The Conceptual Framework

C. The Conceptual Framework

Based on the syllabus of KTSP (2006) of SMP Negeri 1 Lahewa Timur, paticularly for the eighth grade, the students are expects to comprehend the meaning of simple short essay text in descriptive and recount texts to interact with the environs and the MCC that the students should be achieved in studying reading skill is 65.

But in the reality, the students cannot achieve these expectations because there are some problems that effect the students’ ability in reading comprehension.

Therefore, the researcher is inspired to apply Password Game in teaching reading description to increase the students’ ability in reading description by using the

game. The researcher used Classroom Action Researcher (CAR), the researcher

used the procedure of action research there are four namely: planning, action, observation and reflection.

In action, the researcher applied the procedures of Pasword game in mastering vocabulary by using descriptive text; the generic structures of descriptive text consists of: identification and description, the language features in descriptive text are using attributive and using simple present tense.

In teaching material, the teacher must use a new teaching strategy or game to the students with the purpose to make the teaching-learning process are really interesting and the students more to be actively. Therefore, the researcher used Password Game in order that teaching reading to the students is more interesting, to be active and enjoyable for them.

There are some steps in implementing Password Game, they are: First, the researcher prepared the word cards connected into the concept. Second, the reseacher divided the students into team. Next, the researcher gave a chance to one of the students in the team to choose one of word card to describe each vocabulary word based on concepts and ideas from the lesson. After that, the reseacher asked the student who took word card to describe it by giving clues without pronouncing the keywords and other students in the team tried to guess the word. Then, the researcher allowed other students to say “Pass” and moved onto the next word if the students in the team could not guess the word. Next, the researcher gave a limit time is 60 second to guess the word. Moreover, the researcher gave the turn to the second team to guess the word by using another card that had been prepared before. And the researcher determined how many words that the students got the There are some steps in implementing Password Game, they are: First, the researcher prepared the word cards connected into the concept. Second, the reseacher divided the students into team. Next, the researcher gave a chance to one of the students in the team to choose one of word card to describe each vocabulary word based on concepts and ideas from the lesson. After that, the reseacher asked the student who took word card to describe it by giving clues without pronouncing the keywords and other students in the team tried to guess the word. Then, the researcher allowed other students to say “Pass” and moved onto the next word if the students in the team could not guess the word. Next, the researcher gave a limit time is 60 second to guess the word. Moreover, the researcher gave the turn to the second team to guess the word by using another card that had been prepared before. And the researcher determined how many words that the students got the

In reflection the researcher evaluated the student’s result of learning. Finally, by using Password Game it could b e increase the students’ ability to master vocabulary correctly.

The figure of application of Password Game will be presented as on the next page: