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Table 4.1 Students’ Scores and Words Frequency in Cycle One Pre-Implementation
Student Students’ Scores
Words Frequency Words
Meaning Parts of
Speech Average
Noun Adjective
Verb Adverb
1 18
20 19
19 12
5 3
2 -
- -
- -
- -
- 3
20 20
17 19
4 14
4 10
6 11
9 4
2 3
1 5
15 15
15 15
7 3
5 6
20 20
19 19.7
8 9
3 7
- -
- -
- -
- -
8 20
20 16
18.7 10
10 9
15 15
13 14.3
6 2
6 1
10 20
20 20
20 7
1 9
3 11
17 20
15 17.3
8 7
5 12
18 20
19 19
19 1
13 19
20 17
18.7 15
2 3
14 17
20 18
18.3 9
7 4
15 20
20 20
20 8
3 9
16 20
19 18
19 7
7 4
2 17
20 20
19 19.7
14 3
3 18
20 20
2 14
11 4
5 19
19 19
17 18.3
11 4
3 1
20 9
8 6
7.67 7
1 21
20 20
19 19.7
17 2
1 22
20 20
18 19.3
13 2
5 23
18 20
17 18.3
11 3
2 2
24 20
19 20
19.7 8
7 5
25 20
19 20
19.7 8
5 7
26 19
20 16
18.3 3
3 12
1 27
20 20
13.3 16
2 2
28 17
17 15
16.3 13
3 1
29 17
17 15
16.3 10
5 2
30 17
19 20
18.7 14
3 3
31 20
20 19
19.7 14
6
Average 18.1
18.4 15. 9
17.5 290
108 126
12
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The results showed that they scored the lowest in the parts of speech. Most of the students did not understand how the words should have been categorized. They
were able to provide the correct meanings of the words, but not the parts of speech. They also wrote down nouns at the most, and adverbs were rarely found. As seen in
Table 4.1, the students managed to write down 290 nouns similar nouns, and other parts of speech, written by different students were counted according to how many
times they showed up, but only 12 adverbs. Most of the adverbs were adverbs of time such as ‘yesterday’, ‘tomorrow’, and ‘today.’ The most noticeable error that they
made in categorizing words into adverb was that they thought names of places such as ‘house’, ‘hospital’, and ‘school’ could be simply categorized into adverb of place.
Seeing that what they had written reflected the words which they had mastered andor which had to be reviewed further, the researcher used these results as
the baseline of the study. After gathering the results of the pre-implementation vocabulary list as presented in Table 4.1, the researcher implemented the game which
was chosen as the solution to the problem. In the first meeting, the researcher divided the students into seven groups. Each group consisted of four to five people. The game
that was used was the one called “Word-Web” see Appendix 5. In this game, the students were asked to draw a web and write down the words they had known
according to the parts of speech given, i.e. noun, verb, adjective, and adverb. They obtained one point for each correctly written and categorized word. One group
managed to obtain 134 correctly written and categorized English words. The other groups scored 93, 81, 78, 70, 60, and 34 points.
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After they completed writing the words for fifteen minutes, the students were asked to exchange their works so that each group would be able to see what the other
group had written. Then, they were asked to study the words and write down what the other group had written on their word-web. They were allowed to discuss the material
in their own groups, allowing peer tutoring to take place. They had to copy the words in the other group’s word-web, and were encouraged to supply the correct parts of
speech if they thought that what they saw in the list was incorrect. The purpose of this step was to enrich the students’ vocabulary as they wrote down what the other
students made. After analyzing the post-implementation vocabulary list of the students, the
researcher found that many of the students made good progress on the correct number of the parts of speech. Table 4.2 illustrates the students’ improvement in their average
score and the distribution of parts of speech. Compared to the results presented in Table 4.1, the average score of the number of words that they wrote correctly
increased from 18.1 points to 19.4 points. The score for meaning part remained the same, while the score of the parts of speech increased from 15.9 points to 17.7 points.
The average score that the students made also increased from 17.5 points to 18.4 points. The words frequency column in Table 4.2 illustrates that the words they
wrote also became more various in terms of their parts of speech. They wrote fewer nouns and more adjectives, verbs, and adverbs in their post-implementation
vocabulary list.
