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game, “Find the Answers”, intended to help the students recognize adverbs. The last game, “The Bingo Race”, aimed to review words they had known and introduce new
words. At the end of each game, the researcher asked the students to rewrite the
meanings and the parts of speech of the words given in their personal vocabulary lists. This step aimed to keep track of the students’ progress as well as to find out the
effectiveness of the game used in that particular meeting. After that, the researcher gathered each student’s vocabulary list and calculated the score. Then, the researcher
compared the scores of the students’ vocabulary list completed after the implementation with the previous scores gathered prior to the implementation of the
games. It was aimed to see whether there was an improvement or not according to the scores that the students had.
The researcher also distributed a questionnaire to gather the data related to the students’ perception on the implementation of the games. As follow-ups, informal
interview was conducted in order to clarify their answers and obtain additional information. The results of the questionnaire distributed to the students and the
interview would help the researcher to find out whether or not the students felt that they benefited from the implementation of the games.
During the teaching and learning activity conducted by the researcher, a help from an observer was required in order to observe the real implementation of the
games objectively. The researcher decided to ask for help from different observers for all meetings to avoid bias. The observer recorded what she had witnessed during the
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implementation in the field notes. This step aimed to fill the information gaps which were created by the researcher’s involvement in the implementation.
After the first cycle ended, the researcher reflected on how the
implementation had been done. This aimed to find out whether or not the games which had been used to develop the students’ vocabulary mastery were really
effective. Through the reflection, the researcher was able to discover the things which needed improvement so that the solution could be effective. At the end of the second
cycle, the researcher reflected on the results and decided that one more meeting had to be conducted to conclude how word games could help the students improve their
vocabulary mastery.
E. Data Analysis Technique
The data gathered throughout the research were analyzed to find out whether or not the games used in the meetings could effectively help the students improve
their vocabulary mastery. After every meeting, the researcher gathered the students’ vocabulary notes, which consisted of the notes before the implementation and the
notes after the implementation of the games. These notes were scored, and the results were compared in order to find out how the students’ vocabulary mastery had
progressed throughout the learning process. The other data of the students’ improvement were recorded in the worksheets which they did during the
implementation of the games, i.e. the list of words categorized based on their parts of
29
speech in the form of word web see Appendix 5 and the list of adverbs they found in the text they had read see Appendix 6.
The questionnaire distributed to the students, the results of the interviews, the field notes and the observation checklist were analyzed by summarizing them into a
form of separate descriptions. Each of the descriptions would help the researcher to determine the relationship among the results of the students’ compared vocabulary
notes, the students’ perception on the implementation, and what happened in the classroom during the implementation. This relationship would be the basis on which
the final conclusion was derived from. In order to stop the cycle, criteria of success were determined. There were two
criteria of success. The first one was that the number of students who correctly rewrote the meanings and the parts of speech of the words in their personal
vocabulary lists increased. The second criterion was that more than 75 of the students participating in the research were able to correctly write equal to or more
than 50 of the meanings and the parts of speech of the words in their personal vocabulary lists after the implementation.
F. Research Procedure
There are seven steps which were conducted throughout the research. 1. Observing XI TGBA Class in SMK N 2 Depok
The researcher observed XI TGBA class in SMK N 2 Depok on April 23
rd
and April 28
th
, 2012. The researcher was non-participant in these observations.
30
2. Planning the Research After observing and analyzing the result of the observations, the researcher
planned the research strategy which would be conducted to overcome the problem. 3. Asking permission from Dinas Perijinan
After planning the research, the researcher asked permission to conduct the research from Dinas Perijinan on March 19
th
, 2012. 4. Preparing the Instruments
During this step, the researcher prepared all instruments which would be used in the research.
5. Collecting the Data The researcher collected the data on May 7
th
, 12
th
, and 14
th
, 2012. The researcher taught the class and collected the data by taking notes of everything
happening in the classroom during the implementation of the games, distributing the questionnaire to the students and conducting the interview.
6. Analyzing the Data The next step was analyzing the data. From the data collected, the researcher
analyzed and interpreted them to obtain the results. 7. Reporting
After completing the data analysis, the researcher wrote a report about the research.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This research was conducted in three cycles. Each cycle consisted of planning, acting, observing and reflecting. Each cycle was completed in one meeting. The first
meeting was conducted on May 7
th
, 2012. The second meeting was conducted on May 12
th
, 2012, and the third meeting was conducted on May 14
th
, 2012. After all meetings were conducted, the researcher distributed the questionnaire and conducted
the interview to a few students. The results of both were analyzed to corroborate the results taken from the students’ vocabulary list scores and group works.
A. The Description of the Implementation of Word Games
This section is divided into three parts, i.e. the implementation of word games in Cycle One, the implementation of word games in Cycle Two, and the
implementation of word games in Cycle Three. Each cycle was completed in one meeting. The duration of each meeting was set to sixty minutes despite the fact that
the contact hour for every subject in SMKN 2 Depok was 45 minutes. In the beginning, every meeting was planned to be conducted in one contact
hour in order to give the students the chance to review the lesson as a mid-term test preparation in the remaining 45 minutes. Nevertheless, after the first meeting, the
researcher found that 45 minutes was too short. Thus, the researcher negotiated with
32
the real classroom teacher about the time allocation and finally decided to set a 60- minute meeting. By doing so, the students would still have thirty minutes left to
review their lesson.
1. The Implementation of Word Games in Cycle One
During Cycle One, the researcher identified the students’ problem by looking at the results of the observation which was done prior to the meeting. The problem
that the researcher found was that the students had difficulties in understanding the content of their progress test, especially the multiple choice questions. They
misinterpreted the options because they did not know the meaning of some words, for example they did not know that the words ‘terrible’, ‘horrible’, and ‘bad’ were within
the same semantic field. They also admitted that the English class they normally had always involved answering the teacher’s questions and listening to the teacher’s
explanation. Considering the characteristics of the students who were active and responsive, the researcher chose games as the solution to the problem. The researcher
assumed that games would be able to give the students new experience in learning English, particularly related to vocabulary learning.
During the acting stage, the researcher asked the students to fill in their vocabulary list before the implementation of the game. The first vocabulary list
required the students to provide twenty words, including their meanings and the parts of speech. In ten minutes, they were asked to recall and write any English words they
knew and provide their meanings and parts of speech.
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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
