IMPLEMENTATION OF GUESSING GAME IN TEACHING VOCABULARY AT FIFTH GRADE OF MI ISLAMIYAH CIWARU SERANG BANTEN

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CIWARU SERANG BANTEN

Ina Mutmainah

A Script

Submitted in a Partial Fulfillment of The Requirement for S-1 Degree

The Language and Arts Education Department of The Faculty of Teacher Training and Education

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG

2013

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IMPLEMENTATION OF GUESSING GAME IN TEACHING VOCABULARY AT FIFTH GRADE OF MI ISLAMIYAH CIWARU SERANG BANTEN

INA MUTMAINAH

Guessing game is a game in which a person who knows something and others who do not know compete individually, in pairs, or in a team, to find out something indicated obscurely. Guessing game is one of the teaching techniques which is appropriate to be implemented in elementary school. With guessing game, the students can be active in the class and participate in interaction between student-teacher, teacher-student, and student-student.

This qualitative research was conducted to analyze the pattern of classroom interaction based on Initiation-Response-Feedback (IRF) model suggested by Sinclair and Coulthard. The writer observed the participation of students during the process of teaching and learning using video recorded, and then the writer transcribed the interaction and then categorized the data by giving code on the transcription as suggested by Sinclair and Coulthard patterns.

The result of data analysis shows that there are six exchange patterns happened during the implementation of guessing game. It is Teacher Elicit (Initiation-Response-Feedback/IRF) 32, 9%, Student Elicit (Initiation-Response/IR) 22,4%, Student Inform (Initiation-Feedback/IF) 16,8%, Teacher Inform (Initiation/I) 12,4 %, Teacher Direct Response-Feedback/IRF) 10,6 %, and Check (Initiation-Response-Feedback/IRF) 5,0 %.

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Appendix Page

1 Lesson Plan I 75

2 Lesson Plan II 80

3 Classes of Acts of the System in Classroom Interaction Analysis Proposed by Sinclair and Coulthard (1992)

4 Conversation Transcript on First Observation 87 5 Conversation Transcript on Second Observation 94 6 Data recorded from the Lesson Analzed Using Sinclair and

Coulthard IRF Classroom Analysis Model on First Obsevation (March, 11th2013)

100

7 Data recorded from the Lesson Analzed Using Sinclair and Coulthard IRF Classroom Analysis Model on Second Obsevation (March, 18th,2013)

110

8 Attendance list of Fifth Grade of MI Islamiyah 122

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Graph Pages

4.1 Teaching Exchange Pattern on First Observation 48 4.2 Teaching Exchange Pattern on Second Observation 51 4.3 Teaching Exchange Pattern on the Average of Observations 54

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Table Pages

2.1 Predicted Move Sequence for Teaching Exchange Patterns proposed by Sinclair and Coulthard (1975)

2.2 Classes of Acts of the System in Classroom Interaction Analysis Proposed by Sinclair and Coulthard (1992)

3.1 Data Recorded from the Lesson Analyzed using Sinclair and Coulthard IRF Model

3.2 Total Quantities and Percentage in Teaching Exchange Patterns 39 4.1 Quantities and Percentage in Teaching Patterns on First Observation 47 4.2 Quantities and Percentage in Teaching Patterns on Second

Observation

4.3 Total quantities and percentage in Teaching exchange patterns 53

4.4 Transcription Example of Teacher Elicit 57

4.5 Transcription Example of student Elicit 60

4.6 Transcription Example of Student Inform 62

4.7 Transcription Example of Teacher Inform 64

4.8 Transcription Example of Teacher Direct 65

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CHAPTER I INTRODUCTION

This chapter discusses related points and covering: background of the problem, identification of the problems, formulation of the problems, objectives of the research, uses of the research, scope of the research, and the definition of terms, as follows.

1.1 Background of Problem

Today English as an international language in the world is important to develop human being. Globalization era forces us to master English as a foreign language in education. Almost all elementary schools located in urban areas in particular conduct English teaching. The reason is experts’ opinion that children able to memorize for long period should be used optimally and the ability of memorizing on children’s developments is very huge and significant, so theopportunity should be utilized. The students are not required to communicate well or to master the grammar but they are familiarized to the foreign language in order to prepare them in facing globalization in every aspect of life, especially education.

The main way of familiarizing the foreign language is by teaching them some skills of the language. Based on KTSP, there are four skills which are taught in

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English learning process namely: listening, speaking, reading and writing that is supported by four aspects such as grammar, vocabulary, spelling and pronunciation.

One of the important aspects of language is vocabulary because vocabulary is the foundation of communication. Wallace (1987:9) states that vocabulary is the vital aspect in learning a language. In communication, the limited of the vocabulary will influence the understanding of the meaning in terms of listening, speaking, reading and writing. River in Ambarita (2012) says that it would be impossible to learn language without vocabulary. Mastering vocabularies is one of the problems which have more attention in language learning because when the learners do not have a large number of words, the learners cannot communicate clearly. It is mentioned by Edge (1993, 27)“Knowing a lot of words in a foreign language are very important. The more words we know, the better our chance of understanding or making ourselves understood”.

Since learning language is implemented in elementary school, the teacher has to help the students to get a large number of words so that the students familiarize with the words in foreign language, especially English. The ability of memorizing on children’s developments is very huge and significant should be used optimally. In teaching vocabulary, the teacher does not only force to memorize but also to understand the meaning and the using. Besides that, the teachers have to select the suitable method to teach vocabulary for young learner.

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Since this research was going to be conducted in MI Islamiyah, the researcher has observed the teaching and learning process of English at MI Islamiyah. MI Islamiyah is the elementary school located in rural area in Serang Banten. English learning has been done from the fourth to the sixth grades. The researcher was interested in doing her research in fifth grade because the results of the observation showed that most of the students still used their mother tongue as a first language. They still used Javanese language in the class. The teacher felt so difficult to teach English because the students’ awareness for usingthe language was low and the students were not familiar in using English although they learnt it every week. The students found difficulty to speak and memorize the English words. They were bored to be forced to memorize unfamiliar vocabulary and they felt difficult to speak out the words because they did not know the meaning of the words. They were shy to speak in English and finally, they decided to be silent and passive in the class. There was no interaction well between students-teacher, teacher-students and students-students. Therefore they had problem to interact in the classroom.

Besides that, the other problem was the way on how the teacher presents the materials. The teacher taught the students based on the book provided by Depdiknas or commercial books. The teacher was too dependent on these books. As an example, the teacher did not use their creativity in providing the appropriate materials that are going to discuss in the process of teaching and learning. Their orientation in learning language was concerned more on “learning” the language than in “using” the language. The teacher did not lead the students to use English

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orally whereas it would be easier to familiarize the vocabulary to the students. The teacher explained the materials, forced to memorize and gave the exercises provided on the book. By those conditions, the class would not be interesting for the students. It could make them feel bored. When the students found that they were always given such activity in which it seems to be the same with the previous one, they would be lazy to attend the class and it could cause the gap or unclosed relationship between the students and the teacher. Then teacher had dominant role in learning process. As a result, the students would never be trained to speak up and did not have a chance to produce the English words.

Teaching elementary schools is different from junior high school or senior high school, because the students have unique characteristics as children. English teaching should have fun and interactive characteristic. Therefore, the materials and methods should be proportional to the development of students. The teachers can use songs, puzzles, variety of games and exciting pictures during the learning process because the children have a way to learn, a way to think, and a way to work. For this reason, English teachers who are concerned with teaching children should give attention to the nature of the children in addition to master all crucial components in teaching them. In order to get a good result in conducting elementary classroom, the teacher should have a good technique to teach the students. A technique in language teaching is very important for the teacher to master in order to achieve the goal of teaching English as a foreign language.

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To make the students interest in learning vocabulary is the teacher uses a game in teaching. Wallace (1982:105) says that teaching vocabulary through game has two main reasons: first, an increasing emphasizes on the important of motivation and of the appropriate mind of positive effective atmosphere in the classroom; second, an increasing emphasizes on the importance of real communication. Guessing game is one of the techniques which can be used for learning vocabulary in elementary school because it includes the characteristic of learning for children and proportional to development of students. Guessing game emphasizes the students working together upon the problem. As stated by Klippel (1994:155), a guessing game is a game where the students in each group have to solve the problem by guessing. Then, guessing game could improve the students’ activity so the students could engage in the activity of learning process. By carrying guessing game in vocabulary class, it was expected that the students will be curious to learn English and practice to speak in English with their friends and the teacher.

To analyze implementing guessing game in English teaching class, the researcher used Sinclair and Coulthard Initiation-Response-Feedback (IRF) Model. This model provides guidance for analyzing spoken language, which was developed from classroom discourse in general secondary classroom (McCarthy, 2002: 37). Furthermore, Hannah (2003: 218) has explained that IRF model is an extremely valuable and comprehensive tool in systematically allowing teachers to analyze the nature and functions of interactive exchange happening in the classroom. It goes the same line with White (2003) who states that by examining the individual parts in classroom using IRF model, teachers can understand about the language

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as a medium in interaction. Then, they can have a greater awareness in evaluating the teaching procedures in the classroom. This advantage is expanded by Atkins (2001: 11), the exercise of analyzing IRF model is a very valuable activity for teachers who wish to gain a greater understanding of the classroom they teach in.

1.2 Limitation of The Problems

The researcher provides the limitation of the problem. The limitations are:

1. The researcher focuses on the strategies of making interactive class in classroom interaction using guessing game.

2. The researcher tends to focus on attracting the students to follow the activities in learning process.

3. The researcher invites the students to learn and memorize the number of vocabularies using a new technique for them.

1.3 Formulation of The Problem

Based on the description in the background above, the researcher formulated the problem as follow:

How is the pattern of classroom interaction in implementing of guessing game in teaching vocabulary suggested by Sinclair and Coulthard Initiation-Response-Feedback (IRF) model?

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1.4 Objective of the research

The objective of the research:

To analyze the pattern of classroom interaction suggested by Sinclair and Coulthard Initiation-Response-Feedback (IRF) model in English teaching vocabulary through guessing game at MI Islamiyah Ciwaru, Serang Banten.

1.5 Uses of the Research Theoretical uses:

1) This research would help readers to understand the use of guessing game in English teaching.

2) To support the previous theory of learning strategy for children learning English.

3) To be a reference for the next researchers who would take children as object in their script or research.

Practical uses:

1) This study might give contribution to the development of teaching English Vocabulary.

2) This result of the study could be useful for additional information that could be applied by general English teacher in teaching and practicing elementary school.

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1.7. Scope of the Research

This qualitative research would be focused on the strategy using guessing game which was implemented by children in learning English vocabulary. The research would concentrate in teaching vocabulary using guessing game in Elementary School. This research was conducted at MI Islamiyah Ciwaru Serang, while the subject of the research was the fifth year students of elementary school that consisted of 31 students. Based on the previous research, the researcher thaught that guessing game could improve the students’ vocabulary in MI Islamiyah and the researcher assumed that guessing game was appropriate to conduct classroom interaction between teacher-students, students-teacher and students-students. The focus of the research was the process of guessing game implemented in teaching vocabulary, and how the interaction of the teacher-students, students-teacher and students-students suggested by Sinclair and Coulthard Initiation-Response-Feedback (IRF) model.

1.6 Definition of Terms

In order to avoid the ambiguity, there is a definition from terms.

1) Guessing game is the game which uses guess technique to get a word from the clues.

2) Vocabulary is the number of words including a single word, compound word, and idiom that should be mastered by students in English learning as a foreign language.

3) Classroom Interaction is the form and content of behaviour or social interaction in the classroom (Marshall, 1998).

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4) Classroom Interaction Analysis is an analysis of language phenomenon found in interaction activities involving two or more participants (Chaudron, 1998).

5) Initiation-Response-Feedback (IRF) is a model of classroom interaction which provides guidance for analyzing spoken language, which was developed from classroom discourse in general secondary classroom (McCarthy, 2002: 36).

6) Initiation is the first part out of three components suggested in Initiation-Response-Feedback (IRF) Model which acts as an opening phase where the participants inform each other that they are in fact going to conduct a lesson as opposed to some other activities (Sinclair and Coulthard, 1992).

7) Response is the second out of three components suggested in Initiation-Response-Feedback (IRF) Model which acts as an instructional phase where information is exchanged between teacher and students (Sinclair and Coulthard, 1992).

8) Feedback is the third out of three components suggested in Initiation-Response-Feedback (IRF) Model which functions as a closing phase where participants are reminded of what goes on in the core of a lesson (Sinclair and Coulthard, 1992).

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CHAPTER II FRAME OF THEORY

Chapter two discusses related theoretical points: review of previous related research concept of vocabulary, teaching English at elementary school, classroom interaction in language teaching, pattern of classroom interaction, concept of game, concept of guessing game, teaching vocabulary by using game, and procedures teaching vocabulary through game. These theoretical concepts are presented in the following points.

2.1. Review of Previous Related Research

Guessing game is one of the effective techniques for teaching English vocabulary. In learning-teaching English language, the teacher must use the creative technique to attract the students’ activities and participation so that they can familiarize using English word. In using guessing game as a technique, the students’ vocabulary can increase. Based on the previous related researches, Hidayati’s researchconcludes that guessing game can increase the students’ vocabulary achievement at the ninth grade of SMP Muhammadiyah 1 Sendang Agung. Then, Purwanti (2012) concludes that the use of guessing game can increase students’ vocabulary achievement at the eighth grade of SMPN 1 Adiluwih. It is proved by of the result from 20 students (52,63%)

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who score 66 or more in cycle 1 to 30 students (78,94%) who scores 66 or more at cycle 2 and the use of Guessing Word game has also improved students’ activities since it has stimulated and attracted students in learning English. Besides that, the researcher reviewed the related research from Hadhi Pribadi (2012) about an analysis of classroom interaction using Sinclair and Coulthard Initiation-Response-Feedback (IRF) at class XI science 8 of SMAN 2 Bandar Lampung. It concluded that the model consists of six teaching exchange patterns, namely: students Elicitation, Student Informing, Checking, Teacher Directing, Teacher Elicitation, and Teacher Informing.

2.2. Concept of Vocabulary

Vocabulary is a basic knowledge which is mastered to communicate well because vocabulary is a part of important language aspect in learning a language. Wallace (1987:9) states that vocabulary is the vital aspect of language. He further says that there is a sense in which learning a foreign language is basically a matter of learning the vocabulary of that language. Other expert such Hombay in Ambarita (2012) says that vocabulary is a total number of words with rules for combining them to make up a language. It means that the students cannot communicate without vocabulary because vocabulary is part of chunk sentence. River (1978:462) says that it would be impossible to learn language without vocabulary.

Vocabulary is the important subject in English Learning and should be taught in elementary school. Vocabulary is a set of lexeme that includes a single word, compound word, and idiom. Lamb (1963:19) defines a single word as a word that

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may or may not have a prefix and/or suffix, for examples: table, chair, book, etc. Compound word is a word joined from two or more other words. Trask (1999:120) also says that compound words may be written as one word, two words, or as hyphenated word, for example classroom, textbook, policeman, etc. Idiom is a group of words with a meaning which is different from the individual words and often difficult to understand from the individual words, for example: look up, for good, etc.

In more specific, Fries (1973: 45) in Hidayati classifies the vocabulary into four types as follow:

1. Function words, those words which, although some of them may have full words meaning content, primarily or largely operate as a means of expressing relation of grammatical structure, such as article (e.g. the, a , an), auxiliary (e.g. is, are, etc.), preposition (e.g. in, of, etc.)

2. Substitute words, those words which represent not to individual things or specific action, but function as substitute for whole from classes of words. In this group there are personal pronoun, (e.g. me, you, etc.), infinitive (e.g. somebody, everybody, etc)

3. Grammatically distributed words (e.g. some, any, etc.) show usually grammatical reaction on distributions.

4. Content words, they constitute the bulk of vocabulary of the language. Content word represent the name of subject or things that is concrete nouns (library, school, nurse), action done by with these things, that is verb (borrow,

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buy, drive) and the qualities of these thing, that is adjectives (happy, sad, angry)

In this research, the material of teaching vocabulary is taken from the content words (noun, verb, adverb and adjective) since the researcher assumes that they are appropriate with guessing game. Concerning some concepts of vocabulary proposed by the experts above, that vocabulary is an important part in learning a language. Without mastering a large of vocabulary, it is difficult for a learner to study, to use the language. A large of vocabulary can help the students to express ideas. It also helps a learner to understand foreign language easily. It can be confirmed that vocabulary is basic things in language and has an important role in language learning and it will be said that no vocabulary, nothing could say.

2.3. Classroom Interaction in Language Teaching

Classroom interaction is interaction activities involving two or more participants (students-teacher, teacher students and students-students). Classroom interaction is the form and content of behaviour or social interaction in the classroom (Marshall, 1998). Classroom Interaction is the form and content of behaviour or social interaction in the classroom (Marshall, 1998). In classroom interaction, students are expected not only to listen the teacher’s explanation but also have to play some important roles in the classroom. Classroom interaction covers classroom behaviour such as turn-taking, questioning and answering, negotiation of meaning and feedback (Chaudron, 1988:10).

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Shore in Irianto (2007) stated that types of student’s interaction are teacher-students (T-S), students-teacher (S-T), and students-students (S-S). In teacher-students interaction, the interaction is determined by the teacher in the language lesson. It consists of turn being determined by the teacher as part of the formal practice normally found in the language class. Turns in such situations are determined by the teacher. Whereas students-teacher interaction happens when the students ask the teacher about the problem they get while doing the task in group of activity. In students-students interaction, the students have many opportunities to create themselves. In this case, the students are essentially creating the type of language interaction.

Interaction in language classroom will lead the learners to a better learning, and will activate their competence (Malamah-Thomas, 1987:45). As the students’ interest is aroused, their anxiety, fear or even fatigue in the classroom will gradually diminish; if not completely disappear, and as a result they will actively involve in the classroom interaction. In addition, Rivers in Hamzah (2013) states through interaction students can increase their language store as they listen to or read authentic linguistic material or even the output of the fellow students in discussion, problem solving tasks or dialogues journals.

Wagner in Hamzah (2013) stated that foreign language acquisition occurs especially when learners are engaged in the use of the language for communication. Pica et al. in

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Hamzah (2013) states that language is best learnt and taught through interaction. In this view, interaction is treated as one of the most important aspects that influence the success or failure foreign language learning.

Hamzah (2013) states educationalists believe that interactions between students and teacher are fundamental of the learning process. In order to have successful classroom interaction, there are three conditions that the teacher creates:

a. Students should feel free to ask questions to the teacher and their peers. b. Students should feel free to answer questions.

c. Students should not feel threatened by giving an incorrect response.

From some views about classroom interaction above, it can be inferred that being able to interact in a language is essential. Therefore, English teacher should provide learners with opportunities for meaningful communicative behaviour about relevant topic which can promote interaction as the key to the teaching language for communication. It is crucial that teachers plan ways of enabling students to understand and use more target language in classroom interaction. Teacher should design the activity with the modified interaction (tasks) so that the learners can naturally acquire language through the conversational interaction. In addition, the students should practice speaking in English class to develop their speaking competence.

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2.4. Patterns of Classroom Interaction

Historically, The British work has principally followed structure-linguistiz criteria, on the basis of the isolation of units, and set of rules defining well-formed sequences of discourse (McCarthy, 2002:6). One important study was carried out at the University of Birmingham by Sinclair and Coulthrad (1975), who developed a model for the description of teacher-pupil talk based on a hierarchically structured system of ranks by analogy with Halliday’s (Chaudran, 1988:56) in Hadhi (2012) rank scale approach.

1. Lesson

It is the highest unit of classroom discourse, consisting of one or more transactions.

2. Transaction

It normally begins with a preliminary exchange and end with final exchange. Within these boundaries a series of medial exchange occurs:

a. Informing transaction: during a lengthy informing exchange from the teacher, learners do little but acknowledge.

b. Directing transaction: the structure occurs where a Teacher-direct exchange stands at the head of transaction, rather than in a subordinate position.

c. Eliciting transaction: when the teacher is asking the question, the learners contribute continually to the discourse by making verbal responses, but they have little opportunity to initiate exchanges.

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3. Exchanges

There are two major classes of exchange: Boundary and teaching.

a. Boundary: its function is to signal the beginning or end of what the teaching. b. Teaching: The individual steps by which the lesson progresses. There are six

subcategories with specific functions and unique structures.

1. Teacher inform: used when the teacher is passing on facts, opinion, ideas, and new information to students.

2. Teacher direct: cover all exchanges designed to get learners to do but not to say something.

3. Teacher elicit: includes all exchanges design to obtain verbal respond or contribution from students.

4. Student elicit: used to elicit a verbal response from both teacher and students in the class.

5. Student inform: occasionally learners offer information which they think is relevant or interesting to the class participants.

6. Check: at some time in most lesson teacher feels the need to discover how well the learner are getting on and whether they can follow what is going on.

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4. Move

There are five types of move as follows.

a. Framing Move: probably a feature all of spoken discourse, but they occur more frequently in classroom interaction because it is carefully structured or designed.

b. Focusing Move: have an optional marker and starter, a compulsory head, realized by a metastatement or a conclusion, and an optional comments. c. Opening Move: functions to cause others to participate in an exchange. The

purpose of giving opening move maybe passing on information or directing an action or eliciting a fact.

d. Answering Move: Opening and answering move are complementary moves. The type of answering move is predetermined because its function is to be an appropriate response in the term laid down by the opening move.

e. Follow-up Move: Follow up is an interesting category. Its function is to let the learners know how well he/she has performed. It is very significant that follow-up occurs not only after the learners answering the question, but also after the learners opening move when the head is realized by an informative. (Sinclair and Coulthard, 1992).

Table 2.1 below provides a summary of the various initiation exchanges at work in the classroom and their structure realized by predicted move sequences stipulated by Sinclair and Coulthard (1975).

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Table 2.1 Predicted Move Sequence for Teaching Exchange Patterns proposed by Sinclair and Coulthard (1975)

Teaching Exchange Patterns

Structure of Predicted Move Sequence

Abbreviations

Teacher Inform Initiation–Response I R

Teacher Direct Initiation–Response- Follow-up IRF Teacher Elicit Initiation–Response- Follow-up IRF

Student Elicit Initiation–Response IR

Student Inform Initiation–Follow-up IF

Check Initiation–Response- Follow-up IRF

5. Acts

For the smallest unit, Sinclair et al. originally proposed twenty-two acts. Acts are basically defined according to their interactive function. For instance, the function of the act “elicitation” would be to request a linguistic response, while that of an “informative” would be to provide information. A detailed description of each act is in Table 2.2 below which shows us how each category of the acts is structured, and it is completed also by the example from each moves.

Table 2.2Classes of Acts of the System in Classroom Interaction Analysis Proposed by Sinclair and Coulthard (1992)

No. Act Abbr. Function Realization

(example) 1 Accept acc Shows the teacher has heard

correct information

‘Yes’, ‘No’, ‘Good’, ‘Fine’.

2 Acknowledge ack Shows the students has heard and understood the initiation

‘Yes’, ‘Cor’, ‘Ok’, “Wow’, ‘mm’.

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3 Aside z Shows the teacher is talking to himself/herself

Statement/ Question/ Command

4 Bid b Signals a desire to contribute

to the discourse

‘Sir’, ‘Miss’, teacher’s name/ raised hand/ heavy breathing.

5 Check ch Enables the teacher to check progress

‘Finished?’, ‘Ready?’, / Question

6 Cue c Evokes an appropriate bid ‘Hands up’, ‘Don’t

call out’, ‘Is

(student’s name) the only one?

7 Clue cl Provides additional

information to facilitate a correct response

Statement/ Question/ Command 8 Comment com Exemplifiers/ justifies/

provides additional information

Statement/ Tag question

9 Conclusion con Summaries Anaphoric

statement 10 Directive dir Requests a non-linguistic

response

Command

11 Elicitation el Request a linguistic response Question

12 Evaluation e Evaluates a response ‘Good’,

‘Interesting’, ‘Yes’/ Statement/

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14 Loop l Returns the discourse to the stage it was at before the student responded

‘Pardon’, ‘You what’, ‘Eh’, ‘Again’, “Pardon’

15 Marker m Marks boundaries in the

discourse

‘Well’, ‘Right’, ‘Ok’, ’Now’, ‘Good’ 16 Metastatement ms Refers explicitly to the

development of the lesson

Cataphoric statement 17 Nomination ri Calls or gives permission to

a student to contribute

‘You’, ‘Yes’, ‘Anybody’, ‘John’ 18 Prompt p Reinforces an elicitation or

directive

‘Go on, ‘Come on’, ‘Hurry up’

19 React rea Provides a non-linguistic response to a directive

Non–linguistic action

20 Reply rep Provides a linguistic response to an elicitation

Statement/ question/ Nod

21 Silent Stress ^ Highlights a marker Pause

22 Starter s Provides information to facilitate a response

Statement/ Question/ Command

2.5. Teaching English at Elementary School

Elementary school curriculum consists of national curriculum and local content curriculum. National curriculum is curriculum that arranged by education department. The content of curriculum has to learn by students in Indonesia and the Indonesians’ school students in abroad. In curriculum there are standard competences and basic

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competences. It uses to difference the level of learning achievement. One of the standard competences of English in Fifth grade in Elementary school is understand the simple instruction with action in school context. It means that students of elementary school were expected to be able to communicate with simple instruction by using English in the school context. Every standard competence has basic competence deals with the lesson that will learn.

Most countries consider that learning a first foreign language should start straight away at the beginning of the first years spent when the pupils are generally eleven or twelve years old. Teaching English in primary school is, of necessity, not as structured and rigid as in secondary school. The way in which the foreign language is taught will take account of the methods and the pace of primary school teaching. Before we know the methods, we have to know the characteristics of children in order to match with them. According to Scott and Lisbeth (Cited in Artika, 2005), the general characteristics of children whose ages are seven to twelve are:

1. Their basic concepts are formed.

2. They can tell the differences between the fact and fiction. 3. They ask the question all the time.

4. They rely on the spoken word as well as the physical world to convey and understand the meaning.

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6. They can determine their views about what they like and do not like to definitely.

7. They have developed a sense of fairness about what happens in the classroom and begin to question the teacher’s decision.

8. They are able to work with other and learn from other.

Based on the characteristics above, the teacher should choose the appropriate technique or method to achieve the goals of teaching English at Elementary School. Setiyadi (2003:165) says that method for teaching children should maintain the characteristics of children in order that the students can learn target language optimally. It means that the method used by the teacher in teaching children should be appropriated to their characteristics.

For more explanation, the suitable method for children should fulfil the characteristics below (Halliwell, 1992):

1. Children are already very good at interpreting meaning without necessarily understanding and individual words;

2. Children already have great skill in using limited language creatively; 3. Children frequently learn indirectly rather than directly;

4. Children take great pleasure in finding and creating fun in what they do; 5. Children have already imagination;

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There is a characteristic which musthave an underline type that is children’s instinct for play and fun. Halliwell said in this way, through their sense of fun and play, the children are living the language for real. Yet again we can see why games have such a central role to play. But games are not the only way in which individual personality’s surface in the language classroom. There is also the whole area of imaginative thinking.

Based on the explanation above, the researcher assumes that the children need a good condition in learning process. The good condition can be created from the fun situation and a good interaction between teacher-students, students-teacher and students-students.

Teaching is a process to give guidance the students to reach the goals. The process of teaching will influence the goal. The teacher have to select the ways of the teaching process, the teacher can use some references to find out the technique of teaching in the classroom. According to Brown (1995) that teaching is a superior job, is the demanding job. Among the demanding tasks are modifying the approaches, syllabus, technique, and exercise to adopt and maximize the learning of a class as well as of most of its individual members.

It can be confirmed that teaching is not just presenting the material, information or knowledge to the students, but it needs strategies and tactics. According to Particia

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(2001), it is important for teacher to include as many techniques as possible to enhance student learning.

In elementary school, students are taught about the basic of English. They learnt about the simple subject such as things around them, the name of fruit, animals, sport, game and giving instruction, etc. In other words, they learnt a lot about vocabulary. Vocabulary is an important skill in the first level. Teaching vocabulary is facilitating the students to master a number of words and its meaning. Giving and asking the students to memorize a list of vocabulary is not an effective way in teaching vocabulary. It is impossible to teach all the vocabulary in one time. The useful way in teaching vocabulary is to teach the meaning of words and how they are used. In teaching vocabulary the teacher not only chose the appropriate method to the learners but also selects the material that would be taught.

The important task of the teacher in teaching vocabulary is the responsibility of the teacher to make their activities success. Sutarjo (1988:24) explains that there are five ways of teaching vocabulary:

1. Teaching vocabulary through creativity. Teacher has to analyse the condition of the students. Teacher should make the activity which enable to produce the vocabulary creatively.

2. Teaching vocabulary through derivation which involves verb, adjective, noun and adverb.

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3. Teaching vocabulary through translation. The teacher can encourage as the ancient one and the teacher teaches the meaning of words through translation 4. Teaching vocabulary through guessing. The teacher can encourage the

students to guess first and then consult.

5. Teaching vocabulary through context clues. The teacher can use a context clue in word recognition by figuring out the meaning of a word based on the clues in the surrounding context.

Learning new vocabulary through enjoyable and out of the ordinary ways may assist the children to learn vocabulary. For making students get enjoyable in learning, teacher has to provide the technique which gives them fun and interactive actively. It can be inferred that one of the technique that can fulfil the characteristics of suitable technique in teaching children is using a game. It makes language learners interested in learning target language because it provides creative activities that keep the children simulated to learn a target language. Wallace (1982:105) says that teaching vocabulary through game has two main reasons: first, an increasing emphasizes on the important of motivation and of the appropriate mind of positive effective atmosphere in the classroom; second, an increasing emphasizes on the importance of real communication. If a game is working properly, it is very often supplies a genuine desire to communicate in target language, even within the artificial confines of classroom.

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The success of learning target language also depends on the process of acquiring the target language. Accordingly, teachers should employ new vocabulary games that stimulate the students and entice them to participate. Teacher should consider games which are appropriate to students’ age, cultural background and interests, and teacher also should consider activities where students can experience success (Lightbown and Spada, 1999). To make the students interest in learning vocabulary is that the teacher uses a guessing game as a technique in teaching.

Based on the explanation above, teaching vocabulary through guessing game could motivate the students to learn. They would get the new atmosphere in learning. They would have fun but they got the target of the learning. The activity of the game demands the students to interact with other so that it would make a good interaction and create the comfortable situation. Besides that, students would be eager to speak. If students ever speak, they can increase their vocabulary.

2.6. Concept of Game

A game is structured playing, usually undertaken for enjoyment and sometimes used as an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more often an expression of aesthetic or ideological elements. Rodger (1961) states that a game is a kind of teaching aids can be applied to a class. He also states that use of game can develop activities to make students forget that they are in the class that is to relax the students by engaging them in stress.

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Brewster and Girard (1991: 180), there are many different kinds of games, which can be grouped under three heading.

1. The purpose of playing game

Games can be divided into ‘code-control games’ or ‘communication games’. Communication games tend to move away from a focus on accuracy to the development of fluency and more purposeful ‘communication’. These games often rely on an ‘information gap’, where one child has information that the order child needs in order to achieve something.

2. Resources required

They are often based on riddles or on providing an appropriate response involving activity.

3. Language Practiced

There are many games which focus on speaking only, such as practicing new vocabulary or specific tenses.

Another distinction among game is that between competitive games and cooperative ones (Jacobs, in preparation). The research suggests that learning, as well as affective variables are enhanced by a cooperative environment (Johnson and Stanne; Slavin, 1995). Millis (2005) outlines a number of advantages of cooperative games, such as appropriate anxiety levels and more constructive feedback.

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As stated by Hadfield (1999), he classifies language games into some types, they are: 1. Sorting, ordering, or arranging games

For example, students have a set of cards with different products on them, and they short the cards into products found at a grocery store and products found at a department store

2. Information gap games

In such games, one or more people have information that other people need to complete a task. For instance, one person might have a drawing and their partner needs to create a similar drawing by listening to the information given by the person with drawing.

3. Guessing games

These are a variation on information gap. One of the best known examples of guessing game is 20 questions, in which one person thinks of a famous person, place, or thing. The other participants can ask 20 yes/no questions to find clues in order to guess who or what the person is thinking of.

4. Searching games

These games are yet another variant on two-way information gap games, with everyone giving and seeking information.

5. Matching games

As the name implies, participants need to find a match foe a word, picture or card.

6. Labelling games

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7. Exchanging games

In these games, students barter cards, other objects or ides. Similar are exchanging and collecting games.

8. Board games

Scrabble is one of the most popular board games that specifically highlight language.

9. Role play games

Role play can involves students playing roles that they do not play in real life.

In choosing the games, the teacher has to consider the goal of the learning itself, the students’ need and the characteristics of the students. Using game should be facilitator to practice the language especially in using vocabulary.

2.7. Concept of Guessing Game

Guessing game is a game in which a person knows something and the other who do not know competes individually, pairs or in a team to find out something. Merriam Webster (1988) says that guessing game is game in which the participants compete individually or team in the identification of something indicates obscurely (as in riddles or charades).

Guessing game emphasizes the students working together upon the problem. As stated by Kippel (1984:155), a guessing game is a game where the students in each group have to solve the problem by guessing. Each students is equally importance no

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matter their abilities, they are trying to listen to all viewpoints. Then they finally try to weigh or consider the alternative solution of the problem. That is why this game is said to improve cooperation and mutual acceptance within the group. In guessing game, the interaction will become the main focus because it include the interaction between students-students, teacher-students and students-teacher.

Wikipedia (2013:1) states that a guessing game is a game in which the object is to guess some kind of information, such as a word, a phrase, a title, or the location of an object. Many of the games are played co-operatively. In some games some player(s) know the answer, but cannot tell the other(s), instead they must help them to guess it.

2.8. Teaching Vocabulary by Using Guessing Game

This game will be the activity that student’s naturally and universally engage in. Besides it is possible to be applied since thus game can be used individual, pairs or in group, however according to McCallum (1980:4) ‘It is not an easy task to introduce guessing game into the classroom and many factors have to be taken into account. We need to consider the learner age, the number of students in the class, their ability to cooperate in a team, their language ability and the language level they present and first and foremost the simple fact if they are willing to take part in the activity.

Moreover, naturally when guessing game is played, students will try to win or to beat other teams for themselves or on the behalf of their team. They will be so competitive while playing since they want to have a turn to play, to score points and to win.

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Therefore, in groups or in pairs, they will be more willing to ask questions, to communicate and to discuss with their partner and think creatively about how to use English to achieve the goal.

Advantages and Disadvantages

McCallum (1980:4) also states that there are some advantages and disadvantages of using game in classroom activity.

The advantages are:

1. Guessing game is used for learning some new material or revising the old one. 2. Guessing game is interesting and challenging in teaching learning vocabulary. 3. Guessing game can be one of the highest motivating techniques in teaching

learning vocabulary.

4. Guessing game can be played individual, pairs and group. So that, the students have a chance to be more active in the teaching learning process and create a good interaction in the classroom.

5. Guessing game can be used in any language teaching situation and with any skill area whether reading, writing, speaking or listening is concerned.

6. Guessing game makes the students comfortable and enjoyable in learning vocabulary so they are not bored in the classroom.

7. The students will play and learn attractively.

The disadvantages are:

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2. Problem relatedto students’quarrels.

3. The teacher often finds difficulties in controlling the class.

2.9. Procedure of Teaching Vocabulary through Guessing Game

Procedure of guessing game can be played individually or in a team. Webster (1988) says that guessing game is game in which the participants compete individually or team in the identification of something indicates obscurely (as in riddles or charades). In this research, the researcher tried to conduct teaching English vocabulary using guessing game by teams. Every team consisted into two students so that all of the students could be involved.

To do the research, the researcher did the procedure in teaching vocabulary through guessing game as follows:

Pre-activities;

a. The teacher greeted the students

b. The teacher tried to attract their attention by asking some question related to the topic of material that is animal.

Whilst Activities:

a. The teacher told the students that they were going to study about the vocabulary.

b. The teacher explained the material.

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d. The teacher told the students that they are going to study about the vocabulary of animal through guessing game.

e. The teacher divided them into pairs randomly.

f. The teacher invited 2 pairs to come in front to play game. The first student would guess and the second student would give the clues. The second student was allowed giving clues. The class gave support for the group who is playing.

g. After finishing their guessing game using their word given, the teacher announced the winner.

Post-Activities:

a. The teacher reviewed the lesson. b. The teacher gave the evaluation.

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This chapter discusses about the methods of research used in this study, such as: research design, subject of the research, data collecting technique, research procedures, and data analysis.

3.1. Research Design

This research was classroom interaction research. In this research, the researcher observed some phenomena which occur in the classroom during the teaching learning process of vocabulary. According to Chaudron (1998) classroom interaction research is an analysis of language phenomenon found in the interaction activities involving two or more participants. Crookes in Hamzah (2013), states that interaction analysis study looks at how the participant in communication reacts. Furthermore, the data was focused on the process of teaching learning vocabulary by analyzing the interactional conversation among teacher-students, students-teacher and students-students by using Sinclair and Coulthard Initiation-Response-Feedback (IRF) model. The researcher measured the large number of vocabularies through conversation. To describe the data, the writer used descriptive method.

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3.2 Subject of the Research

The researcher used one class at fifth year of MI Islamiyah Ciwaru Serang, in academic year 2012/2013. There was only one class of fifth grade which consisted of 31 students. The researcher assumed that fifth grade was appropriate to conduct classroom interaction because it had less interaction between students-teacher, teacher-students and students-students and the teacher still dominated the class through lecturing. Since this research focused on the analysis of classroom interaction, the teacher and the students as well as the students’ response toward any teaching stage became the source of data.

3.3 Data Collecting Technique

The researcher used five methods to gain the data; they are: 1. Classroom Observation

Observation is a method of data collection in which the situation of interest is watched and the relevant facts, actions and behaviours are recorded. In this research, the researcher focused on knowing the technique and the process in vocabulary classroom interaction made by the teacher and the students during the teaching and learning process activity.

2. Recording

The researcher recorded the activities and interactions that occur during the teaching learning process in the class. The researcher used video to record the

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activity. Plowman (1999) said that videos are to help future searching and emphasized the flexible nature of the data with the ability to go back and review material repeatedly. The video recorder was put in front of the class so the teacher and the students were shot. Then the researcher transcribed the data that he got from recording technique. Next, the writer made the transcription and categorized the data into kinds of interaction based on Sinclair and Coulthard Initiation-Response-Feedback (IRF) model.

3. Transcription

After getting the recording, the researcher then transcribed the interaction that happened during the class. The recording was aimed at getting more valid data so that the research gave the real data from the students’activity.

4. Coding

After getting the transcription, the researcher then categorized the data by giving a code of the transcription suggested by Sinclair and Coulthard patterns, as can be seen in table. (Appendix 3)

5. Analyzing Data

After transcription, the researcher analyzed the data to see the pattern of interaction during implementing guessing game in teaching vocabulary. The data was taken only from the interaction which asked and gave English spoken.

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3.4 Research Procedures

In conducting the research, the researcher uses the following procedures: 1. Planning

The researcher planed the steps of the research. The researcher made some planning, they are: determining the subject of the research, preparing the materials, making lesson plans and discussing the procedures of applying guessing game in vocabulary subject at elementary school with consulting the teacher.

2. Application

The researcher taught the students while video recorders stood by in some place to record the activity. The first and the second meeting were used to implement guessing game in the class; the third meeting was for interview session. The last steps on this research were:

a. Transcribing the conversation based on recording.

b. Coding the transcription into the kinds of interaction categories and interaction patterns. In this case, the researcher used the coding system based on Sinclair and Coulthard Initiation-Response-Feedback (IRF) model.

c. Analyzing the data by using Sinclair and Coulthard Initiation-Response-Feedback (IRF) model and making the report of the research.

d. Reporting the result of the findings. e. Making conclusions.

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3.5 Data Analysis

The analysis of data needs creative and careful thinking. Data analysis was the process of data organization in order to achieve the necessity of a research. The researcher provided analysis of the data by using the steps proposed by Moleong (1994) as follows:

1. Making the abstraction of the collected data to be treated in one unit. The data was gained from observing and recording is transcribed. The researcher interpreted all data available by selecting them into an abstraction.

2. Identifying the data into a unity meaning that the researcher pays attention to the term the students used to distinct the activities in the process.

3. Categorizing the data by giving a code for each data. The researcher classified the data in speaking class by using Initiation-Response-Feedback (IR) model and put them into table as follows.

Table 3.1 Data Recorded from the Interaction Analyzed using Sinclair and Coulthard IRF Model

No Exchange Pattern

Initiation (I)

Act Response (R)

Act Feedback (F)

Act IRF 1

2 3 Etc.

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4. In order to see the quantities and percentage in teaching exchange pattern, the following table was used.

Table 3.2Total Quantities and Percentage in Teaching Exchange Patterns Teaching

Exchange Patterns

Predicted Moves

Observation During Guessing game Technique in Teaching Speaking

Quantity %

Teacher Inform Initiation (I)

…... ...%

Teacher Direct Initiation Response Feedback

(IRF)

…... ...%

Teacher Elicit Initiation Response Feedback

(IR)

…... ...%

Student Elicit Initiation Response

(IR)

…... ...%

Student Inform Initiation Response (IF) …... ...% Check Initiation- Response-Feedback (IRF) …... ...%

Total ……. …...

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CONCLUSIONS AND SUGGESTIONS

After conducting the research, doing the analysis, and presenting the results, the conclusions and suggestions are presented in this last chapter.

5.1 Conclusions

1. The process of classroom interaction in Teaching Vocabulary using guessing game at the fifth grade of MI Islamiyah reflects the classrooms interaction patterns suggested by Sinclair and Coulthard (Initiation-Response-Feedback (IRF) model. The model consists of six teaching exchange patterns namely: Student Elicit, Teacher Elicit, Student Inform, Teacher Inform, Teacher Direct and Check.

2. The highest percentage of Teacher Elicit (32,9%) indicates that the teacher has tried to attract the students to be involved in the process of learning. Then, Student Elicit (22,4%), in implementing guessing game, students have their own awareness to get involved in the activity and to participate as well as to interact actively during the teaching and learning process. The moderate percentage of Student Inform (16,8%) indicates that the students have their own awareness to deliver information to

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others. The low percentage of Teacher Informing (12,4%), Teacher Direct (10,6%) and Check (5,0%) show that the teacher has managed the whole process of teaching learning well based on what had been prepared on the lesson plan as her role as a facilitator for her students.

5.2 Suggestions

Based on the conclusions, the writer would like to propose some suggestions as follows:

1. Guessing game is recommended to be used as the formats to create students interaction in the classroom especially for young learners because it has some benefits which will be supported the process of

students’ learning.

in form of Student Elicitation and Student Information to let them dominate the classroom is very necessary and important.

students’ errors and providing grammatical accuracy and repetition as it

can greatly increase teacher’s success in teaching process.

4. Students’ role should be more dominant; teacher should find a way to

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5. In terms of video use, it is suggested to use more than one video recorder to observe teaching and learning process in the classroom, so the researcher can look in detail about the interactions between one student and other students.

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REFERENCES

Ambarita, Victoria Alverina. 2012. Improving Students’ Vocabulary through Spelling Game for Elementary School Grade Four at SDK BPK Penabur Metro. Lampung. Lampung University (Unpublished script).

Atkins, A. 2001.Sinclair and Coulthard’s IRF Model in a One-to-One classroom. Birmingham: Birmingham University Press.

Austin, J.L. 1962.How to Do Things with Words. Oxford: Oxford University Press. Brewster, Jean and Denis Girand.1991. The Primary English Teacher’s Guide.

French.

Cameron, Lynne. 2001.Teaching Language to Young Learner. UK: Cambridge University Press.

Chaudron, C. 1998.Second Language Classroom-Research on Teaching and Learning. Portsmouth: Heinemonn.

Edge, Julian. 1993.Essential of English Language Teaching. New York: Longman. Freeman and Diane Larsen. 2000.Technique and Principle in Language Teaching.

New York: Oxford.

Hadfield, J. 1999.Intermediate Vocabulary Games. Harlow Essex: Longman Hadhi, Pribadi. 2012. An Analysis of Classroom Interaction Using Sinclair and

Coulthard Initiaition-Responsible-Feedback (IRF) at Class XI Science 8 of SSMAN 2 Bandar Lampung. Lampung: Lampung University.

Halliwell, Susan. 1992.Teaching English in the Primary Classroom. New York : Longman.

Hannah, C. 2003.A Classroom and Spoken Discourse Analysis Using Initiation-Response-Feedback (IRF) Model. Berlin: Walter De Gruyter.

Hamzah, Intan. 2013.Implementation of Debate Technique in Teaching Speaking at the

Second Grade of SMA YP Unila Bandar Lampung. Lampung: Lampung

University.

Hidayati, Miftahul. 2012.Increasing Students’ Vocabulary Achievment through Guessing Game at the ninth grade of SMP Muhammadiyah 1 Sendang Agung. Lampung: Lampung University.

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Irianto, Helda. 2007. An analysis of Students’ Speaking Participation Based on CTL During Clasroom Interaction at The Second Year of SMP N 16 Bandar Lampung. Lampung: Lampung University.

Malamah and Thomas, A. 1987. Classroom Interaction. Oxford: Oxford University Press.

Marshall, G. 1998.Classroom Interaction. Oxford: New Oxford Review Inc. McCarthy, M. 2002.Discourse Analysis for Language Teachers. Cambridge:

Cambridge University Press.

Moleong, L.J. 1994.Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya. Mukarto. 2007.Grow with English. Jakarta: Erlangga.

Nunan, David.1989.Understanding Language Classrooms. UK: Prentice Hall International (UK) limited.

Puswanti, Sri. 2012.Increasing Students’ Vocabulary Mastery Through Guessing Game in Grade VIII of SMPN 1 Adiluwih 2012/2013.Lampung: Lampung University. (Unpublished Script)

Rivers, W. 1978.A Practical Guide to the Teaching of English. London : Oxford University Press.

Setiyadi, Bambang. 2006.Teaching English as a Foreign Language. Yogyakarta: Graha Ilmu.

Setiyadi, Bambang, 2006.Metode Penelitian Pengajaran Bahasa Asing Pendekatan Kuantitaif dan Kualitatif. Yogyakarta: Graha Ilmu.

Sinclair, J.M., and Coulthard, M. 1992.The Advances in Spoken Discourse Analysis. London: Rutledge.

Sinclair, J.M., and Coulthard, M. 1975.Towards an Analysis of Discourse: The English Used by Teachers and Pupils. London, UK: Oxford University Press.

Wallace, M.J. 1982.Teaching Vocabulary. New York: Heineman Educational Book Ltd. Shinooda.

Wallace M. 1987.Teaching Vocabulary 3rd Edition. London: Heineman

White, Andrew. 2003.The Application of Sinclair and Coulthard’sIRF Structure to a Classroom Lesson: Analysis and Discussion. England: University of

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4. In order to see the quantities and percentage in teaching exchange pattern, the following table was used.

Table 3.2Total Quantities and Percentage in Teaching Exchange Patterns Teaching

Exchange Patterns

Predicted Moves

Observation During Guessing game Technique in Teaching Speaking

Quantity %

Teacher Inform Initiation (I)

…... ...%

Teacher Direct Initiation Response Feedback

(IRF)

…... ...%

Teacher Elicit Initiation Response Feedback

(IR)

…... ...%

Student Elicit Initiation Response

(IR)

…... ...%

Student Inform Initiation Response (IF) …... ...% Check Initiation- Response-Feedback (IRF) …... ...%

Total ……. …...

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

After conducting the research, doing the analysis, and presenting the results, the conclusions and suggestions are presented in this last chapter.

5.1 Conclusions

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5.2 Suggestions

Based on the conclusions, the writer would like to propose some suggestions as follows:

2. English teacher needs to bear in mind that they are students who are learning English in the class so they try to familiarize themselves with English. Therefore,maximizing opportunities for students’ participation in form of Student Elicitation and Student Information to let them dominate the classroom is very necessary and important.

3. English teacher needs to help and attract the students to speak out by using the vocabularies by asking stimulus. The teacher also needs to have a greater awareness of feedback, especially in terms of evaluating students’ errors and providing grammatical accuracy and repetition as it can greatly increase teacher’s success in teaching process.

4. Students’ role should be more dominant; teacher should find a way to decrease her role.

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✁

REFERENCES

Atkins, A. 2001.Sinclair and Coulthard’s IRF Model in a One-to-One classroom.

Birmingham: Birmingham University Press.

Austin, J.L. 1962.How to Do Things with Words. Oxford: Oxford University Press. Brewster, Jean and Denis Girand.1991. The Primary English Teacher’s Guide.

French.

Cameron, Lynne. 2001.Teaching Language to Young Learner. UK: Cambridge University Press.

Chaudron, C. 1998.Second Language Classroom-Research on Teaching and Learning. Portsmouth: Heinemonn.

Edge, Julian. 1993.Essential of English Language Teaching. New York: Longman. Freeman and Diane Larsen. 2000.Technique and Principle in Language Teaching.

New York: Oxford.

Hadfield, J. 1999.Intermediate Vocabulary Games. Harlow Essex: Longman Hadhi, Pribadi. 2012. An Analysis of Classroom Interaction Using Sinclair and

Coulthard Initiaition-Responsible-Feedback (IRF) at Class XI Science 8 of SSMAN 2 Bandar Lampung. Lampung: Lampung University.

Halliwell, Susan. 1992.Teaching English in the Primary Classroom. New York : Longman.

Hannah, C. 2003.A Classroom and Spoken Discourse Analysis Using Initiation-Response-Feedback (IRF) Model. Berlin: Walter De Gruyter.

Hamzah, Intan. 2013.Implementation of Debate Technique in Teaching Speaking at the Second Grade of SMA YP Unila Bandar Lampung. Lampung: Lampung University.

Hidayati, Miftahul. 2012.Increasing Students’ Vocabulary Achievment through

Guessing Game at the ninth grade of SMP Muhammadiyah 1 Sendang Agung. Lampung: Lampung University.

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✂ ✄

Irianto, Helda. 2007. An analysis of Students’ Speaking Participation Based on CTL

During Clasroom Interaction at The Second Year of SMP N 16 Bandar Lampung. Lampung: Lampung University.

Malamah and Thomas, A. 1987. Classroom Interaction. Oxford: Oxford University Press.

Marshall, G. 1998.Classroom Interaction. Oxford: New Oxford Review Inc. McCarthy, M. 2002.Discourse Analysis for Language Teachers. Cambridge:

Cambridge University Press.

Moleong, L.J. 1994.Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya. Mukarto. 2007.Grow with English. Jakarta: Erlangga.

Nunan, David.1989.Understanding Language Classrooms. UK: Prentice Hall International (UK) limited.

Puswanti, Sri. 2012.Increasing Students’ Vocabulary Mastery Through Guessing

Game in Grade VIII of SMPN 1 Adiluwih 2012/2013.Lampung: Lampung University. (Unpublished Script)