IMPROVING 7A GRADERS’ VOCABULARY MASTERY THROUGH WHAT’S MISSING GAME AT SMP MUHASA MALANG

i IMPROVING 7A GRADERS’ VOCABULARY MASTERY THROUGH

WHAT’S MISSING GAME AT SMP MUHASA MALANG

THESIS

BY: ABDUL HAFID 201110100311300

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

IMPROVING 7A GRADERS’ VOCABULARY MASTERY THROUGH WHAT’S MISSING GAME AT SMP MUHASA MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana degree in English Education

BY: ABDUL HAFID 201110100311300

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

v ACKNOWLEDGMENT

Alhamdulillah, all my grateful prayers are praised to Allah SWT who has given the chance to me to finish this thesis, also my prayers are praised too for my beloved prophet Muhammad SAW who has given powerful guidance from uneducated era to educated era.

This thesis is arranged to fulfill the requirements for obtaining bachelor's degree, in English Department, Faculty of Teacher Training and Education of University of Muhammadiyah Malang.

Finally, this thesis would not have been completed without contributions and supports from everybody who help me in finishing this thesis.

1. My beloved parents Mr. Moh. Fajar and Mrs. Suharni for the prayers, loves, cares, advices, and guidance for my success.

2. My best gratitude to Mr. Riski Lestiono, M.A. as my first advisor in completing this thesis through the guidance and direction as well as the encouragement which are very useful and helpful for the preparation and writing of this thesis.

3. My best gratitude to Mr. Dian Arsitades, M.Pd. as my second advisor for helping me during the arrangement of this thesis.

4. Thanks to all lecturers especially in English Department who have taught me during these four years in this university.

5. I also want to thank Dra. Rukiyani L.A, M.K.Pd. as the headmaster in SMP MUHASA Malang for allowing me to do the research and also Ms. Novriska

Andhini, S.Pd. as the English teacher at VII grades who always support and help me during doing the research in that school.

6. Special thank goes to all my sisters and my brother Ince Ann, Ince Ira, Ince Nia, and Ince Nun, Ikram who always support, accompany and give me some advices whenever I need them. Gratitude is for my great and lovely grandfather (Tato Aji Murtada (late)) and grandmother (Umi Fifa) who always support me and always give me advices that I really need. Also thanks to my uncle, my aunt, my nephews, for their support until I can finish my study.

7. My special gratitude is for Nununk Alfiyah, as the best partner of mine who always accompany, support, and help me during the arrangement of this thesis. 8. Thanks so much to my close friends Aries, Roni, Sohib, Edi, Yadi, Zakki, and

Ewan who always help and give their supports to finish this thesis. Also to all my classmates (F Class members).

The researcher realized that this thesis is still far from being perfect. He accepts gratefully every comment and suggestion. Hopefully, the comment and suggestion can improve the researcher knowledge.

Malang, September 3, 2015

vii TABLE OF CONTENTS

APPROVAL………..………....i

LEGALIZATION……….ii

MOTTO AND DEDICATION………iii

STATEMENT OF WORK’S ORIGINALITY ... iv

ABSTRACT ... v

ACKNOWLEDGMENT ... v

TABLE OF CONTENTS ... vii

CHAPTER 1 INTRODUCTION ... 1

1.1 Background of study ... 1

1.2 Statement of the problem: ... 6

1.3 Purpose of the study: ... 6

1.4 Significance of the study ... 6

1.5 Scope and Limitation ... 7

1.6 Definition of Key Terms ... 7

CHAPTER II REVIEW OF RELATED LITERATURE ... 9

2.1 Concept of Learning ... 9

2.1.1 Definition of Learning ... 9

2.2 Concept of Vocabulary ... 11

2.2.1 Definition of Vocabulary ... 11

2.2.2 Types of Vocabulary ... 12

2.3 Vocabulary Mastery ... 14

2.4 Teaching and Learning Vocabulary ... 15

2.4.1 Teaching Vocabulary... 15

2.4.2 Learning Vocabulary ... 17

2.5 Languages Games ... 22

2.5.1 Definition of Games ... 22

2.5.2 The types of game ... 24

2.5.3 Definition of what’s Missing Game ... 26

CHAPTER III RESEARCH METHODOLOGY ... 28

3.1 Research Design ... 28

3.2 Setting and Subject of reseacrh ... 32

3.3 Research Instrument ... 32

3.3.1Test ... 33

3.3.2 Observation (Field Notes) ... 33

3.4 Data Collection ... 34

3.5 Data Analysis ... 34

3.6 Research Procedure ... 35

3.6.1 Preliminary Study ... 35

3.6.2 CYCLE I ... 36

3.6.3 CYCLE II ... 39

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 40

4.1 Research Findings ... 40

4.1.1 Preliminary Test ... 40

4.1.2 Cycle I ... 41

4.1.2.1 Planning ... 41

4.1.2.2 Implementation ... 42

4.1.2.3 Observation ... 49

4.1.2.4 Reflection... 50

4.1.3 Cycle II ... 52

4.1.3.1 Re-planning ... 52

4.1.3.2 Implementation or Action ... 53

ix

4.2.2.4 Reflection... 63

4.2 Discussion ... 64

CHAPTER V CONCLUSION AND SUGGESTIONS ... 69

5.1 Conclusion ... 69

5.2 Suggestions ... 72

REFERENCES ... 75

APPENDICES ... 78

Appendix 1 Field Notes………..………...79

Appendix 2 Vocabulary tests…..………...………...88 Appendix 3 Result of Vocabulary tests……...……….94 Appendix 4 Lesson Plans………...………...………...…..97

Appendix 5 Official Letter of Research………..………148 Appendix 6 Minimum Criteria of Completeness………149

REFERENCES

Ary, Donald, et al. 2010. Introduction to research in Education. USA: Wadsworth Cangage Learning.

Brown, H.D. 2001. Teaching by Principles, An Interactive Approach to Language Pedagogy. San Francisco State University.

Cahyono, B.Y. 1997. Pengajaran Bahasa Inggris. Malang: Ikip Malang.

Cahyono, Bambang Yudi, and Widiati, Utami. 2011. The Teaching of English as a Foreign Language in Indonesia. Malang: State University of Malang Press.

Cameron, Lynne. 2001. Teaching Language to Young Learners. Cambridge University Press.

Coady, J. and Huckin, T. 1997. Second Language Vocabulary Acquisition. A Rationale for Pedagogy. Cambridge University Press.

Fachrurazy. 2014. Teaching English as a Foreign Language for Teacher in Indonesia. Fourth Printing. State University of Malang Press: Malang.

Fraenkel, Jack R and Norwan E Wallen. 2009. How to Design and Evaluate Research in Education. New York: McGraw-Hill Higher Education.

Greenwood, D.J. and Levin, M. 2007. Introduction to Action Research. Social Research for Social Change. Second Edition. Sage Publications. New Delhi.

Hadfield, Jill. 2003. Elementary Vocabulary Games. A Collection of Vocabulary games and activities for elementary students of English. Longman

Hatch, Evelyn and Brown, Cheryl. 1995. Vocabulary, Semantic, and Language Education. Cambridge: Cambridge University Press.

Hamalik, Oemar. 2001. Proses Belajar Mengajar. Jakarta: Bumi Aksara.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. Harlow: England Pearson Education.

Hassan, A. H. 2012. Teaching & Learning Vocabulary for Reading Skill Development and Utilizing Technology for it. Journal of Educational and Social Research Vol. 2 (3).

Hiebert, E.H. and Kamil, M.L. 2005. Teaching and Learning Vocabulary. Bringing Research to practice. Mahwah, New Jersey London.

11 Kaka, Saverinus. 2008. Teaching English Vocabulary by Games. (online), (http://veykaka.wordpress.com, accessed on February 2015)

Latief, Muhammad Adnan. 2014. Research Methods on Language an Introduction. Malang: UM Press.

Lee, W.R. 1979. Language Teaching Games and Contests. Oxford: Oxford University Press.

Mardhiningrum, Agustya Dwi. 2010. Increasing students mastery of vocabulary to the second grade students through what’s missing game at SMP 3 Pasuruan. Malang: University of Muhammadiyah Malang. Unpublished thesis.

Nation, I.S.P. 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.

Nunan, David. 1991. Language Teaching Methodology (A Textbook for Teachers). Sydney, Prentice Hall.

Ortega, D. and Romero, N. 2010. Musical Games for English Language Learning to Children from 5 to 6 years old. University of Cuenca Press.

Richard, Jack. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press

Richards, Jack C. and Thomas S.C. Farrel. 2005. Professional Development for Language Teachers (Strategies for Teachers Learning). Cambridge University Press. Sari, Irawati. 2013. Using What’s Missing Games to Learn English Vocabulary at Elementary School Students. Padang: State University of Padang. Unpublished thesis. Schmitt, N. 2000. Vocabulary in Language Teaching. Cambridge Language Education: Cambridge University Press.

Titik, Melany R. 2003. The Effect of Games on Speaking Achievement of the First Grade Students of SMP Muhammadiyah 1 Ngadirojo. Malang: University of Muhammadiyah Malang. Unpublished thesis.

Thornbury, S. 2002. How to Teach Vocabulary. Pearson: Longman.

Winayati, Evi Sofiya. 2014. Improving Students’ vocabulary mastery by using pictures and game of fifth grade students of SDN Dharma Tanjung. Malang: University of Muhammadiyah Malang. Unpublished thesis.

Whitebread, David. 2012. The Importance of Play. A report on the value of children’s play with a series of policy recommendations. University of Cambridge.

Wright, A, Betteridge, D, and Buckby, M. 2006. Games for Language Learning. Cambridge: Cambridge University Press.

CHAPTER I

INTRODUCTION

1.1 Background of study

In recent years, English language is used by a lot of countries all over the world. English as a language widely used in the world has played an important role in international relationship. It has become a communication tool among countries in the business fields, politics, diplomatic, and other international relationships. It is shown that English is an International language. In Indonesia, English has become one of the foreign languages that is taught at many schools, start from junior high level up to university level.

In learning English language, students must find difficulties to comprehend the language directly. It is because English has different structure, grammatical, and the pronunciation which is difficult to understand. Therefore, many English learners still get confused in mastering the language. Basically the general purpose of English teaching is to help the students understand or comprehend the language correctly.

Basically, in teaching English, students are required to use that language to communicate with others. By communicating, students are able to express ideas, thought, and feel to the partners of speaking. It means that students have to be able to speak fluently by using good and proper language. It would be impossible to learn a language without

knowing the vocabulary. Vocabulary is an inseparable part of any language learning process. Manurung (2003) states that the ability of speaking, listening, reading, and writing English depends on the mastery of vocabulary and grammar. That is why vocabulary supports all of the English skills namely Listening, Reading, Writing, and Speaking.

Learning the vocabulary is the basic thing that should be learnt by the English learners in order to be able to communicate well. The more vocabularies are in control then the skill of speaking is getting better. While the less vocabulary you have, then skill of speaking is getting worse. Cahyono (1997:93) states that Vocabulary is one of the language elements that should be mastered by English learners. Learning Vocabulary as a foreign language seems easy but most students still feel fear about that. English teacher should find out the solution by creating an efficient and effective technique in teaching Vocabulary. Besides, the teachers should establish condition which makes teaching vocabulary possible. The learning will occur within reasonable period of time.

The mastery of vocabulary becomes very essential in supporting a foreign language skill. In other side, vocabulary building is not easy thing to do because there are many various meanings, word forms, and also word choices. Therefore, English teachers are expected to create some exercises and activities for the learners in order to improve their vocabulary mastery.

Realizing how important the vocabulary to the English learners, the teacher here has provided a new way to deliver vocabulary to the students. The teacher creates an interesting way to the students by giving them a game. This game is trusted more effective to improve students’ vocabulary mastery because it has a lot of entertainment in doing the activity. In other words, the students will really enjoy the learning process.

The subject of this classroom action research is 7A grade students of SMP Muhasa Malang. Based on the result of the observation, students still found many difficulties in understanding the vocabulary. They still got confused in learning English vocabulary which made them passive in learning English in class. This situation is really unsuitable with curriculum 2013 which demands the students to be more active in class during the teaching and learning process. This caused their score in understanding the vocabulary low. In order to know 7A graders’ vocabulary mastery, they were given a test. The result was really astonishing; from 30 students in 7A grade, only 8 students who had scores above the criteria (KKM). 16 of the students got score 60-65, and the rest of the students got below 50. It showed that 7A graders are still confused in mastering English vocabulary. When 7A graders got some new English vocabulary, they tend to memorize them instead of comprehending. Learning English vocabulary just by looking and remembering is not really effective way. Students have to understand them firstly, then they can master the English vocabulary.

According to the result of the interview with an English teacher at SMP Muhasa, Miss Novriska Andhini, about the condition in 7A during learning and teaching process, there are still many problems in implementing and delivering the lesson. The teacher often had difficulty in stimulating the students in order to be more active in class during learning and teaching process. This is caused also by the method of English teacher in delivering the lesson. The teachers still do not know the use of learning media and also learning model which is appropriate in teaching; therefore the understanding of 7A graders is still low. Another reason why 7A graders are difficult to understand English vocabulary is because they never got English subject when they were at elementary school. Most of the students in 7A grade never recognize all about English. From that case, the researcher takes Classroom Action Research in that class by using the effective teaching and learning technique that is game.

The learning methodis one ofimportant components ofthe learning process thatneeds to becontrolledby the teacher. In this case, learningforeign languages, especially English should be packed in an attractive form of learning. Therefore, it is important to have a good teaching media as well. The suitability of teaching media selection with the development and need of learners can affect the achievement of learning objectives. Therefore, the selectionand use ofmedia as a toolmust be in accordancewith the needsanddevelopment oflearners. One of them isthe use of gameas a tooltoimprovestudents'mastery ofEnglish vocabulary.

Game is one of the methods to learn vocabulary. This will make the students remember things faster and better. This strategy will increase the learners’ attention to the lesson and it will produce a better learning result. Game also helps the teacher to create context in which language is useful and meaningful.

“What’s missing” game is an effective, challenging, and motivating game because this game uses some colorful pictures that make the learners excited to follow the lesson. It means that the learners will give their attention to the lesson only. It will help them to remember the things they see in that activity. Based on Sari (2013), what’s missing game can motivate the students to master English vocabulary. By implementing this game, students are able to master new English vocabulary easily and in a fun way. On the other hand, what’s missing games are really effective methods to improve students’ vocabulary mastery because it is encouraging them to share ideas during playing the game in classroom.

It is also supported by the previous research which is conducted by Dwi (2010) about the use of what’s missing game to increase students’ mastery of vocabulary. The subject of her study is eight graders at SMP 3 Pasuruan. What’s missing game has two steps in doing the activities. First, the students find certain aspect related to the word. For example, the students match words with their synonym, antonym, and meaning, etc. It makes the students more active and communicative with their friends in group. Second, students are able to recall the name of items that have been studied in the first step in a

specific category and guess which item has been removed. She concludes that the game makes students remember things faster and better unconsciously.

Related to the background of the study above, the researcher conducts the classroom action research about the use of “what’s missing” game to improve students’ English vocabulary mastery.

1.2 Statement of the problem:

Based on the background of the study above, the researcher formulates the statement of problem: How is “what’s missing” game implemented to improve 7A graders’ vocabulary mastery in SMP Muhasa Malang?

1.3 Purpose of the study:

In line with the statement of problem, the aim of the study is to describe the implementation of “what’s missing” game to improve 7A graders’ vocabulary mastery in SMP Muhasa Malang.

1.4 Significance of the study

This study is expected to give worthwhile contribution to English teachers and also the students.

 As the reference for the teacher that “what’s missing game” can be used as an alternative technique for regular learning

 Improve the skills and competencies of teachers in implementing the learning processto be moreinteresting.

 To the learners/students :

 Help the students to increase vocabulary mastery

 Students are motivated to be more confident to use English to communicate

and be able to involve actively in teaching and learning process.

1.5 Scope and Limitation

The scope of this study is using “what’s missing game” to improve students’ vocabulary mastery, while the limitation of this study is the implementation of “what’s missing game” in 7A graders at SMP Muhasa Malang. The items of vocabulary are used based on the topic being discussed.

1.6 Definition of the Key Terms

 Improvement : the increase of the students' score on vocabulary

 What’s missing games : the game which show a comparison between two pictures, one of them should be different. The difference should be at least one side.

 SMP Muhasa Malang : Muhammadiyah 1 Junior high school is located on Brigjen Slamet Riadi street, Malang, East Java 65112, Indonesia. There are 3 classes each among the grades. Grade VII, (A,B,C), grade VIII (A,B,C), and grade IX (A,B,C).

Realizing how important the vocabulary to the English learners, the teacher here has provided a new way to deliver vocabulary to the students. The teacher creates an interesting way to the students by giving them a game. This game is trusted more effective to improve students’ vocabulary mastery because it has a lot of entertainment in doing the activity. In other words, the students will really enjoy the learning process.

The subject of this classroom action research is 7A grade students of SMP Muhasa Malang. Based on the result of the observation, students still found many difficulties in understanding the vocabulary. They still got confused in learning English vocabulary which made them passive in learning English in class. This situation is really unsuitable with curriculum 2013 which demands the students to be more active in class during the teaching and learning process. This caused their score in understanding the vocabulary low. In order to know 7A graders’ vocabulary mastery, they were given a test. The result was really astonishing; from 30 students in 7A grade, only 8 students who had scores above the criteria (KKM). 16 of the students got score 60-65, and the rest of the students got below 50. It showed that 7A graders are still confused in mastering English vocabulary. When 7A graders got some new English vocabulary, they tend to memorize them instead of comprehending. Learning English vocabulary just by looking and remembering is not really effective way. Students have to understand them firstly, then they can master the English vocabulary.

According to the result of the interview with an English teacher at SMP Muhasa, Miss Novriska Andhini, about the condition in 7A during learning and teaching process, there are still many problems in implementing and delivering the lesson. The teacher often had difficulty in stimulating the students in order to be more active in class during learning and teaching process. This is caused also by the method of English teacher in delivering the lesson. The teachers still do not know the use of learning media and also learning model which is appropriate in teaching; therefore the understanding of 7A graders is still low. Another reason why 7A graders are difficult to understand English vocabulary is because they never got English subject when they were at elementary school. Most of the students in 7A grade never recognize all about English. From that case, the researcher takes Classroom Action Research in that class by using the effective teaching and learning technique that is game.

The learning methodis one ofimportant components ofthe learning process thatneeds to becontrolledby the teacher. In this case, learningforeign languages, especially English should be packed in an attractive form of learning. Therefore, it is important to have a good teaching media as well. The suitability of teaching media selection with the development and need of learners can affect the achievement of learning objectives. Therefore, the selectionand use ofmedia as a toolmust be in accordancewith the needsanddevelopment oflearners. One of them isthe use of gameas a tooltoimprovestudents'mastery ofEnglish vocabulary.

Game is one of the methods to learn vocabulary. This will make the students remember things faster and better. This strategy will increase the learners’ attention to the lesson and it will produce a better learning result. Game also helps the teacher to create context in which language is useful and meaningful.

“What’s missing” game is an effective, challenging, and motivating game because this game uses some colorful pictures that make the learners excited to follow the lesson. It means that the learners will give their attention to the lesson only. It will help them to remember the things they see in that activity. Based on Sari (2013), what’s missing game can motivate the students to master English vocabulary. By implementing this game, students are able to master new English vocabulary easily and in a fun way. On the other hand, what’s missing games are really effective methods to improve students’ vocabulary mastery because it is encouraging them to share ideas during playing the game in classroom.

It is also supported by the previous research which is conducted by Dwi (2010) about the use of what’s missing game to increase students’ mastery of vocabulary. The subject of her study is eight graders at SMP 3 Pasuruan. What’s missing game has two steps in doing the activities. First, the students find certain aspect related to the word. For example, the students match words with their synonym, antonym, and meaning, etc. It makes the students more active and communicative with their friends in group. Second, students are able to recall the name of items that have been studied in the first step in a

specific category and guess which item has been removed. She concludes that the game makes students remember things faster and better unconsciously.

Related to the background of the study above, the researcher conducts the classroom action research about the use of “what’s missing” game to improve students’ English vocabulary mastery.

1.2 Statement of the problem:

Based on the background of the study above, the researcher formulates the statement of problem: How is “what’s missing” game implemented to improve 7A graders’ vocabulary mastery in SMP Muhasa Malang?

1.3 Purpose of the study:

In line with the statement of problem, the aim of the study is to describe the implementation of “what’s missing” game to improve 7A graders’ vocabulary mastery in SMP Muhasa Malang.

1.4 Significance of the study

This study is expected to give worthwhile contribution to English teachers and also the students.

 As the reference for the teacher that “what’s missing game” can be used as an alternative technique for regular learning

 Improve the skills and competencies of teachers in implementing the learning processto be moreinteresting.

 To the learners/students :

 Help the students to increase vocabulary mastery

 Students are motivated to be more confident to use English to communicate and be able to involve actively in teaching and learning process.

1.5 Scope and Limitation

The scope of this study is using “what’s missing game” to improve students’ vocabulary mastery, while the limitation of this study is the implementation of “what’s missing game” in 7A graders at SMP Muhasa Malang. The items of vocabulary are used based on the topic being discussed.

1.6 Definition of the Key Terms

 Improvement : the increase of the students' score on vocabulary

 What’s missing games : the game which show a comparison between two pictures, one of them should be different. The difference should be at least one side.

 SMP Muhasa Malang : Muhammadiyah 1 Junior high school is located on Brigjen Slamet Riadi street, Malang, East Java 65112, Indonesia. There are 3 classes each among the grades. Grade VII, (A,B,C), grade VIII (A,B,C), and grade IX (A,B,C).