the improvement of students’ ability in mastering vocabulary of English. In this research, the researcher use a technique, guessing game where the students take a role exactly in that game. As we know that elementary students love to play games. So that, the researcher combine between study method and games. Through this technique, students can be more motivated in learning English. In this thesis, the researcher uses a method (Classroom Action Research), that take the data from a result of test in Cycle I and Cycle II. And the results is written in qualitative and quantitative data form. The researcher took one class VA as an object of this research that consist of 34 students. The results of this research has shown that there are improvements in student’s vocabularies mastery by using guessing game. It shows by the result of mean score of students. In cycle I, 70.74 and be increase 82.65 in cycle II.

TABLE OF CONTENTS

AUTHOR’S DECLARATION ... v

COPYRIGHT DECLARATION ... vi

ACKNOWLEDGEMENT ... vii

ABSTRAK ... viii

ABSTRACT ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Problem of the Study ... 4

1.3 Objective of the Study ... 4

1.4 Scope of the Study ... 5

1.5 Significance of the Study ... 5

CHAPTER II REVIEW OF LITERATURE 2.1 Conceptual Framework ... 6

2.1.1 Definition of Vocabulary ... 6

2.1.2 Teaching Vocabulary ... 6

2.1.3 Types of Vocabulary ... 8

2.1.4 The Kinds of Teaching Vocabulary ... 9

2.1.6 Games for Teaching Vocabulary ... 11

2.1.7 Principles of Games Selection ... 12

2.2 Definition of Guessing Game ... 14

2.2.1 Kinds of Guessing Game ... 16

2.2.2 The Benefits of Use Guessing Game ... 18

2.3 Testing Vocabulary ... 19

CHAPTER III METHODOLOGY 3.1 Research Design ... 21

3.2 Population and Sample ... 21

3.3 Intruments of Collecting Data ... 22

3.3.1 Vocabulary Test ... 22

3.3.2 Observation Sheet ... 22

3.3.3 Diary Notes ... 22

3.4 Procedure of Collecting Data ... 22

3.4.1 Cycle I ... 23

3.4.2 Cycle II ... 25

3.5 Technique of Collecting Data ... 25

3.6 Technique of Analyzing Data ... 26

CHAPTER IV ANALYSIS AND FINDINGS 4.1 Data Analysis ... 29

4.2 Research Findings ... 37

4.3 Discussions ... 37

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ... 39

5.2 Suggestions ... 39

REFERENCES ... 41 APPENDICES

APPENDIX A : Lesson Plan APPENDIX B : Diary Notes APPENDIX C : Observation Sheet

APPENDIX D : Materials of Guessing Game APPENDIX F : Test Lesson Cycle I

APPENDIX G : Test Lesson Cycle Ii

APPENDIX I : A Letter of Research Permission from the Dean