The Research Findings

A. The Research Findings

1. The Research Setting This research was held in SMP Swasta Kristen Tomosa 1 Gido. The school is located at jln. Desa Soewe, Gido. The school consisted of one headmaster, some teachers and staffs. The location of the school was very strategic to do the teaching and learning processes because it was far from the crowded, the condition made the students and teachers were comfortable to conduct the learning activity.

SMP Swasta Kristen Tomosa 1 Gido consisted of 3 classes. The seventh class consisted of one class, the eighth class consisted of one class, and the ninth class consisted of one class. The total numbers of teachers was 12 teachers and 77 students. All of the members of the school were cooperative with the researcher.

In collecting data, the research was done on May 2016 by asking the permission to the headmaster’s agreement. To conduct the research, the researcher

was helped by the English teacher of SMP Swasta Kristen Tomosa 1 Gido. The teacher was as the observer or the teacher- collaborator of the students’ and the researchers’ activities.

2. The Students’ Ability in Mastering Vocabulary by Using Quartet Game To increase and imp rove the students’ ability in mastering vocabulary, the

researcher conducted in two cycles. Each cycle consisted of two meetings.

a. Cycle I

Cycle I consisted of two meetings. Both of cycles were held at the VIII class of SMP Swasta Kristen Tomosa 1 Gido, with the total number of the students was 18 students and all of them was present. In doing the research, the researcher used two meetings for each cycle. The duration of the time was 4 x 40 minutes. Each meeting was done 2 x 40 minutes. The researcher prepared one topic for two meetings. In order that, the students could think and get the continuation of the last material that they had learned.

1) The First Meeting

In the first meeting, the material taught to the students was the reading text form. It is descriptive text especially describing things with the title “The Eiffel Tower”. The activity focused on learning vocabulary in the reading text. The time

allocation used was 2 x 40 minutes. This meeting was done on Friday, May 06 th 2016. The procedures of the first meeting as follows:

a) Planning

In planning the researcher had planned something before the teaching-learning process was done, such as: the material, lesson plan, observation paper of researcher’s and student’s activity. These all were planned for making the research done well.

b) Action

After planning, the researcher conducted the action in the classroom. Teaching-learning process consisted of pre teaching –learning, whilst teaching- learning and post teaching-learning. The researcher entered the class and conducted the action.

The researcher was accompanied by the teacher-collaborator (other teacher) to enter the class. The researcher greeted the students and the students replied her. The teacher-collaborator at the corner of the class to observe all of students’ and the researchers’ activities. Then, the researcher introduced herself. After that, the researcher checked the presented list and the students replied by raising their hand if they were present. And the last, the researcher motivated the students to learn vocabulary. Those were some activities that the researcher did in pre teaching- learning activities. Furthermore, the research continued to whilst teaching-learning activities. First, the researcher introduces new material to the students about descriptive text and its relation with vocabulary. Next the researcher asked the

students’ prior knowledge about the material. Then the students gave their opinion. The researcher complimented the students. After that, the researcher explained

Quartet Game to the students then explained the material to the students. Then, the researcher provided some examples. Next, the researcher drilling the students in mastering vocabulary through Quartet Game. Then, the researcher in the beginning showed some cards to students what the word, how to pronounce, how to make in sentence and what the definition. Next, the researcher divided the students’ into four groups, each group has four members family. Each group should sit around a table.

After that, the researcher made illustration how to play the game and gave instruction. Next, the researcher gave one of the group complete decks of 32 cards which the cards have four completely needed. Next, the researcher commanded the dealer or someone from a group that has cards to mixed the cards, and deals out five to each player and put the rest in a pile face down in the centre of the table. Then, the researcher commanded the dealer asked a question to another player. Next, if the student had the card, the student had to gave it to the leader who asked for it, and that leader continued ask. If not, the leader who asked took one card from the top of the pile in the centre of the table. Then, if the leader asked other students for a card, and the students did not have it, then the student turn to ask next. Next, when one of the students who got a quartet or had card completely (the word, the pronunciation, the sentence and the definition), the student spreads the four cards out on the table so everyone could check that they really belong together. And the researcher checked to make sure. Then, the researcher commanded the entire player who defeated to enter in group of the winner students. And the winner played with other members/families of each group to fight and recruit all members. Next, who had collected the most families at the end of the game is the winner. After that, the researcher evaluated the

students’ ability. And, the researcher praised the students. Next, the researcher improved the stud ents’ mistakes. Then, the researcher allowed the students to gave some questions. Next, the researcher responded the students’ questions.

In post teaching activities, the researcher concluded material. Next, the researcher gave assignment to the students. Then, the researcher closed the meeting by greeting the students.

c) Observation

Based on the result of the observation, the researcher obtained the data about the students who had been done and did not do the activities during implementing the action in the classroom. The students who had done the activities were 12 students (66.7%) and the students who did not do the activities were 6 students (33.3%). To understand the percentage of the students who had been done and undone the activities could be viewed in the graphic.

Graphic 1: Percentage of the students who had been done and undone the activities in the first meeting of Cycle I

Furthermore, in the first meeting of Cycle I the researcher’s activities had done were 18 activities of 24 activities (75%) and there were 6 activities had not

done of 24 activities (25%). Clearly, the observation result of the researcher’s activities can be viewed on the next page:

Graphic 2 : Percentage of the researcher’s activities that had been done and undone in the Cycle I in the first meeting

In the meeting, the researcher founds the weaknesses of the students and researcher in doing the activities, there were: (a) Some of the students could not identify the definition of the words. (b) Most of the students could not identify the function of part of speech (verb,

noun, adjective, etc) in descriptive text. (c) The students could not identify the generic structures of descriptive text. (d) Most of the students quickly forgot to remember vocabularies. (e) Most of the students could not pronounce the words.

Besides, there were also some strengths of the students’ and researcher’s activities as follows.

(a) Most of the students could identify the definition of the words. (b) Some of the students could identify the function of part of speech (verb,

noun, adjective, etc) in descriptive text. (c) The students could identify the generic structures of descriptive text.

(d) Some of the students could remember vocabularies. (e) Most of the students could pronounce the words.

d) Reflection

In Cycle I in the first meeting, the researcher paid attention to the all activities of the students, noted the result of observation, analyzed the result of observation, and evaluated the result of observation. In this meeting, the researcher did not give the evaluation paper because the time was not enough to do the task, it would be done in the next meeting of Cycle I.

By seeing all the weaknesses in this meeting as the researcher revealed in observation above, the researcher should improve the planning of the teaching activities in order that to make the students get the development in mastering vocabulary especially in reading skill. The researcher had done some improvements, such as: (1) The researcher asked the students learn to identify the definition of the words. (2) The researcher asked the students could identify the function of part of speech

(verb, noun, adjective, etc) in descriptive text.

(3) The researcher suggested the students could identify the generic structures of descriptive text (4) The researcher suggested the students remember vocabularies. (5) The researcher suggested the students to find out how to pronounce the words in

dictionary.

2) Second Meeting

In the second meeting, the researcher continued the activities from the first meeting because of the limited time of the first meeting. The time allocation used in

the second meeting was 2 x 40 minutes. This meeting was done on Friday, May 13 th 2016. The learning material was same with the first meeting that was the reading text

“The Eiffel Tower”. The procedures of the second meeting as follows:

a) Planning

The researcher had planned something before the teaching learning process was done, such as: the material, lesson planning, observation paper and the last one was evaluation paper. These all were planned for making the research done well.

b) Action

After planning, the researcher conducted the action in the classroom. Teaching- learning process consisted of pre teaching-learning, whilst teaching- learning and post teaching-learning. The researcher entered the class and conducted the action.

The researcher was accompanied by the teacher-collaborator (other teacher) to enter the class. Then, the researcher greeted the students and the students replied her.

After that, the teacher-collaborator at the corner of the class to observe all of students’ and the researchers’ activities. Then, the researcher reminded and reviewed the last material. After that, the researcher continued the last material. Next, the researcher asked the students’ prior knowledge about the material. Then, the students

gave their opinion. Next, the researcher complimented the students. Then the researcher explained material to the students.

And the researcher provided some examples. Then the researcher drilling the students in mastering vocabulary through Quartet Game. After that, the researcher in the beginning showed some cards to students what the word, how to pronounce, how to made in sentence and what the definition. Next, the researcher presented the entire card and read the words aloud. Then, asked the students to repeat it aloud. The researcher mixed the cards and commanded the students to find the four cards it had word, how to pronounce, made in sentence and the definition. Next the researcher repeated until all unknown became known. The researcher evaluated the students’

ability. And then the researcher conducted the test to the students. The researcher explained to the students how to do the test. The researcher praised the students. The researcher improved the students’ mistakes. The researcher allowed the students to gave some questions. The researcher responded the students’ questions.

In post teaching-learning activities, the researcher concluded material. The researcher gave tests to the students. The researcher closed the meeting.

c) Observation

The observation was done by English teacher-collaborator during the teaching-learning process. The English teacher-collaborator observed all the researcher’s and students’ activities in the classroom. The data that the English teacher-collaborator had gott en about the students’ activities had been done and undone. The students who had done activities were 15 (83.3 %) students. The students who did not do activities there were 3 (16.7 %) students.

To make it clear the percentage of the students who had done and undone activities could be viewed in the graphic below.

Graphic 3 : The percentage of students’ activities that had been done and undone

during teaching and learning process

Some weaknesses of the students and the researcher were found during the teaching and learning process in the meeting, as follows. (a) Some of the students could not identify the definition of the words.

(b) Most of the students could not identify the function of part of speech (verb, noun, adjective, etc) in descriptive text.

(c) The students could not identify the generic structures of descriptive text. (d) Most of the students quickly forgot to remember vocabularies. (e) Most of the students could not pronounce the words.

There was also some strength during implementing Quartet game, namely: (a) Most of the students could identify the definition of the words. (b) Some of the students could identify the function of part of speech (verb,

noun, adjective, etc) in descriptive text. (c) The students could identify the generic structures of descriptive text. (d) Some of the students could remember vocabularies.

(e) Most of the students could pronounce the words. Based on the researcher’s activities, the result of the researcher’s

observation sheet in the second meeting in Cycle I. There were 21 activities had been done of 24 activities (87.5%) and there were 3 activities still undone of 24 activities (12.5%). It can be seen of the graphic on the next page. While the students who had been done activities were 15 (83.3%) students and the students did not do activities there were 3 (16.7%) students.

Graphic 4 : The percentage of the researcher activities that had been done and undone in second meeting of Cycle I

d) Reflection

After doing the action in the classroom, the researcher noted, analyzed and concluded the re sult of the research. Then, the researcher analyzed the students’ evaluation sheet. The result of the students’ evaluation sheet in the second meeting of Cycle I can be showed in the table on the next page.

Table 2 The STUDENTS’ ABILITY in MASTERING VOCABULARY by USING

QUARTET GAME in the SECOND MEETING of CYCLE I

MCC Level

Value

Frequency Percentage

Very good

From the table above explained the students’ ability in mastering vocabulary by using Quartet Game in Cycle I was failed. Some of the students did not pass of Minimum Competence Criterion (MCC) stated at school was 75 score. There were 3 students (16.7%) w ho got the value classified in “very good” level. There were 5 students (27.8%) who got the value classified in “good” level. There were 7 students (38.8%) who got the value classified in “enough” level. There were 2 students (11.1%) who got the value clas sified in “less” level, and there were 1 student (5.6%) who got the value classified in “fail” level. Then, the average of the students value was 69.

The highest score that the students got was 87 and the lowest score that the students got was 5. The cla rification of the students’ obtained value in the second meeting of Cycle I can be showed into graphic below.

very good 25

good

enough less

very good

Graphic 5 : The students’ ability in mastering vocabulary by using Quartet Game in the second meeting of Cycle I

Based on the explanation above, the researcher concluded that the students’ ability in mastering vocabulary by using Quartet Game was still unable to increase

the students’ ability in the cycle I. It was indicated by looking at the Minimum Competence Criterion (MCC) of the English subject at the eighth grade which was 75

could not be achieved by the students by looking at the average of the students’ value above.

Therefore, the researcher decided to continue to the next cycle by doing some improvements, there were: (1) The researcher asked the students learn to identify the definition of the words. (2) The researcher asked the students could identify the function of part of speech

(verb, noun, adjective, etc) in descriptive text. (3) The researcher suggested the students could identify the generic structures of descriptive text (4) The researcher suggested the students remember vocabularies. (5) The researcher suggested the students to find out how to pronounce the words in

dictionary.

b. Cycle II

Cycle II consisted of two meetings. It was depended on the teaching procedure, implementation, and lesson plan. Each meeting was held at the eight grade of SMP Swasta Kristen Tomosa 1 Gido with the total number of the students was 18 students and all of them were present. The time each meeting was 2x40 minutes. To make it clear, the researcher gives the explanation about the activities that was done by the researcher in each meeting of cycle II, as follows :

1) First meeting

The implementation of Quartet Game in the first meeting of Cycle II was held on Friday, May 20 th 2016. The research was conducted based on some steps.

a) Planning

Before conducting the research in the classroom, the researcher prepared all the media that supported the students’ ability in mastering vocabulary by

using Quartet Game, such as; lesson plan, teaching material, observation sheet, field notes, evaluation sheet, flash cards and attendance list.

b) Action

In conducting the action, the researcher did some activities. For the first the researcher entered the classroom together with the English teacher-collaborator and greeted the students. As usual the English teacher-collaborator advised the students then she gave the chance to the researcher to start. At the beginning of the activities of teaching and learning process, the researcher checked the students’ attendance list by calling their name one by one. To ensure the students whether they had studied at home, the researcher reviewed and reminded the students by giving them some questions related to the last material. To appreciate the students’ effort based on their evaluation sheet in the previous meeting, the researcher gave compliment to the students even though most of them did not pass was aimed to make them spirit to study. At the same time the researcher suggested them.

Next, the researcher teaching the new text to the students related to descriptive text that was “My School”. Regarding to the text, the researcher

classified some difficult words to the students. The researcher showed the words to the students and asked them to read it, ask the meaning of the word, and try to make it in sentence

After that, the researcher began to drilling the students in mastering vocabulary by using Quartet Game procedure. For the first, the researcher showed the known words one by one and asked the students to read it aloud also asked them to mention its meaning. Next, the researcher showed the words and read it aloud after that, had the students read it aloud.

The researcher mixed the cards and commanded the students to find the four cards it had word, how to pronounce, made in sentence and the definition. Next, the researcher repeated until all unknown became known. After that, the

researcher improved the students’ mistaked. The researcher evaluated the students’ ability. And then, the researcher conducted the test to the students. The researcher explained to the students how to do the test. The researcher praised the students.

In the post teaching-learning activities, the researcher concluded the teaching material. Then the researcher ended the meeting by greeting the students.

c) Observation

In the step of observation, all social events happened in the classroom was investigated by the English teacher-collaborator. Furthermore, the researcher noted the weakness and strength during applying Quartet Game in the classroom.

Based on the result of investigation by the English teacher-collaborator, there were the students who had been done and undone the activities.

There were 15 students (83.3 %) who had done activities and there were 3 students (16.7%) who undone the activities. To understand the percentage of the

students’ activities could be seen below.

Graphic 6 : Percentage of the students’ activities in the first meeting that had been done and undone of Cycle II

Furthermore, based on the result of the English teacher-collaborator there were 18 activities of 20 activities (90%) that the researcher had done and there was

2 activities (10%) that the researcher did not do. Clearly, the percentage can be seen in the graphic on the next page.

Graphic 7 : Percentage of the researcher’s activities that had been done and undone in the first meeting of Cycle II

In implementing Quartet Game in the first meeting of the Cycle I, there were some students’ weaknesses, there were: (a) Some of the students could not identify the definition of the words.

(b) Most of the students could not identify the function of part of speech (verb, noun, adjective, etc) in descriptive text. (c) The students could not identify the generic structures of descriptive text. (d) Most of the students quickly forgot to remember vocabularies. (e) Most of the students could not pronounce the words.

Moreover, in implementing Quartet Game there was some strength, namely: (a) Most of the students could identify the definition of the words. (b) Some of the students could identify the function of part of speech (verb,

noun, adjective, etc) in descriptive text. (c) The students could identify the generic structures of descriptive text.

(d) Some of the students could remember vocabularies. (e) Most of the students could pronounce the words.

d) Reflection

In the first meeting in Cycle I, the students paid attention to students’ activities, noted the result of observation and analyzed the result of observation. Therefore, there were some improvements to be done by the researcher in the second meeting, they are:

(1) The researcher asked the students learn to identify the definition of the words. (2) The researcher asked the students could identify the function of part of speech

(verb, noun, adjective, etc) in descriptive text. (3) The researcher suggested the students could identify the generic structures of descriptive text (4) The researcher suggested the students remember vocabularies. (5) The researcher suggested the students to find out how to pronounce the words in

dictionary.

2) Second meeting

The implementation of Quartet Game in the second meeting of Cycle II was held on Friday, May 27 th 2016. To conduct the research the researcher

followed some procedure:

a) Planning

In the phase, the researcher prepared all the need before implementing the action such as: lesson plan, teaching material, observation sheet, field notes, observation sheet, flash card and attendance list.

b) Action

In action phase, the researcher started to conduct the research in the classroom. The researcher went to the classroom with the English teacher-collaborator. In the pre teaching-learning activities, the researcher greeted and asked the students’ condition. Then the researcher checked the students’ attendance list.

Before the researcher would continue whilst teaching, the researcher motivated them and asked their prior knowledge about the last material.

In whilst teaching the researcher reminded the vocabulary that had been taught to them in the previous teaching to know whether they had memorized and remembered it. After that, the researcher continued drilling the other students who did not finish in the first meeting in Cycle II. In that turn, the researcher did not introduce and identify more the unknown words to the students because in the first meeting had been identified.

But the researcher continued in the next steps that were; the researcher showed all known words to the students and had the students read it aloud by mentioning the meaning of the words. The researcher mixed the cards and commanded the students to find the four cards it have word, how to pronounce, make in sentence and the definition. Next the researcher repeated until all unknown became known. The steps were repeated until all unknown words finished.

In the last of whilst teaching, the researcher improved the students’ mistakes during implementing the procedure of Quartet Game. Then the researcher

gave the evaluation sheet to the students to know their ability in mastering vocabulary that they had learned.

In post teaching the researcher concluded the material to the students. After that the researcher motivated the students. Next, the researcher ended the meeting by greeting the students.

c) Observation

In the observation phase, the English teacher-collaborator observed all the happened in the classroom. She noted the all the students who had done and undone the activities during the teaching and learning process. Also she observed how many aspects that the researcher did and not did in the classroom. Furthermore, the researcher noted the weaknesses and strength during implementing the steps of procedure of Quartet Game.

Based on the English teacher- collaborator’s observation, there were 1 (5.6%) students who did not do activities.

While there were 17 (94.4%) students who had done activities. To understand the percentage of students’ activities can be seen on the graphic below.

Graphic 8 : Percentage of the students who had done and undone activities in second meeting of Cycle II.

Moreover, in the second meeting of Cycle II the researcher’s activities that had been done were 24 activities (100%) and there was not activity (0%) that was

not done by the researcher. Clearly, the observation result of the researcher’s activities can be viewed in graphic on the graphic on the next page.

Graphic 9 : Percentage of the researcher’s activities that had been done and undone in the second meeting of Cycle II

In implementing Quartet Game in the second meeting of Cycle II, there was some strength, namely: (a) The students could identify the definition of the words. (b) The students could identify the function of part of speech (verb, noun,

adjective, etc) in descriptive text. (c) The students could identify the generic structures of descriptive text. (d) The students could remember vocabularies.

(e) The students could pronounce the words. In field notes of English teacher-collaborator also, the researcher got some weaknesses during implementing Quartet Game in the field notes, namely: there were one student who did not do all the activities.

d) Reflection

After doing the action in the classroom, the researcher noted, analyzed and concluded the result of the research. Then, the researcher analyzed the student s’ evaluation sheet. The result of the students’ evaluation sheet in the second meeting

of Cycle II can be showed in the table below.

Table 3

The STUDENTS’ ABILITY in MASTERING VOCABULARY by using Quartet Game in the SECOND MEETING of the CYCLE II

MCC Level

Very Good

The students’ value classification on the table before, it showed that there were 11 students (61.1%) who got the value classified in “Very Good” level.

There were 7 students (38.9%) who got the value classified in “Good” level.

There was not student (0%) who got the value classified in “Enough”, “Less” and “Fail” level. Then, the average of the students value was 89.9. The students’ high value in the second meeting of Cycle II was 100 and the lowest

value was 80. Based on the result of the students’ ability in mastering vocabulary above,

the researcher describes it into graphic below.

very good

Graphic 10 : The students’ ability in mastering vocabulary by using Quartet Game in the second meeting of Cycle II

The result on the graphic showed that the students’ ability in mastering vocabulary had achieved the MCC (Minimum Competence Criterion) that had been specified. It

can be concluded that Quartet Game increases the students’ ability in mastering vocabulary. Therefore, the researcher did not continue to perform the research in the next cycle.

3. The Students’ Activities in All Cycles. In the first meeting of Cycle I, the students who had been done the

activities were 12 students (66.7%) and the students who did not do the activities were 6 students (33.3%). Furthermore, in the second meeting of Cycle I, the students who had been done the activities were 15 students (83.3%) and the students who did not do the activities were 3 students (16.7%).

In the first meeting of Cycle II, the students who had been done the activities were 15 students (83.3%) and the students who did not do the activities were 3 students (16.7%). Moreover, in the second meeting of Cycle II, the students who had been done the activities were 17 students (94.4%) and the students who did not do the a ctivities were 1 student (5.6%). So, the entire students’ activities can be viewed in the table on the next page.

Table 4 The STUDENTS’ ACTIVITIES for ALL CYCLES

No. Cycle Meeting

1 I Second

2 II Second

4. The Researcher’s Activities for All Cycles In the first meeting of Cycle I, the researcher’s activities that had been done

were 18 activities (75%) and there were 6 activities (25%) that was not done by the researcher. Then, in the second meeting of Cycle I, the researcher’s activities

that had been done were 21 activities (87.5%) and there were 3 activities (12.5%) that was not done by the researcher.

In the second meeting of Cycle II, the obtained result of the researcher’s activities that had been done were 20 activities (90%) and there were 2 activity

(10%) that was not done by the researcher.

Moreover, in the second meeting of Cycle II, the researcher’s activities that had been done were 24 activities (100%) and there was not activity (0%) that was

not done by the researcher. To make clearer th e researcher’s activities for all cycles, it can be viewed in the table below.

Table 5 The RESEARCHER’S ACTIVITIES for ALL CYCLES

No. Cycle Meeting

Criteria

Frequency Percentage (%)

18 75% First meeting

21 87.5% Second meeting

20 90% First meeting

24 100% Second meeting

5. The Students’ Ability in Mastering Vocabulary by using Quartet Game for

All Cycles

The students’ ability in mastering vocabulary in Cycle I showed that there were 3 students (16.7%) who got the value classified in “ Very Good” level. There were 5 students (27.8%) who got the value classified in “Good” level. There were

7 students (38.8%) who got the value classified in “Enough” level.

There were 2 students (11.1%) who got the value classified in “Less” level, and there were 1 student (5.6%) who got the value classified in “Fail” level. The students’ high value in the second meeting of Cycle I was 87 and the lowest value was 5.

Moreover, in Cycle II showed that there were 11 students (61.1%) who got the value classified in “ Very Good” level. There were 7 students (38.9.%) who

got the value classified in “Good” level. There was not student (0%) who got the value classified in “Enough” “Less” and “Fail” level. The students’ high value in

the second meeting of Cycle II was 100 and the lowest value was 80. Thus, the students ’ ability in mastering vocabulary for all cycles can be described in the table in the next page

Table 6

The STUDENTS’ ABILITY in MASTERING VOCABULARY after APPLYING

Quartet Game

No. Cycle

Meeting

Level

Frequency Percentage (%)

1 I Enough

Very Good

2 II Enough

Very Good